Design+Process

toc

=Design Process=

=//Introduction//=

Every designer should follow certain steps or procedures in order to create a product or service. Designing is a social activity requiring creative thinking which requires communication between the designer and the user. These steps or procedures make up the "Design Process". According to Smith and Tabor (1996) there are five activities one goes through in the design process:

1) Understanding, observing and evaluating the information 2) Abstracting and reviewing the problems 3) Structuring and links relationships between the elements one wants to use and what people want. 4) Considering how the structure can be presented 5) Details-colors, format, etc

Deciding who does what and how the system fits in with the context is key in furthering the design. This can be done in the form of workshops, groups, and designing of scenarios or narratives that can work through design ideas and how it would work 'in the real world'.

Further steps to complete the design process are: The Design Process may vary slightly when you analyse the type of industry or the product being manufactured. However, the main steps lie parallel with the ones explained below.
 * Identifying needs
 * Establishing the solution
 * Collecting data
 * Constructing the prototype
 * Testing the prototype
 * Review necessary adjustment
 * Planning marketing Strategy

=//Identifying Needs//=

Designers create products to benefit society by identifying their wants and needs. Individuals needs are caused by conditions that cost them money, security, time, respect, or pain. Designers intend to identify the needs and create a product that will meet these needs and expectations. This important step is also called the **Design brief** where the designer comes up with a statement of intent; it states the problem but does not contain enough information to start designing.

=//Establishing the solution//=

After identifying the needs, the designer must establish a solution to the problem. Various ideas are established through sketches and computer generated models to achieve the best possible solutions. This step usually involves a lot of research and analysis and is also linked to the collection of data. =//Collecting Data//=

After establishing the solution, the designer must collect data. The data can be collected through conducting surveys, interviews, observations, group discussions, and etc. The data that is collected will allow the designer to understand user experiences and the type of product to built. =//Constructing the prototype//=

After collecting the data, the designer can begin building the [|prototype]. The prototype will provide the designer a better view of how the actual product will look like. There are two forms of prototype. One type fo prototype is the Hi-fi prototype which is similar to the final product i nlook and feel (and maybe functional). The positive thing about hi-fi prototype is that it is visually aesthetically pleasing and good for the client. A setback is that it takes longer to make and can be costly as well. The second type of prototype is lo-fi. Lo-fi prototypes are inexpensive to make and quick. The problem with it is that it does not elicit or reflect every aspect of the final product. This can be an issue when presented to a client. =//Testing the prototype//=

The prototype is ready to be tested to see if it meets the requirements and expectations, Can it be further improved? More so, does it do what it is supposed to do? =//Review necessary adjustment//= To re-check the product for any errors before presenting it to the client

=//Planning Marketing Strategy//= This strategy establishes the target audience for the product to be marketed. It involves getting audience attention through advertising and free samples.



=Children in the Design Process=

Designers of products for children must understand that children are different from adults in terms of expectations and needs. Adult are consumers and so are children. They require products that can be useful and entertaining. To create products for children the designer undergoes a cooperative inquiry which includes three parts:
 * "Contextual Inquiry: Designer will be monitoring how children interact with the technology that currently available.
 * Participatory Design: Sketch ideas by building with household materials
 * Immersion Technology: Provide children with technology in which they never seen or experience before"
 * (Allison 2006)**

The method of cooperative inquiry is used in all design process for children’s products. It is effective in researching how children interacts with the currently technology and give us better ideas in how to improve currently technology as well as new technology for children. =**Cooperative Goals:**=


 * "Observe how children use the technology they already have
 * Discover what types of technology children need
 * Work with children to develop technologies that will help them be creative, have fun, explore, learn and communicate
 * Understand how adults can help children become inventors and designers"
 * (Allison 2006)**


 * Children have four roles in the technological design process:**
 * "Users
 * Testers
 * Informant
 * Design Partner"
 * (Allison 2006)**

=**__Users__**= The role for children as a user in the technology design process is for the children to used the technology while the designer observed the interactions between the object and the users. There are two main reasons children are asked to be the subject of the design process. One reasons is to gather data on a general concepts for future developments. Second, to understand the childrenbehavior, so the designer can understand what childrens wants and expects from the technology.

=**__Testers__**= The children are asked to take on the role as testers of the technology. The children will get the chance to test the product before it will be manufactured and released to the market. Designers usually ask the children directly for feedback and observe their interactions closely for any negatives and positives feedback. The children’s feedback is the key to the success of the technology because they are the user of the products.

=**__Informant__**= Before a new technology is released; the designer often obtains data from watching children use technology or asks the children for feedback through drawings. When the technology is actually produced, the children might be asked to test the technology and provide input.

=**__Design Partner__**= Children can be seen as a designer partner. They provide us with new insight into technology and help us improve it. They are the user, tester, and informant that help the designer to create products that will meet their needs and expectations. Their interaction with the current technology and new developments is the key to success in understanding a child’s learning process and the kind of product they want. Children and designers are partners which work together to create technology that is useful and beneficial for all children.

=Related Links=

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 * White, Randy, and Vicki L. Stoecklin, //Creating Outdoor Play & Learning Environments//, 1997, White Hutchinson Leisure & Learning Group, Kansas City, MO.
 * Wilson, Ruth A., //Nature and Young Children: A Natural Connection//, Young Children, September 1995, Vol. 50, No. 6, National Association for the Education of Young Children, Washington, D.C
 * Branton, Amy. "Futurelab-Viewpoint Articles on Developing a Child-Center Design Process." __Viewpoint Article on Developing a Child Centered Design Process__. Futurelab. 24 Nov. 2006 <[|http://www.futurelab.org.uk/viewpoint/learn22.htm>.]
 * Stoecklin, Vicki L. "Understanding the Design Process." __Understanding the Design Process__. White Hutchinson Leisure & Learning Group. 24 Nov. 2006 <[|http://www.whitehutchinson.com/children/articles/understanding.shtml>.]
 * Parslow, Ray. "The Design Process At Work." __How They Work__. 2004. Powerhouse Museum. 24 Nov. 2006 <[|http://www.powerhousemuseum.com/designersatwork/how.php?ID=10>.]
 * Please see article on design in News Stand

=References=


 * "The Design Process." __The Design Process__. Institution of Technology. 20 Nov. 2006 <[|http://www.bergen.org/technology/despro.html>.]
 * "The Design Process." __The Design Process__. Hackensack. 20 Nov. 2006 <[|http://www.bergen.org/ECEMS/class/des.htm>.]
 * Hudson, Paul. "An Overview of the Design Process." __An Overview of the Design Process__. Blueprint. 22 Nov. 2006 <[|http://www.ider.herts.ac.uk/school/courseware/design/overview/overview.html>.]
 * "A Design Process Poster." __A Design Process Poster__. 22 Nov. 2006 <[|http://www.adrianbruce.com/science/dprocess/>.]
 * "INTAD-Industrial Technology and Design Teachers's Association of Queensland." __What is the Design Process?__ Netride. 22 Nov. 2006 <[|http://www.intad.asn.au/juniortech/design.asp>.]
 * Druin, Allison. "Kids Design the Future." __Children as Design Partners: an Introduction__. University of Maryland. 22 Nov. 2006 <[|http://www.cs.umd.edu/hcil/kiddesign/introduction.shtml>.]
 * "Images on the section planning marketing strategy".__The Process__. 22 Nov. 2006 .
 * Benyon, David, and Phil Turner. __Designing Interactive Systems__. Mateu Cromo: Pearson Education, 2005. 81-91.