Steps for Evolution of a Prototype

1

Write what you want to find out about your idea. Include one of these words: look, feel, interact, work. Example – What does the steering wheel to my hovercraft feel like?

2

Make two prototypes that will help answer your question. . Create your prototypes in whatever way will help you best answer the question (a sketch, a drawing, an experience). Make them almost the same, with one thing different around the question you are asking. Draw two sketches or paste two pictures of your prototypes

Should my steering wheel feel like this or this?

3Test your prototypes on a user. Allow the user to interact with the prototypes and ask questions. What they do and say are important things to notice.

4

Repeat the cycle. From your findings in test 1, either refine your test question or come up with a new one. The more questions you have answered the better your solution will be.

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Students bring: an idea they want to prototype Students take: a prototype that has been refined multiple times.

Coach’s notes for Evolution of a Prototype

The design thinking principles that you want them to embody: -build to decide (rather than just debate)-Build with a question in mind (rather than building simply for the sake of building)-Carry two prototypes forward (easier to ask A vs B rather than about A alone)-Make rough and rapid prototypes-Prototypes come in many types: look, feel, interact, work.

Suggested Timing Advice for coaches

Introduce activity/Come up with and decide on a question around your idea (5 min)

Encourage students to simply decide on a question. Make sure it includes: look, feel, interact, or work.

Create two prototypes and put in the pictures (15 min) Make sure students are building with a focus: not just building to build. Encourage them to use the simple materials at hand: you can make amazing things with just masking tape and newspaper.

Test on a user (5 min) Encourage students to ask open-ended questions. If they over-explain their prototypes, then use this as a learning opportunity.

Repeat the cycle – (up to you on timing. Students should be able to do this faster the second time around – because they have been through the process and if they are only refining their prototypes. I would recommend having them do second test in 15 minutes: 2 min to come up with question, 10 min to build, 3 minutes to test).

Monitor the students energy. Encourage them to pursue questions and prototypes based on user feedback and their interests.

TEST 1 TEST 2What are you going to find out?

pictures of prototypes

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What are you going to find out?

pictures of prototypes

What did you learn? What are you going to do next?

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TEST 3 TEST 4What are you going to find out?

pictures of prototypes

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What are you going to find out?

pictures of prototypes

What did you learn? What are you going to do next?

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Example for Evolution of a Prototype