Exploratory Sketching 14/15 Q2 (TU/e)
This is a skill training course: 41 students had two months to master exploratory sketching techniques. The course was set up in six tutorials, with exercises and homework assignments. Each week students would get a tutorial, a demonstration and an assignment to work on. They uploaded their work in different phases in Sketchdrive. The teacher was able to support their efforts outside contact hours, and students were able to learn from each other. They do so by seeing each other’s work and by looking at feedback given to peers by the teacher.
PVS2.1 14/15 (The Hague)
This is a skill training course: product visualisation. 112 students were guided by 4 teachers using Sketchdrive. In eight weeks students were to develop and improve their digital sketching skills based on the design of a toy water gun. Sketchdrive was used from the start by students to upload their results. At first these were photo’s or scans of sketches and marker renderings on paper. Later in the course students also uploaded screenshots of the various steps in producing digital sketches and renderings. Sketchdrive was used in class to review and reflect on the results by projecting them on a screen and discussing and comparing individual results and techniques with the group as a whole. After completion sketchdrive was used by the teachers to review and grade the students work.
House of the Future (TU Delft)
This project is a third year architectural design course in which students are asked to design one prototypical house based on a near future scenario. It was attended by 43 students and guided by 4 teachers, the course lasted 20 weeks.
In the first 6 weeks of the course, students work in teams of 4 developing global scenarios on issues like migration, environment, technology and politics all from a housing point of view. From week 7 till the end students develop in teams of two a scenario for the future and a house portraying it aims or consequences. The use of Sketchdrive was in this second part of the course. The projects were organised in stacks of deliverables, the set of best of stack drawings portraying the current state of the design process. As this is a course with a strong diversity in scales (from world politics to the technical details of a dwelling) it was informative to students to keep a holistic view on their project development, and be able to review previous stages at all time.
Visual Conversation (TU/e, The Hague, China)
In this module students from TU/e and Haagse Hogeschool (IPO) work in distributed teams of 3-4 people collectively on a single design project. The focus is on development of ideas and concepts. The visual conversation is facilitated through Sketchdrive.
Students, teachers and client (in China) used Sketchdrive to investigate dynamics of collaboration in distributed design teams. Sketchdrive was also used to learn how to operate and position yourself amongst designers with a different approach towards design and design processes. Finally students used Sketchdrive to develop a visual language for collaboration in ID projects.
The teams’ design efforts were uploaded to Sketchdrive and evaluated by two designs teachers. Teachers than provided written feedback to the individual students based on the results on Sketchdrive, a brief rationale and written reflections.