Design Process
Models

Why we first chose this model to guide our project development:

• Fast prototyping. Get ideas and solutions out there quickly.

• Human centered approach. We want to step into the shoes of our users to relieve their pain/stress points.

• To provide NYSW with different, creative ideas that go beyond the "obvious" solution

Our design model is based on a lineal flow. As a class, we were working towards designing a draft prototype and did not have the time to return to previous phases, like when creating a final product for a real stakeholder. Therefore, our model was designed in a one-way direction ending with the evaluation phase. Phases are delineated by color. Two-way arrows represent exercises that happen concurrently in the same phase.

The following decisions come from our personal experience working on this project.

1. We started with the "Listen & Observe" box because the first step to any case study is listening and observing. We met twice with the stakeholder, Hannah Jarvis, and asked her questions to understand the learning and hydroponic environment better. As we dug deeper into this phase, a lot of our answers came simply from observing by Zoom video. We really listened to Hannah and Kristen's responses, making sure to listen not only to their words, but listening to how they expressed it... or even considered what was not said.

2. We separated the analysis phase into two parts: "Stakeholder & Content" and "Needs, Task, and Learner Analyses." It wasn't until the design phase that we realized we were not fluent in NYSW hydroponic materials. So we needed to re-read and analyze the NYSW materials to figure out what topics and instructions were missing from the guide. Then, we needed to research external resources to fill in any missing information. To prevent this loss of time in the future, we expanded the research phase to be fully prepared and well-versed in the client's materials and environment before the design phases.

3. We divided the implementation phase into "Design Phase 1: IDEATION" + "Design Phase 2: IMPLEMENT", and added "Learning Assessment" in between these phases. We believe we needed more time to brainstorm and draft with wireframes. Before building out a working prototype in "Design Phase 2," we added in a check-in point. We needed the time to double-check our concepts to ensure compliancy with the learning goals. At this stage, we would craft the logic models and learner assessments.

4. Our classmates were kind enough to fill out our email survey since were not in contact with any NYSW teachers. The "Evaluations" phase worked under these circumstances, so we kept it at the end like Maaike's syllabus. Perhaps, if we were in communication with our target learners, we might have alternative views on the Evaluation phase.

IDEO. Why Design Thinking is Valuable. IDEOU.com. https://www.ideou.com/pages/design-thinking#why-design-thinking-is-valuable