Up, down, in, out and all around the country, Design & Technology teachers are attending training meetings and busily checking out the new GCSE specifications for their subject, due to commence in September 2017. The new requirements expect students to follow what’s known as an ‘iterative’ design process. Here’s All Change Please!’s handy cut-out and weep guide…
So what’s with this new requirement for GCSE D&T students to follow an irritative design process?
I think you’ll find it’s called an ‘iterative’ design process.
It may be iterative to you but it’s irritating to me. What was wrong with doing things the way we always did in the past – I thought the Tories were trying to take us back to the 1950s?
So do you want to know what it is or not?
I suppose I better. Go on then.
Ah, well, I was afraid you might say that, because actually no-one really seems clear as to what it means. It might, or might not, prove helpful to see exactly how the various AO’s (Awarding Organisations, previously known as Awarding Bodies, previously known as Examination Boards) are explaining ‘the iterative design process of exploring, creating and evaluating‘ in their recent D&T GCSE specifications..
For example, one awarding organisation describes ‘interrelated iterative processes that ‘explore’ needs, ‘create’ solutions and ‘evaluate’ how well the needs have been met.’ These ‘occur repeatedly as iterations throughout any process of designing prototyped solutions’ and that this ensures ‘constantly evolving iterations that build clearer needs and better solutions for a concept’.
Meanwhile another requires students to ‘Use an iterative approach – employ a process of planning, experimenting, designing, modelling, testing and reviewing, including use of input from client/end user to inform decision making, make improvements and refine designs at each stage of development.’
And the assessment criteria for a third lists: ‘Investigating, Designing, Making, Analysing and Evaluating‘, while adding: ‘In the spirit of the iterative design process, the above should be awarded holistically where they take place and not in a linear manner.’ It continues ‘…so that students can engage in an iterative process of designing, making, testing, improving and evaluating.’
I’m still feeling somewhat irritated and even more confused now. I think I’m certainly going to need quite a lot of that spirit to cope with this…
Elsewhere Iterative Design has been described as ‘a continuous process of to-ing and fro-ing between cognitive and physical models that move from a hazy notion of a solution towards a working prototype’.
Well, no problem there then – my kids are always going to-ing the stockroom and fro-ing bits of wood around. And they certainly only have a very hazy notion of what they are supposed to be doing.
To be fair, the awarding organisations will be providing teacher support materials that will aim to make the whole thing clearer.
But surely investigating, designing and making are exactly what my students were doing before? And anyway most of the investigating needs to be done at the start of the project, then the designing takes places and finally they make a prototype and evaluate it. So what’s the big change then?
Well… err… students need to be encouraged to continue investigating while they are designing and making, and to be evaluating their own work and the work of others throughout. The activities of exploring, creating and evaluating are all closely linked. It’s difficult to do one without the other. Exploring a situation involves evaluating the quantity and quality of information discovered and leads to new ideas for further enquiries and research methodologies. Generating design ideas involves deciding which to pursue or reject and identifying further information that will be needed. Evaluating designs involves referring back to the identified requirements and coming up with new ideas or refinements in response to unresolved problems. Of course this makes separating them out for purposes of examination assessment of exploring, creating and evaluating next to impossible.
So, what you seem to be saying is, actually it doesn’t really change anything much at all, except it’s going to make assessment a lot more difficult?
Err, yes. Irritating, isn’t it?
That Jony Ive bloke keeps talking about iterative design doesn’t he? I thought he meant that each new iPhone model is a development of the previous one – some features stay the same, others are removed and new ones are added. But that’s just design, isn’t it? Surely all design is iterative by nature?
Yes, I think you may be on to something there. I know, let’s see what Wikipedia has to say:
Ah, so we’re back to the good old Design Cycle then?
No, No, this is quite different… At least I think it is. Wikipedia goes on to say something very interesting: ‘Iterative design is a way of confronting the reality of unpredictable user needs and behaviors that can lead to sweeping and fundamental changes in a design.’
In other words it’s not just enough to make a final prototype to test out with a potential user and other stakeholders – what’s important are the refinements that are made as a result of the testing of a series of models.
What’s all this about holding steaks? I thought Food wasn’t part of D&T any more?
That’s stakeholders – other people who might have a interest in the design – other users or maybe managers or retailers or clients.
Wikipedia goes on to say:
‘There is a parallel between iterative and the theory of Natural Selection. Both involve a trial and error process in which the most suitable design advances to the next generation, while less suitable designs perish by the wayside. Subsequent versions of a product should also get progressively better as its producers learn what works and what doesn’t in a process of refinement and continuous improvement.’
So design iteration involves coming up with and developing more than just one idea and a single development of it. If a student only came up with one solution and made that without being willing to consider changing and improving it – so-called ‘design fixation’- then it wouldn’t be iterative.
Ah! As well as the continuous interaction between exploring, creating and evaluating, iterative design also means continuous improvement? How clear and easy do the awarding bodies make that to identify in their mark schemes? Or do I just continue to naturally select which portfolios I think are the best ones?
Probably. But between you and me, the secret is that iterative design is essentially a mind-set in which students are encouraged to be continually dis-satisfied and always exploring new information and creating new ideas, and always evaluating what they are doing – from an early quick sketch to making a final presentation model – and even what they would change if they had more time. It’s the sense that a sense that a design is never really perfect of finished, and can always be improved.
So that’s Iterative Design then? Just go through it again for me will you and see if you can improve your explanation a bit more?
You mean you’d like me to reiterate what I’ve just said?
Now you’re talking…
Do say: When will the next iteration of the D&T GCSE be written?
Don’t say: I blame Sir James Dyson
Image adapted from: Flickr/Dave Gray and Fotolia