Lesson video

Hello, my name's Mrs. Taylor, and I'm really pleased you can be here to join me for our lesson today.

Our lesson today is collaborative design for batch production, and this is part of the collaborative design: tactile toys to teach unit.

There are three key words in today's lesson, toys, which are objects designed for play, design requirement, which is something which is needed or wanted to make product successful, and design idea, which is a creative concept.

The outcome, I can work with others to create ideas.

And we have two parts to our lesson.

The first is design requirements, and the second is create, evaluate, and iterate ideas.

Let's begin.

All design and technological practise takes place within contexts that inform outcomes.

A context is the situation within which something exists or happens.

It is the starting point for investigating, analysing, and then identifying a design opportunity.

The context in this unit is tactile toys to teach.

Analysing the words in the context can help support identifying design opportunities.

For example, interactions involving a sense of touch is what tactile means, toys are an object designed for play, intended for children, and teach is to impart knowledge, skills, or instruction.

Let's have a check for understanding.

A toy is an object designed for, A, travel, B, support, or C, play? Pause the video and have a go.

Fantastic, let's check.

That's right, it's C, play.

Well done.

Designers use design requirements to support ideation.

A design requirement is something which is needed or wanted to make a product successful and can be presented as a list of structured criteria.

They serve as guidelines to ensure all necessary aspects are considered before creation.

They can also support evaluating ideas after they have been created.

Here are the design requirements for the context tactile toys to teach.

The product must: be an object designed for play, be intended for children, impart knowledge, skills, or instruction, and include tactile interactions.

Let's have a check for understanding.

Complete the missing word from the design requirements.

Pause the video and have a go.

Wonderful, let's check.

The second criteria, be intended for children.

Children was the missing word.

Well done.

When designing and manufacturing toys, a high level of safety is required.

The Lion Mark is a symbol used in the UK to indicate that a toy has been made to high safety and quality standards.

A high level of safety must be added to the design requirements to support designing.

This unit is collaborative design: tactile toys to teach, which has a material focus on timbers.

Collaborative design and manufacture and using timbers as a material for manufacture must also be added to the design requirements.

Here we have another check for understanding.

In this unit, the material area focus is, A, polymers, B, textiles, C, timbers, or D, metals? Pause the video and have a go.

Wonderful, let's check.

That's right, its timbers in this unit.

Well done.

Another requirement before designing should be to consider what environment the product will be used in.

A moodboard was created to explore the context.

It shows that toys can be used in environments like homes, nurseries, schools, and both indoors and outdoors.

The final design requirements are: the product must be an object designed for play, be intended for children, impart knowledge, skills, or instruction, include tactile interactions, be safe to use, and be made from types of timbers, be designed and manufactured collaboratively, be used in an indoor or outdoor environment.

Using the design requirements, a design brief can be written that supports the design process further.

Design and make a wooden toy for children to play with that fosters learning through tactile interaction.

It must impart knowledge, skills, or instruction in a safe way.

The product is intended for indoor or outdoor use, and will be designed and manufactured in a collaboration by a design team.

To further support the design process, it is important to know what knowledge and skills toys can teach.

Aisha and Sam look at this example and can see that knowledge of the human body can be taught.

Problem solving, memory and recall, hand-eye coordination, cooperation and teamwork, and vocabulary can be taught.

We now move to task A.

Part one, in your design team, analyse a selection of toys from the moodboard below to identify the skills they teach.

Create a list of these skills to support the designing process.

Pause the video and have a go.

Well done, let's have a look at some of the answers you may have come up with.

Lucas and Sam said, problem solving, critical thinking, memory and recall, mathematical skills, motor skills, hand-eye coordination, and dexterity and grip strength.

Jacob and Aisha said, teamwork, empathy, sharing, confidence and resilience, vocabulary building, musical skills, and time management.

Well done.

We now move to the second part of our lesson, which is create, evaluate, and iterate ideas.

Designers work in teams and collaborate to create design ideas.

Working quickly when generating design ideas can prevent overthinking and allow freedom and creativity to lead the way.

To start the collaborative design process, the following are needed: a design team, paper and pencils, a design brief, a list of skills that toys teach, and a moodboard for inspiration.

One way of designing that can be suited to collaborative work is to use the scribble technique.

Part one, the first step is to draw a scribble on some paper, like this example.

And then step two is to identify a shape and colour or shade it in, like this example here.

Here we have a check for understanding.

When starting to design this technique is called the, A, doodle technique, B, messy technique, or C, scribble technique? Pause the video and have a go.

Wonderful, let's check.

That's right, it's the scribble technique.

Well done.

Identify as many shapes as you like.

These shapes will become design ideas, so if you identify four shapes, you will have four ideas.

For example, here are two shapes shaded in, and here are three shapes shaded.

When you have identified the shapes, each member of the design team will select one of the shapes and redraw the shape on another piece of paper.

Here we have four shapes, and Jacob's chosen shape, which is shown on the original scribble in purple is now drawn separately.

Using the chosen shape and the list of skills that toys can teach, create a design idea for the context.

So here we have the chosen shape.

Problem solving, shape recognition, sharing, confidence and resilience, vocabulary building, and hand-eye coordination are the skills that we would like to teach with this design.

Jacob says, "Don't forget the team can use the design requirements, a moodboard, and the design brief for inspiration and guidance." Here we have a check for understanding.

Read the sentence and fill in the missing word.

Pause the video.

Wonderful, let's check.

When designing, using the design requirements, a moodboard and a design brief will support inspiration and guidance.

Well done.

Jacob's design idea is below.

He has drawn his idea and used annotations to explain it.

We can see that it is a dinosaur character puzzle.

There are puzzle pieces for fins and teeth pieces as well.

"This shape reminded me of a dinosaur's tooth which inspired my puzzle design." After designing, the design requirements can help evaluate the team's ideas.

Team members can peer assess each other's designs.

For example, here we have the list of design requirements and a peer assessment.

Team members thought that this was designed for play, and intended for children, and was designed to impart knowledge, skills or instruction, and included tactile interactions.

They didn't think it was safe to use.

They did think that it was made from different types of timbers, and designed and manufactured collaboratively.

They did think it would be suitable for being used in an indoor or an outdoor environment.

Jacob receives further feedback from the design team about his design idea and how he can make improvements.

Lucas says, "I think the puzzle parts are too small and could be a choking hazard for small children." Sam says, "The puzzle does teach skills like hand-eye coordination, but could more skills be taught through this toy?" Jacob will now iterate the design.

He makes changes and improvements based on the feedback received from the design team.

This is a dinosaur teeth puzzle.

The teeth are separate large pieces.

The teeth are covered in materials that enables them to be drawn on and wiped clean.

Upset dinosaur as their teeth have fallen out.

And a separate toothbrush to clean dinosaur's teeth.

Here we have task B.

As a collaborative design team generate four to six design ideas for the context tactile toys to teach.

Collaboratively use the scribble technique to generate the shapes.

Use the lists of skills that toys teach to support inspiration.

Use the design requirements to peer assess the team's design ideas.

Iterate the ideas to make changes and improvements.

As a team, decide on one design to take forward to the manufacturing stage.

Pause the video.

Wonderful, let's have a look at some of the ideas you may have come up with.

Jacob says, "Here is our scribble technique and my chosen shape.

Here is my first and final design idea after feedback and iteration in collaboration with the design team." Well done.

We now have a summary of our learning.

A design requirement is something which is needed or wanted to make product successful and can be presented as a list of structured criteria.

Design requirements can support writing a design brief and along with exploring the context can support the designing.

One way of designing that can be suited to collaborative work is to use the scribble technique.

Working as a design team can help improve design ideas by providing feedback for idea iteration, achieving a design that can be taken forward to the manufacturing stage.

Well done, and thank you for joining me today.