One of the recent learning activities that some of my students had to do was explain whether the outcome that they'd developed was 'fit for purpose'. In essence, whether the outcome met the client's needs, and adhered to the specifications in the design brief throughout the students' entire practice.
The various stages throughout their practice that enabled students to either relate their design investigations to the design brief, or, acquire client feedback or stakeholder feedback, includes:
- the initial brainstorm of outcome ideas,
- research of existing outcomes and design principles,
- client discussions,
- feedback on design ideas,
- feedback on conceptual designs,
- and feedback on the final conceptual design.
Students were able to execute the various stages of technological practice. Students were also very familiar with the specifications in the design brief. However, an area where students struggled, was by explaining how the various stages of technological practice adhered to one or more of the specifications, and how this meant that the clients needs were being met. It's not that the students weren't doing the work. It's more a case of explaining how the clients needs were being met, and the evidence that the students had acquired to back up their statements. Students were describing the practice eg. the brainstorm, then describing the specifications, but struggling to explain the link between the brainstorm and the specifications, as how the clients' needs were being met.
This lead to discussions between myself and three of the students, breaking down the task as outlined in the image. The approach is very similar to the SEXY writing structure for paragraphs. Students had to:
- State and/or describe the type of practice
- Explain how the practice linked to either the design specifications and/or client feedback
- Provide an example or evidence of the practice
- Explain why or how the clients needs had been taken into consideration, contributing towards the final outcome being fit for purpose.
The discussions entailed to-ing and fro-ing amongst myself and the students to clarify that they understood how to approach the task. The students then undertook the fitness for purpose task, whereby I was able to comment into their documents, as well as follow up with further discussions with the students to clarify that they had completed the task as needed and required.
