Research has an important role in design, especially as we direct our students to undertake user centered design (UCD) approaches to their inquiry. Part of our approach in MYP Design at Branksome Hall Asia incorporates tools such as NoodleTools to plan and organize research, and the user—task–environment framework for analyzing design opportunities. These tools, and other approaches, help students organize their research, identify connections, and synthesize new understandings.
One of the challenges we face is helping students understand the importance of research. We start by discussing an essential understanding:
Designers use research in order to understand the problem, situation, and needs of the users.
We do this to frame why we are doing research and to highlight the role that it plays. In this regard, many of our MYP design inquiry units start at A2: Developing a research plan. We’re finding that this is a more natural place for students to begin.
We’ve also started to scaffold for students the expectations at what research should look like. We break it down into four components for them. Some of these elements can also be found at Design and Inquiry-> Research for design. Briefly, the four elements are:
1. Task-User-Environment
We guide students to design a Research Plan using the Task-User-Environment approach that focuses on understanding the user, the context, and the tasks. This approach is taken from a User-centered Design approach (Topic 7 in HL DP Design Tech). I’ve developed this tool with prompts and guidance to help them uncover questions and topics about a design opportunity.
2. Surveys and Interviews for Primary Research
Collection of primary data can be challenging for learners - learning to ask the right questions, and understanding the type of data questions generate is important for learning about a design context.
As part of students’ inquiries, they often use surveys to gather information about their users. We’ve started to provide guidance to students in terms of what types of questions, data, and so on, are part of an effective survey.
The resources are presented in the form a graphic organizer like below:
You can view the full resource here:
3. Secondary Research
Over the years we have been building an in-class library of texts to support student inquiries, unit planning, and our curriculum. We encourage students to use the texts to support their research and learn about the broad body of knowledge associated with the discipline of design.
Our collection is online here
Design Library collection page at BHA.Design website.
4. Documenting Research
We’ve had great success with integrating NoodleTools into our inquiries. This has become the central tool we use to organize research.
The Notecard organizer in NoodleTools
I’ve provided a more in-depth discussion, with examples, of how we are using NoodleTools in design here.
Unit Example: Research for Flat Design
In our grade 10 unit Flat Design, all these elements come together to support student inquiry. You can view the example here and see how we integrate it into the unit of inquiry.
