Among other things, class presentations happen frequently
and often in most modern K-12 design curricula. Doing
them regularly and modeling how they can be done effectively
in part addresses a common misconception about designing:
that learning from and adapting design ideas that others
devise is cheating.
In MOVIE 1, you can hear the design presentations that
teachers give to the entire class about their first
prototypes. Listen for how groups talk about emergent
problems that they encountered and which they
had to solve before they could proceed with their work.
In some cases, design teams will seem to move almost
haphazardly from one emergent problem to the next. Part
of the role that the Recorder can play is to review
the steps that the team took from start to finish in
their work, to show that things are less chaotic than they might feel.
Much of the learning that happens when students do
design is engaging, but it is also fleeting. Having
a record of design milestones can enable teams in reviewing
evidence of their own learning. This challenge of following
and documenting the evolution of a design is a long-standing
concern of many design educators. Solutions have included
keeping Storyboards (Challenges of Physical Science)
and Design Diaries (Learning By Design). Most people
who study the effects of such notetaking find that much
still remains to be done before novice designers will
consistently learn through reviewing and reflecting
about their designing.