Teaching Practice – Part VIII: Seventh and “last” lecture

The seventh lecture was being held on 11th of April and it was about standards and design practices. The lecture was also my last lecture, although I will be monitoring students’ group presentations which will be held on this week’s Friday.

The lecture was done in two parts. The first part of the lecture was regular classroom teaching about design standards, design languages and design elements. During the part two, the students had to try create a Canva-poster about a company’s design language or a design element. The actual key point of the lecture was to evaluate and discuss about the Canva as a tool, and also to make them to create something out of scratch. In the very end, when the students started to assess the accessibility of the Canva, it was wonderful to see how they began to think about it’s User Experience after “forcing” themselves to begin doing something, which they had no previous experience about. But really rewarding lecture, and I personally enjoyed it a lot. After the lesson I also asked them to kindly answer my evaluation-form I did to Google-drive. I already got two responses, and it seems that maybe it didn’t actually go as bad as I thought after the first catastrophic lecture…

Teaching Practice: Part VII – lesson six

The topic for the sixth lesson was heuristics and gestalt laws. The lesson comprised 1,5 hours of classroom teaching and a pre-task, which was to read a scientific article and respond to couple of questions regarding the article. The lecture went really smoothly, and people were quite active, which might be due to some mind-tricking design images, and related topics. So, in a way with something that draws our attention, if it’s an image of something you need to concentrate on, the lecture is more effortless to keep and there’s no need for trying to motivate students discussing about the subject matter.

The after-task gained only three responses this far… Hope more responses will follow after a while.

Teaching Practice: Part 6 – fifth lesson

For the fifth lesson the overall topic was prototyping. The lesson consisted of brief group work and general-level topic teaching by powerpoint. For the topic, it was possible to find number of relevant examples from different business areas, such as phone prototyping, prototypes of cars, and so on. There was also one example of Dyson’s vacuum cleaners, that the inventor of such “bagless” vacuum cleaners made more than 5000 prototypes during five years of developing the product.

But in a way, the topic was very suitable for creating discussion and it seems, that people were interested about it, and also they made the group work (of presenting early prototypes of products) easily and great but brief presentations were kept. After-task consisted of discussion about prototyping as a whole and kind of wrapped the topic up.  Better lecture than last time and the power of group discussion is totally underrated.

Teaching Practice -Part V: Fourth lesson

During fourth lesson the main topic was product life cycles from the perspective of design, and also the adoption curve and little bit of Gartner Hype Cycle. The lesson consisted of group exercise and during the lecture, there was also my tutor teacher attending and observing my lecture.

The product life cycles is something that people find always something to discuss about. And during the lecture, there were really good product life cycle examples and also active discussion. It feels, that when discussing about smart phones and finding some examples from that area of industry, people seem to have lots of opinions and ideas. The students were given a task to find out products from different life cycle stages, and at the end of the lesson, the brief presentations were kept. And it went better than previous lesson, so maybe I’m improving or something?

Teaching Practice – Part Four (lecture three)

The third lecture was about design processes and the lecture also comprised a video exercise of how Google fixed its design process. The lecture was a slight move towards less-monologue -style of lecture and altogether it seems, that when taking the examples close to the students’ areas of interest, there is more dialogue. It seems to be great group of people and few students have good opinions and are more willing to comment when found it appropriate. But when the taught topic is quite “generic” in a sense, it seems that the PowerPoint is useful tool but how to arrange the lecture to be bit more interactive?