In the next meetings with students, professors realized that students were missing out on some obvious points in their ideas. For example each rough-model of a student working on LED lamps for working executive’s office desk, was pointing towards different formal directions. Toy group members were also not able to decide on the subject for their toys. A student working on bucket design was still pulled in different directions like solving water transportation problem, bucket staking problem, bucket cleaning problem as well as use of bucket for different household purposes. Wire form group members were also not sure about selecting a definite direction for further exploration and fine-tuning.
To move ahead from this stagnation point, Professors asked them to divide themselves in two groups with 6 students in each group. Each student was then asked to ‘sell’ his concept across to other group members. While doing so, the student was asked to mention the features and USP of the proposed concept. The other group members were asked to review the offer from user’s and buyer’s perspective. The passage for constructive criticism, flow of new ideas and improvisation of earlier concepts was also kept open in the group discussion. The motto of arranging such session was to open-up students in their minds and teach them to become a constructive critic of their own ideas.
This activity also enriched students with different view-points of their own colleagues and thus helped in enriching overall tempo of the class.
Learn from each other –
be your own critic
Every student got feedback on his/her concepts from 11 budding designers. This gave a whole new perspective to students about how their ideas are perceived by others and ultimately by end user.