UNIT 2
COLLABORATIVE
DESIGN
In Unit 2, students need to use the stages and steps of
the Product design process to
collaboratively design, plan, make and evaluate their products. They will work through the
process as a team by pooling their skills and working together to make joint decisions.
Outcome 1: Design and plan a product,
a product range or group product with
component parts in response to a design brief based on a common theme, both individually
and within a team.
Outcome 2: Producing and evaluating a collaboratively designed product.
NAME:__________________________________
Unit 2. Surf Coast Secondary College
Page 1
Unit 2 Product design process – Team and Individual work
STAGE
STEPS
TEAM
INDIVIDUAL
DUE
DATE
Investigating
and defining
1. Identifying client, user,
need, problem or
opportunity
Team investigates and determines
the context or thematic aspects of
their design situation; and the
cultural/historical movement to
research. May consider a specific
client/user for group product.
Individual may investigate
their aspect of the team
project*. May have an
individual client/user for a
product within a range
27/6
2. Design Brief
Team writes aspects of the brief
that are common to all members,
defines the context and develops
some constraints and
considerations. For a group product,
the team will need to write a
specific and detailed brief
Individual may write a
brief for their aspect of the
team project, may have a
specific context,
constraints and
considerations. An
individual brief may not be
needed for a group
product.
27/6
Team writes group evaluation
criteria for the design options and
the finished product relevant to
aspects developed in the group
design brief. Also writes evaluation
criteria related to the design
planning and production process,
focussing on the success of their
teamwork.
Individual may write
relevant evaluation criteria
if he/she has written an
individual design brief.
27/6
Team works together to identify
and allocate relevant areas to be
researched, related to a specific
movement or style, Human-centred
design and Sustainability.
Individual/s research
allocated areas and share
results.
Team members share and critique
the ideas of the team, and make
decisions about appropriate design
directions based on their research of
a style or movement and around
Human-centred design.
Individual/s brainstorm
and visualise ideas
relevant to the brief.
Team members may work together
to develop design options.
Team
members share their design option
ideas, and together, choose and
justify the preferred option/s with
reference to the evaluation criteria.
Individual/s contribute one
to three design options
for
a group product (or
for their component of the
product). Alternately,
individuals may develop
two or more design options
for their product within a
range or theme. Give
feedback to team members
on design options.
Need to include:
• Product design factors,
particularly the
human- centred
design factor and
Week 20
Week 20
• Sustainability
Style or movement
3. Design option criteria and
product evaluation criteria
4. Research
Need to include:
• primary
and secondary
Week 20
Each student should write
evaluation criteria that
assess their contribution to
the team.
18/07
first
week in
term 3
sources of research
Design and
development
(conceptualisation)
5. Visualisations
Need to show:
• creative and
critical
thinking
6. Design options
Need to show :
• creative and critical
thinking, as above
Justification of the preferred
option requires feedback
Unit 2. Surf Coast Secondary College
25/07
Page 2
Planning and
production
7. Working drawings and/or
pattern drafting
Some team members may be
skilled
in technical/detailed
drawing and may complete the
working drawings of a group
product.
Detailed working drawings
of individual products
or
components of group
products are completed (in
an appropriate drawing
style).
8. Production plan
Team members work/plan together
to co-ordinate production stages.
For a group product, specific
production steps are allocated to
team members. All members are
involved in some aspects
of their
risk assessments, and share their
results. Material lists may be
developed by the group or
individual. Team needs to consider
production approaches that will
result in consistent quality.
Individual/s plan specific
production work within the
team project, whether that
is a component of a group
product, or an individual
product within a range.
May consider specific
measures they can carry
out to ensure their
production quality will
meet the team standards.
Team co-ordinates and regularly
discusses the progress of production
work.
Team members could
contribute to a group journal.
For group products, individuals carry out allocated
production tasks.
For
individual products, students follow their
sequenced plan of
production.
Need to include:
• Sequenced plan of
production
• Timeline
• Materials list and costing
• Quality measures
• Risk assessment
9. Production
• Needs to be documented in a
journal or log
17/10
Note: all students write
their own journal, but
include reference to how
production activities relate
to team’s project.
Evaluation
10. Product evaluation
Need to evaluate:
• The
finished product/s • Influence
of historical/
cultural movement or
Team members work together to
evaluate either their group product
(with feedback on each other’s
contribution), or share judgements
about the individual products of the
team, particularly addressing the
evaluation criteria written by the
team about common elements.
Individual evaluates the
product using evaluation
criteria developed from
their own design brief (See
Step 3).
Team use their team evaluation
criteria to assess how well they
worked together to design, plan and
produce their product/s.
Individual uses their
individual evaluation
criteria to assess their
contribution to the work of
the team
style
• Sustainability (social,
economic and environmental)
of materials and product
11. Production planning and
process evaluation
Need to evaluate the design,
planning and production
activities
• Teamwork
7/11
• Individual’s contribution
Exam
Complete an exam on all of the following and show your understanding of the design process.
Unit 2. Surf Coast Secondary College
17/11
Page 3
Unit 2. Surf Coast Secondary College
Page 4
ASSESSMENT
YOU WILL BE MARKED ON INDIVIDUALLY AND ON YOUR CONTRIBUTION TO A TEAM.
CAT
Description
Due date
OUTCOME 1
Individual folios that have specific items in common with Monday 18th of
their team.
August
CAT 1- Folio
It must have the following 8 items from above
1.
2.
3.
4.
5.
6.
7.
8.
OUTCOME 2
CAT 2- Product and journal
Week 6
Identifying client, user, need, problem or opportunity
Design Brief
Design option criteria and product evaluation criteria
Research
Visualisations
Design options
Working drawings and/or pattern drafting
Production plan
Finished product and associated documentation (journal
and modifications). See the following page for more
details.
Wed 22nd of October
Week 13
CAT 3- Evaluation report
Evaluation report - for the product and for the designing,
planning and production activities. See the following page
for more details.
Wednesday
5th of November
week 15
CAT 4 - EXAM
Show your understanding of the design brief
17th of November
week 17
Unit 2. Surf Coast Secondary College
Page 5
CAT 1 Marking sheet
Folio assessment sheet for an individual product related to a team theme
The final folio must include the following items:
Folio Item
Responsibility
Develop a team scenario and conduct research on a
theme
Team Scenario
Identify or ‘brand’ team and define roles required
Team
Design brief - simple team brief/scenario and detailed
individual brief
Team Theme
Individual design
brief
15
Evaluation criteria
Team
Individual
contribution
15
Research: Human-centred design research (e.g.
observations of users, questionnaires of users, personal
use), relevant ergonomics, measurements, material
requirements, sustainability, historical/cultural style or
movement
2-4 pages per
individual
6
Visualisations: Thumbnail sketches / idea generation
with annotation
2-4 A3 pages per
individual
8
Numbered, annotated design options
2-3 per individual
12
Scale model and mock-ups (if relevant)
Individual
5
Individual
justification
5
Working drawing/s with dimensions
Individual drawings
10
Materials testing or information sheet, including any
social, economical and environmental issues in relation
to the use and processing of the selected material.
1-2 pages per
individual
6
Planning: timeline, planned sequence of operations,
patterns and templates, cutting list, risk assessment,
quality measures
Individual
contribution 1-2
elements
12
Selection of preferred design option with written
justification that includes team members’ comments
Total
Unit 2. Surf Coast Secondary College
Team Feedback
Team
Marks
Individual
contribution
4
2
100
Page 6
TEAM DESIGN BRIEF
Date: ___________________
Team members: ___________________________________________________________________________________________
_______________________________________________________________________________________________
Team scenario: ____________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Outline of context
(Expand on the scenario to include the need or problem and create a picture of the situation (context), who, what, what for, when,
where etc. and whether the need is for a shared project, and how it might be divided into components.)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
(Include: Sustainability, Human-centred design, Historical/cultural focus)
Constraints
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Considerations
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
.
Unit 2. Surf Coast Secondary College
Page 7
Individual component brief
Date: _________________
Brief description of the component:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Specific requirements for this component (constraints and any relevant considerations):
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Unit 2. Surf Coast Secondary College
Page 8
EVALUATION CRITERIA WORKSHEET
Set 1: Evaluation criteria for the design options - Add rows as required
Criteria questions
Team: _________________________________
Team comments or feedback for:
This section completed after design options have been developed.
Option 1
Option 2
Option 3
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
/5
Set 2: For the Product - Add rows as required; indicate whether each criterion is written by the team relevant to their team brief, or by the individual for their component or product.
Cover – requirements of the design brief/s; Human-centred design, Sustainability, other Product design factors; Historical/cultural period, theme or movement (if relevant).
Team
or Ind.
Evaluation criteria
(phrased as a question to judge the finished
product)
1
Reason or relevance
(to the situation)
Checking method for finished product
(to see whether it has met the criterion)
2
3
4
5
6
7
Unit 2. Surf Coast Secondary College
Page 9
Optional column - name of team
member who contributed this criteria
Set 3: Evaluation criteria for the Designing, Planning and Production Process
Criteria questions that describe expectations for teamwork and individuals’ contribution during the process, and helps to judge the performance of the team and individual. Aim for one question for each stage of
the Product design process and one each for the team and individual contribution.
Team or individual criteria
Investigating and defining
(design brief, evaluation criteria and
research)
Evaluation criteria questions
Design and development
(visualisations, design options, working
drawings)
Planning and production
(workplan, time-line, materials list, risk
assessment, quality measures)
Working as a team
My individual contribution
Unit 2. Surf Coast Secondary College
Page 10
RESEARCH
Primary and secondary research
Students need to show evidence of both in the research they undertake as a team or individually of
both primanry and secondary.
• Primary – research information that is collected directly (first-hand) by the students, through
direct observation, speaking with people involved in or relevant to the situation, data or
knowledge gained through tests and trials, etc. Evidence can be in the form of photographs,
records of conversations, testing reports, trial examples, etc.
• Secondary – research information that is ‘second-hand’, gathered by others, found in texts,
interviews, on the internet, etc. This can be in the form of published data (e.g. anthropometric
measurements), information researched and written by others, images from texts, magazines
or the internet. The sources of this information should be shown with the research.
Team works together (Individual/s research allocated areas and share results) to identify and
allocate relevant areas to be researched, related to a
1. Specific movement or style
2. Human-centred design
3. Sustainability.
Unit 2. Surf Coast Secondary College
Page 11
Understanding Human-centred design
Words from the parameters column of the Product design factors (page 14 of the VCE Product Design and Technology study
design, 2012-2016) that are related to Human-centred design have been isolated and placed in text boxes.
Safety
Accessibility
Universal design
Cultural and religious
considerations
Age
Emotional and
sensory appeal
Social and
physical needs
Comfort
Fashion and
trends
Anthropometric
data
Economic status
Ergonomic data
Work in groups and divide the words/phrases between team members - or work individually.
1.
Choose words and search for related images using the Internet or magazines.
2.
Cut out the boxed words that you considered and attach onto a large sheet of paper. Paste the relevant images and write words
and/or phrases next to, or around each boxed word on a sheet.
3.
Develop a phrase that summarises how that parameter can assist in improving the experience of ‘the user’, their well-being
and/or quality of life.
Questions for each word/phrase:
o What is it about?
o What sort of information can be gathered?
o How will it help?
4.
Share this information with the class, either as a presentation or provide copies of your sheet, so that the whole class has an
understanding of all the parameters in the Human-centred design factor.
5.
As a team (or individually), brainstorm ways these parameters might affect your design brief, your research and your
approach to design development (your sketches/visualisations and design options).
Unit 2. Surf Coast Secondary College
Page 12
Historical and cultural styles or movements research
Write a report on a style or movement. This should be included in your team or individual folio with accompanying images from
the style or movement. (This work could be used for writing notes while researching)
1.
Decide on a style or movement. Explain when and where it predominantly occurred (if possible).
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2.
Find at 4-8 images related to your design style or movement (Paste or insert them into a Word document). You can
transfer the following questions into the same document or respond here.
3.
Research and explain this style and its social background – its main protagonists, artists, musicians or designers, the era, what
was happening in the world at that time as far as inventions or technological progress, social upheaval. (You may need more
space than this.)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4.
Does it have any philosophy or underlying aims?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5.
List or visually explain the common design features, elements and principles used across the design style or movement.
____________________________________________________________________________________
Unit 2. Surf Coast Secondary College
Page 13
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6.
Annotate your images to highlight those features
7.
Explain how this design style or movement could influence your team or individual project – how you could adopt some
aspects, features or elements.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8.
How could you use an understanding of this movement or design style or movement’s philosophy in your design work (i.e. in
what specific ways might the philosophy influence your design work)?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Unit 2. Surf Coast Secondary College
Page 14
Social, Economic and Environmental issues
You need to research factors around sustainability
to assess the impact of your product design and the selection of
materials and processes. Understanding sustainability involves research of the social, economic and environmental
issues involved.
Social
This refers to how humans behave on their own and as a member of society.
Questions for to ask:
How might the creation of this product affect human behaviour? What effects might the product have on communities
and how they relate to each other? Will this product contribute to a person’s life in a positive way? Will it encourage
the user to become more isolated? Does the
product add status to a person’s image? Are the materials sourced fairly, i.e. is there unfair treatment or jeopardising
of the health of workers or communities where the material originates from? Is the product manufactured with fair
treatment of workers and surrounding communities?
Other social factors are included on page 49 of the Product Design and Technology VCE Study Design2012-2016.
Economic
This refers to the cost of the product both long term
and short term, the profits to be made and the cost of
the
product to consumers. While the manufacturing of products ultimately needs to create profits to survive, the ethics of
how these profits are made, where they go to, and whether the benefits of products are justly shared, are often
considered, when discussing economic sustainability.
Questions for to ask
Who gains financially from the sourcing of materials, production and use of the product? Are workers paid fairly? Are
the profits taken out of the countries where materials are sourced and products are made because of the global nature
of multinational corporations? Can only affluent members of society afford this product? Will it contribute to a bigger
divide between the ‘haves’ and the ‘have-nots’? Are the materials used creating economic hardship or prosperity for
those involved?
Environmental
Environmental sustainability refers to the impact of our behaviour on the natural world around us. In broad terms, we
consider whether our human impacts make permanent changes to natural systems (e.g. plant , animal, weather, etc.,
and whether they can recover and replenish our use of resources.
Questions for to ask
Is the environment considered in the manufacture of the product? What are the negative ecological effects and impacts
of the product and its materials? Are there any positive consequences on the environment? How could the product’s
impact on the environment be improved? Consider the issues around:





Repurposing, recycling, re-using and reducing
The virtues of long lasting quality products compared with cheap and less well-made designs
The impact of purchasing new products to replace others
Care and maintenance of products - how it can promote a longer life and less need to replace them
Products that fulfil several functions, which reduces the need for a number of products.
Unit 2. Surf Coast Secondary College
Page 15
To improve the sustainability
When trying to make an improvement in, or assess the sustainability of their products:
The materials you choose:
- Are they renewable, recycled or recyclable? - Are they sourced and
processed locally (reducing fossil fuel use)?
• Can do more in-depth research on: - Are the materials processed with toxic/non-toxic
chemicals? - Does their processing create minimal pollution? - Use of water and energy
during processing - Were workers treated fairly – health, pay? (often difficult to find out,
possible to make generalisations about corporate behaviour and legislation in the country
of origin)
• How to make the product durable
The strength and quality of design, materials and
construction
• How to minimise waste
• The possibilities of making the product multifunctional
• Considering how the product is maintained (e.g. polished, washed, dry cleaned, etc.), reducing the
impacts of these processes and how to inform the user/owner with care instructions that
outline environmentally friendly methods
• How to design the product so that it can be reused, recycled at the end of its life Identifying
material
Limiting the number of materials Non-permanent methods of joining materials
(for easy disassembly).
Unit 2. Surf Coast Secondary College
Page 16
THEME MOOD BOARD
Create a mood board to define the team’s theme or product style.
SUGGESTIONS FOR BEING CREATIVE
Use the list below to help develop creativity and group discussion.
paring down to simplest function adding extra ‘secondary’ functions improving basic
functions
enlarging or reducing functional features
emphasising or exaggerating functional features
Function
changing expected appearance of this type of product (e.g. designing a chair that does not resemble a
normal chair)
imagining a child using your intended product
imagining an elderly person using your
intended product
Shapes
adding a concave or convex curve to the perimeter of the shape
adding or subtracting a different shape
to the exterior of the main shape taking a portion away
using a silhouette
only using the negative
shape, i.e. create the shape by the background repeating shapes
using shapes from nature but paring
down to a simpler form
using shapes symmetrically or asymmetrically
Form
similar methods as applied to shapes
Lines
using lines to give the effect of visual weight having patterns of lines in particular sections adding
smooth flowing lines
adding jagged or zig-zagged lines emphasising parts or partitions
varying the thickness of lines using interrupted or dashed lines
Colour
having variations of one colour only – mono
using a pale colour with very small amounts of a darker,
complementary or contrasting colour using multi-coloured stripes
using colour with black and white
contrasts
using bright primary colours
contrasting natural material colours with applied colour
(painted, dyed, stained)
Texture
using unexpected textures
contrasting textures (e.g. shiny with matt, smooth with furry, etc.)
Proportion
dividing sections of a shape with line to change the visual proportions
designing objects using odd,
unexpected proportions
changing the proportion of parts, e.g. enlarging the handles, making the body
wider at one end
Patterns
creating patterns using repeating lines, colours, shape or textures using a simple decorative or
functional feature in a repeated way repeating colours; the use of stripes, checks and tartans
Unit 2. Surf Coast Secondary College
Page 17
VISUALISATIONS
Need to show:
creative and critical thinking
Team members share and critique the ideas of the team, and make decisions about appropriate
design directions based on their research of a style or movement and around Human-centred design.
Individual/s brainstorm and visualise ideas relevant to the brief.
Things to think about:
 How will this suit the user needs and wants?





What aspects work well? What can be further improved to work better?
Can I push this idea even further and still make it work well? Have I pushed it too far?
Can I combine ideas from more than one sketch/ model?
Is this the best choice of materials? What else can I use?
What do other people think? How can I incorporate their ideas?
DESIGN OPTIONS
Design options need to be:




At least A4 size minimum per option (teacher to stipulate expected size)
Viable solutions for the team’s design brief
Numbered clearly
Have annotations (could be related to functional features, design elements and principles
decided by the team, construction techniques, materials to be used
or any other aspects that
are outlined in the team- developed design brief or evaluation criteria).
You must justify the preferred option
WORKING DRAWINGS
Complete working drawings by hand or use computer-drawing methods (CAD, Photoshop/Illustrator, etc.).
Unit 2. Surf Coast Secondary College
Page 18
DESIGN OPTIONS
Need to show :
• creative and critical thinking, as above
PRODUCTION PLAN
This is the finale part of your folio that needs to have to following in detail.
• Sequenced plan of production
• Timeline
• Materials list and costing
• Quality measures
• Risk assessment
Unit 2. Surf Coast Secondary College
Page 19
Teamwork evaluation report
1.
How would you rate your contribution to the team project, on the whole? (CIRCLE or place a cross)
POOR
1
2
3
4
5
EXCELLENT
Explain your major tasks
________________________________________________________________________________________________________
_
2.
How would you rate your contribution to the team design brief and evaluation criteria?
POOR
1
2
3
4
5
EXCELLENT
Explain your input
________________________________________________________________________________________________________
_
3.
How would you rate your contribution to the research?
POOR
1
2
3
4
5
EXCELLENT
What areas did you research? What was the quality of your research (i.e. relevance and usefulness)?
________________________________________________________________________________________________________
_
4.
How would you rate your contribution to designing and providing feedback on designs?
POOR
1
2
3
4
5
EXCELLENT
Explain your input
________________________________________________________________________________________________________
_
5.
How would you rate your contribution to the team’s production planning?
POOR
1
2
3
4
5
EXCELLENT
What aspects of production planning were you involved with?
________________________________________________________________________________________________________
_
6.
How would you rate your contribution to production?
POOR
1
2
3
4
5
EXCELLENT
What processes did you complete?
________________________________________________________________________________________________________
_
Unit 2. Surf Coast Secondary College
Page 20