Module 3 - Project Phase Two
Once again, students will apply the analyze, create, and deliver cycle, but with an increased fidelity of the solution. In this phase students will analyze the feedback from the proposal, consider a set of prototypes that define more detail in their solution, and then deliver a specification for further further development — usually to begin the actual programming and building.
"While it does typify the design process as a whole, in practice the elaboration and reduction process must be continuously repeated time and again throughout the course of design. From information architecture, to visual design, to the functional prototype, each stage must be explored in full, then lovingly honed down to a precise solution." - Tyler Tate (Concerning Fidelity in Design on UX Booth)
Source: Tyler Tate, https://www.uxbooth.com/articles/concerning-fidelity-and-design/
How many distinct prototypes might you request from students? What tools will students be able to use to create prototypes? How much fidelity (detail) might you require at this stage?
How will students conduct evaluations? Will there be another set of prototypes or will you have students conclude prototyping after one round?
Will you use a story/feature map? How much detail will you expect from students as they determine what they will program and build? Will they use pseudo-code or another technique to get started?
How do you want students to plan the development? How will they track progress and communicate that to you?
How frequent will the check-ins be? What might trigger an intervention to get teams back on track?
How will the projects be promoted to the broader community? How much time and resources will be dedicated to the promotion?
How will students demonstrate pilot builds — live video, recorded video, or in-person? How will you direct students to prompt for feedback?