DESIGN : Learning Sequence

DESIGN :  Learning sequence

The EdStudio  can be accessed using Studio Access Key – S37149824. At the moment it is a closed Studio. Please email me at sshan47@eq.edu.au  and I will add you as a participant.

SETTING THE SCENE : Establishing a context

Prior to PHASE 1 Students are introduced to the Ed Studio and topic of packaging. They view the package design competition and explore the PAC website to establish that design is a valued skill.

Students access a pre unit Padlet where they add ideas and questions about packaging to a KWL. This activity provides the teacher with an opportunity to explicitly teach students how to access the EdStudio and the protocols for using Padlet i.e. add your name to each post.  Students access this Padlet individually and as a group periodically throughout the unit to add to new questions and information. This Padlet may be used as a reflection tool at the completion of the unit of work.

PHASE 1 : Defining the Problem

• Whole class brainstorm and Discussion

Students are presented with the open ended question “WHAT does successful packaging do?” & “HOW do designers ensure that packaging is successful ? “  in a face-to-face whole class situation. The teacher may present examples of successful and unsuccessful packaging as well as the life cycle of a package to stimulate ideas and guide students to consider all angles. The Exploring Packaging Padlet would be displayed on the IWB in the classroom. During the discussion the teacher and students add to the Padlet. If this activity was conducted in a regular classroom students could take turns adding to the Padlet displayed on the IWB using a wireless mouse and keyboard that is passed around the room.

• Asnychronous access and addition of ideas

Students are able to access and add to the Padlet via the EdStudio at any time. A scheduled time could be provided during rotations for students to do this also.  Allowing time for deeper thinking and reflection encourages students to build on others ideas than think about the problem from a variety of perspectives.  Students who may have missed the opportunity to contribute in the whole class situation are able to add their ideas.

• Whole class refection and categorisation of ideas

Teacher and students access the Padlet on an IWB to discuss how the ideas can be grouped and which heading will best describe each category. This is an opportunity for the teacher to model this process.  Students will be expected to gather ideas and create useable categories as they collaborate in Padlet in the next phase of the unit.

PHASE 2 : Investigation  & Research

Students negotiate and construct knowledge in expert groups.  Each group is assigned a different aspect of the package design process to investigate. The teacher will meet with groups face to face to support their online collaboration. Groups may also benefit from collaborating in face-to-face situations to discuss ideas and roles before accessing online materials.

There are six group

1.  The Market Masters – conduct market research on the target audience.
2.  Legal Eagles – investigate the legal requirements of packaging.
3.  Eco Warriors – research sustainable packaging and ways to reduce waste.
4.  Powers of Persuasion – gather examples of persuasive devices used in packaging and share         the most effective examples.
5.  Material Matters – Investigate the properties of materials and how these materials are used       to package different products.
6. Image Illustrators - gather examples images and symbols used in packaging and explain how       these can be used effectively to communicate information with the target audience.

A home page for all teams includes a list of student in each team, common activities that give an overview of the design process and a FAQ page where students can access experts at the PAC .

Each team is provided with a page within the EdStudio. Permissions can be set so that all students are able to view group pages but only group members are able to add/modify content of pages.  

Each group page follows a similar structure: -

• Links to stimulus materials that complement the content covered in face-to-face learning.
• Stimulus questions and a group Padlet which provides a shared space for posting ideas, organising these into useable categories or negotiating understandings.
• A group blog space. Each student is assigned an aspect of the topic – that student posts a blog communicating their understanding.  Students within the group may comment on each other’s blog postings to provide feedback and ideas. The student responsible for that topic chooses how to use this feedback and may choose to edit their original blog posting.

PHASE 3 : Using peer feedback and reflection to revise and improve on final product

In this phase of learning, students have completed a mock -up of their design. They will photograph it from different angles and upload the images to Thinglink.  Students then annotate their design, explaining how each feature meets the design criteria and embed in an individual page within the EdStudio.  Students are given “trusted user” privileges so that they can add/ modify content on their own pages.

Each student receives feedback from a representative of each expert team. This feedback is posted as a blog entry which is structured using the sentence starters “I like the way you…. “ , “ Have you considered…”  and “ Information you might find useful … “

Students will then use their justifications in Thing link and peer feedback to revise and refine their ideas before writing their final written piece; a justification of their design choices. This written piece could then be published on students’ individual Studio pages for viewing by other students and teachers within Education Queensland.