10 x2 92x02 83x 3 =7 x 4 = 7 =6 x 5 = 9 x 8 5 x 6 = 10 x 4 x 7 = 1 x 1 3 x 8 =

= 11= = = 5 = = x 6 8 x
105 x 4 186 x 247 28 30 80 30 9 28 20
4x3 1 5 4 8 6 3 = = 0 =
15 0 x 224
= = 5
9 x=33
= x
8 x=4
6 = 9 x 77 x=5 = 1 0 x 86 x 6 = 1 x59x 7 = 2 x 14 x 8 =
= 4 x 27 8 36 1385 3302
5x3 6x 20 7
1 0 5 4
32
7 035 = 8 9 = 5 0 =
18 28 0x3= 4 9 x 64 = 8 xx 75 = 7 xx68= 6 2xx7 = 3 xx18 = 4
= 4 = x 5 = 3 9 x = 3 1 0 = 4 1 4 4
6x3 7x
2
8 0
4 5 1 0
60
6 9 =
0
7 8 =
2 16
7 9 = 2 27
6 1 0 =04
21 =3 5= x 4 x=6 = x 5 =x 7 x 62=x 8 x 73=x x48x=
3 = x 4 9 x 1 0 4 0 1 4 5 4 8 24 4 9=3 6 48 =
7x 8
5 0 61 0x5 1
= 9x6
4 = 8x7 4x9 7 x 8 5 x 10
14 2 4 = 36 5 = 6 = = x 7 = 3 x 8
= = 56
x 3 = x 4 0 x 1 x 250 5 4 5 6 4 5
9 1 3 2
8
7 4 0 5 = 12 1=0 2x1 x 8 =9 x x 9 =8 x 8 x 10
2 7 5
bad negative expectations
1 6 = = 6 x 6 better

= 60 4 7
positive expectations
6
= 4 1x5 2x 3 = 63 4= 64
performance about future performance performance befief in own capacity

9x3 10 x 8 4 0 5
1 8 3 0 = 4
circle of failure = 10 6 = 18
x 7 = 2 circle of succes
5
108 x=
x 7 6 x 99 x=8 7x1
= = 4 5 x 4 = =
10 x
3 1x 2x 3
4 3 5 4870 = 6372
5 2 = 1 9
20 = 3 = 8
less practice, less focus
5 =1
fear of failure,
x 6= 5 x7
=
6x8
more practice, concentrate 07 x 8
more self-convidence
= 8 9x
= 4 x 4 8 072
2 1x3 2x 3
more on the subject matter more pleasure in doing

56
on the subject matter avoid subject

0 3 0 4 2 = 9 = 10 x
6 12 = 2 6 = 7 = x 8 8x 9
= 2 = 4 = x 5 5 x 6 x 7 1
2 x 3 3 x 4 4 8
1x 2 49 =6 9=
+ =
1 6 2 5 = 36 7 = x 8 9 x
=9 =
4 4= x5 6x6 7x 8 1

8=
2 = x 3 4 x 5 6 7 2 9 0
2x 3
2 2 0 30 = 42 7 =5 x 8= x 9=
0

1x
1 = 6 x 9 1
x 2 =6
4 x 3= 5 x4 = 6x5 7x 8
63 80
3
1 5 2 4 = 3 5
6 = 4 8
x 7 = x 8 =
x 9 =9
8 = 5 8x 9 1 0 1
2 = x 3= 6 x4 7x 0
4 x 5 4 7 18

7
8 2 8 4 0 = 5 7 = = 8 9 =
=1 5=

14
10 = x6 0x x8 2x

7=
2 = x 3 7 x 4 8 x 9 1 1
5x 6 60 16 =2

7=
32 45 7

1x
1 2 2 1 = = 6 = = 8 = x 9
3= 9x5 10 x 1x7 2x 3

7=
= x4

2x
6 x 2 7 x 8 4

“Alles Maalt”
4 36 50 6 14 =2 9=

3x
6 1 4 = 2 = 5 = = 7 = x 8 4 x
7x2
=
8x3 9x4 10 x 1x6 2x 3

6
0 2 21 = 32

12
7 4 1 = x9

6=
7 1 6 = 2 4 = = 5 6 = x 7 4 x 8 5
= = 3 x 5 x 3
8x2

18
9x 10 1 x project proposal 2

6=
final master 28 40

1x
0 0 1 8 = =

24
8 3 1 = 8 6x

6=
8 1 = 4 = 6 x 7 5 x

2x
= 2 = 3 4 = 5 x 4
1 9x 10 x 1x 2x 3 48

6=
4 35

3x
Eveline Brink (s041262)
0 1 5 = 2 = 8 =
= 2Plasencia =8 5= 5x7 6x 7

6=
9 3 x6

4x
= Oscar Tomico
2 = 4

5
x 1 x and Learning 1 x 3 x 3 x 4 6
10 2 42 =5

10
Discovery
30

5=
0

5x
0 1 2 2 = 7 = x 8
x5 =
December the 17 th
2009
=1 =6 4= 5x6 6x 7

15
2

5=
1 = 3 x 4

1x
0 x 1x 2 2 x 3 6 49 64

20
5 3 =

5=
6 2 = = 8
=1 x7 8x

2x
4 9 5= 6

5
=
FMP proposal “Alles maalt”

2
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
Vision
I am a user-centred designer; to create successful prod-
ucts I do not only work for but also with the user. My
slogan is: “design is creating new experiences”. I want
to give a product more value through rich (tangible) in-
teractions, fit it to the user and the context and make
it meaningful to the user. To achieve this I involve the
user many times and make sure the design is a balance
between function, form and interaction.
To achieve a well balanced design I have a hands-on
approach:
- quickly create working prototypes (and test them)
- explore and experiment (myself and (with) the users)
- keep reflecting on decisions (involve extern experts)
Picture 1: longitudinal test of the open-ended game: MoZo,
object which make sound when they move.
I am visually oriented; I prefer to communicate by visu-
als instead of words. For me an experience is highly
influenced by vision. In my design I focus a lot on the
visual appearances, make sure they feel ‘right’ and
make sure it is clear, focussed, pleasant and functional.
To achieve this experimenting and feedback are very
important, but also understanding people’s perception
and know the ‘rules’.
I am interested in working with young users. It is a true
challenge to get useful feedback from them, under-
stand their perception of the environment and com-
municate on the same level with them (I previously
researched longitudinal use of an open-ended game
MoZo (picture 1). I like to design for them, help them
with their development in a playful way (prevent prob-
lems in their future) and I like their ‘world’ (I have no
problem to enter their world). To communicate with
them it is useful to use visuals.
FMP proposal “Alles maalt”
3
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009

Design opportunity
I also like math, work with numbers, structure things,
solve problems and also help others understand math
and physics. During teaching I always used the theory
active learning. I experienced the efficiency of this the-
ory by myself during my language problems because of
my Dyslectic.
Active learning means for me that you learn faster
when you have a more rich experience, the related ex-
perience stimulates multiple senses actively and has a
high impact on you. People learn by making mistakes
(learn how not to do it) and by having positive experi-
ences (learn one way of doing it right). Besides under-
standing the experience, it is relevant to remember the
previous experience (learning moment), and by making
this experience more rich it is easier to remember.
FMP proposal “Alles maalt”
4
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
Help with automatizing multiplication table at school (age of 8-9 years).
Help the child with developing, by realizing visually interactive products
through close user-involvements. Help learning by ‘active learning’
and make sure the child goes from circle of failure to circle of success.
In the Netherlands there is a growing concern and a
public debate [Volkskrant 2009] about the quality of
Math of the primary education. The KNAW researched my
project
[KNAW 2009] the conditions and concluded that the
children’s mathematical proficiency needs improve-
ment.
In the coming semester I will start my Final Master
Project (FMP) with the goal (figure 1) to help children
with their math problems through active learning. This
is also inspired by my own experiences when I was a
child (remedial teaching for languages was a night-
mare).
Figure 1: visual where my
project is located
Project
I propose to design a product that helps children with
automatizing the multiplication table. Automatization
means that children understand a multiplication sum
and know how to solve the sum correctly, but don’t
know the answer directly (that could be the next lev-
el called memorization) [Van Luit]. Automatizing is a
problem in the Dutch education and the reason why
children don’t keep up. Most teachers underestimate
the importance of automatizing and the math methods
mention the importance but don’t provide the time
and material for it [Deamen].
I chose a clear defined context on purpose: automatiz-
ing of the multiplication table. The multiplication is the
foundation to understand and solve the math which
follows [Deamen]. I will not create a new method, but
my tool should be used as something extra next to the
used method, so it should be method independent
[Van Luit].
The design will be a tool that support the child like a
scaffold, which will enhance the calculation powers.
This results in giving the child prolonged experience of
‘success’ and become more confident [Van Dijk].
In short the tool should be:
- Instructive (active learning, measure progress)
- Physical (tangible, visual and provide structure)
- Interactive (direct feedback, embodied and fun)
- Motivate (playful, interactive, diverse activities)
- Independent (no intervention of teacher needed)
My design challenge is to motivate the child and make
it instructive. I want to make use of their will to explore
and their curiosity.
The tool should help the child from going out of the
circle of failure into the circle of success and eventually
become quicker, makes fewer mistakes and eventually
be able to calculate all by him-/herself. The tool should
know the level and reasoning of the child, by making
the tinkering process visible/tangible, and use this to
steer the child, provide the right level (of abstractness
and difficulty sum) and give feedback.
For now I choose the school context, it should be clear
for the child that he/she is learning multiplication ta-
bles at that moment. My goal is to create a new way of
playful learning which may be used in other education
areas or will be used as inspiration to create more in-
teractive learning devices.
FMP proposal “Alles maalt”
5
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
Current maths tools are physical or computer pro-
grammes. The physical tools, like robes, cards, dices
etc., are successful because the child has an overview,
can create structures and is stimulated to be active.
The disadvantages are that the child misses guidance
(teacher is needed) and feedback about the correct-
ness of his/her actions. Picture 2: Tagtiles, a tangible electronic board game for Picture 3: Max, learncards with self-control
educational purposes from Royal Philips Electronics.
On the other hand they use computer programmes,
like little internet games [rekenweb.nl]. The computer
is a motivator, gives direct feedback and one compu-
ter offers a lot of different tools. The disadvantages are
that the child misses the overview (positioning) and
the interaction is nothing more than clicking or typing.

My conclusion is that my tool should be physical, but

also interactive (this is linked with active learning). Re-
lated projects are the Tagtiles (picture 2), Max (picture Picture 4: i-Blocks, innovative educational tool
3) and i-Blocks (picture 4). which makes language tangible and practice fun.

FMP proposal “Alles maalt”

6
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
Key aspects to consider

Learning:
Acting is important for learning: “Learning and acting
are interestingly indistinct, learning being a continuous,
life-long process resulting from acting in situations.”
[Brown 1989]. Explorations (making mistakes) are a
must; discovery by yourself is the best way to learn
[Terlauw, Deamen and Van Luit 1999]. The problem is
that education says: “mistakes are the worst thing you
can ever make” [Robinson 2006].
You can give structured instructions (explain how to
solve tasks and let them practice) or guided instruc-
tions (work together, children demonstrate and there
are a lot of discussions) [Kroesbergen 2002]. To let the
child discover it by himself/herself guided instructions
are preferred, “you should not provide solutions but
lead the discussion about suggested strategies.”[Van
Luit 1999]
“We didn’t learn to talk and walk, not by
being taught how to talk, or taught how to
walk, but by interaction with the world...
whereas at about the age of six, we were told
to stop learning that way and that all learn-
ing from then on would happen through
teaching.” [Negroponte 2007]

Learning is context dependent [Brown 1989, Van Luit

1999] and supported by mental images [..]. So it should
be instructive to let the child act in the right context
and help to use mental images to recollect the knowl-
edge.

FMP proposal “Alles maalt”

7
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
 learning traject for multiplication table
Teaching maths
When teaching maths you start simple and slow (con-
crete) and step-by-step introduce strategies, start au-
tomizing (practice) and become quick (abstract), illus-
trated in figure 2. To walk through this process you use
little iterations interaction, construction and reflection
[Van Luit 2009].

To automatize successfully you should practice and re-

peat maths (on the right level) each day for 5/10 min-
utes [Deamen and Van Luit]. This means that the tool
should be flexible, have space to experiment (try and
check procedures) and give insights (aha-erlebnissen)
[Moerlands 1994].

Direct feedback is very important [Deamen], when the

answer is correct: compliment the child, but when the
child is wrong: let the child know the sum was too dif-
Figure 2: when learning maths you start easy and concrete ficult, so let the child feel it is not his/her fault. In case
and through iterations go to difficult and absract the sum is wrong, make sure the child notices this visu-

FMP proposal “Alles maalt”

8
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
 bad negative expectations better positive expectations
performance about future performance performance befief in own capacity

goal
circle of failure circle of succes
ally. Go back to concrete material to let the child do
it right and eventually go back to the abstract level. less practice, less focus fear of failure, more practice, concentrate more self-convidence
on the subject matter avoid subject more on the subject matter more pleasure in doing
When possible administrate and analyze the mistakes
and progress, this is also useful for the teacher [Dea- Figure 3:
men]. circle of failure
and circle of succes
Most important are the emotions of the child, the child
should be motivated and get more confidence [Dea-
men]. For children with low achieved maths skills this
would be the first problem to encounter. At the mo-
ment the child has trouble with maths the child experi-
ence a circle of failure (figure 3). By having no success,
the child get less motivated to work with maths and
get more behind, which cause more bad performances.

Important is to stop the circle of failure and change it

in a circle of success (figure 3) [Desoete 2008]. Very im-
portant is to have patience, build certainties and have
time to careful get more self-confidence [Moerlands
1994].

FMP proposal “Alles maalt”

9
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
 Motivate child
To motivate the children I could think about the cat-
egories from Malone [1987] which are: challenge, cu-
riosity, control, fantasy, cooperation, competition and
recognition. I could focus on one or more of them to
get and keep the child’s attention. Important is to offer
challenge and give feeling of control [Hengeveld] and
keep them balanced [Verhaegh 2007].
An important motivator would be the interaction,
like Verhaegh [2007] mentioned after evaluating the
Tagtiles (picture 2, page 6): “they [children] liked the
game because it is different from the ones that they are
familiar with, as it differs from screen based computer
games and it is more interactive than traditional board
games.”
To motivate the child it is very important that the child
itself becomes a central part of the activity, “rather
FMP proposal “Alles maalt”
10
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
than just watching something evolve like in computer
games.” [Price 2003]. The tool should be driven by the
learner [Negroponte 2007]. It helps when physical ar-
tefacts and physical actions (natural and intuitive [Mar-
shall 2007]) are combined. To achieve these physical
actions embodiment is also interesting to consider.
Another motivator would be playful learning, make it
fun to use. According to Price [2003]: “playful learning
should entail, is one where interaction with informa-
tional artefacts involves fun and where the boundaries
between play and learning are blurred.” Fun is impor-
tant in learning: “Fun and enjoyment are well known
to be effective in children’s development [Clements,
1995], both supporting and deepening learning [Res-
nick, 1999] as well as facilitating engagement and mo-
tivation.” [Price 2003].
Children will be more empowered through play. Play
helps the brain to develop the contextual memory
[Brown 2008] which is important for my context.
When developing a ‘playful learning’ device, I should
encompass [Price 2003]: (i) fun, (ii) exploration through
interaction (discovery), (iii) engagement (increasing at-
tention to the activity, concentration and promotes
‘useful’ learning [Stoney 1999]), (iv) reflection, (v) im-
agination, creativity and thinking (different levels of ab-
straction) and collaboration.
“Learning maths is a matter of doing it a lot
of times, so it helps when it is fun.” [Bakker]
“make it fun to motivate the child”.
[Van Luit]
 Interaction
The values of tangible electronics for learning has been
discussed [Marshall 2007 and O’Mally 2004] and de-
scribed as: “they can be used for shared play and learn-
ing, they are assumed to be more motivating than tra-
ditional learning materials and it is claimed that they
support explorative behaviour... they may be very use-
ful in helping children to solve complex abstract prob-
lems” [Verhaegh 2009] like in my context.

To accomplish a rich interaction (new) technologies will

be used, this technologies should be distinguish or in-
visible, so that “the technology itself is not the primary
focus for exploration, but rather the interaction with
the tangible and their effects” [Price 2003]. Through
a couple of explorations and validations the right ap-
pearance, actions (sensors and actuators) and tangibil-
ity should be created.

FMP proposal “Alles maalt”

11
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
process
I want to realize this project by going through a cou-
ple iterations (3 to 5), each iteration containing user
involvement, building ‘prototypes’ and reflection (use
feedback from experts), for more details look at my
planning (appendix C).
The first iteration will be exploring boundaries and cre-
ating empathy by just start building and experiencing
how children experience their math. In the second it-
eration I want to use the results from the first to gener-
ate a co-design session [Sanders 2003] or a cooperative
inquiry [Guha 2005], generate different concept direc-
tions and reflect on this. In the third session I will use
the outcome of the user-sessions to explore the direc-
tions and use the concepts as input for little user-tests
with children. Use the outcomes for inspiration to de-
fine design directions and eventually (maybe by more
iterations) create a final tool which is evaluated, fine
tuned and validated on the end.
To validate my decisions and results I ask feedback from
experts (the children (math and without math prob-
lems), parents, teachers, researchers and stakeholders)
and I will test everything with the help of (low-fidelity)
working prototypes and close user involvement. To
conclude if the child(ren) are making more progress
with the multiplication table I will compare their ‘CITO-
toets’ results from January with July with their class-
mates.
To realize the feedback from all the different experts I
will use a blog on the internet. This blog makes it pos-
sible for everyone to follow my progress and also helps
me with recording my own process and creating my re-
port.

FMP proposal “Alles maalt”

12
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
 Feasibility and risks
1. Client; I try to get a client involved in my project.

2. Collect users; it is crucial I find children to work with.

3. Collaborative or individual; to learn math [Price

2003, Stanton 2002 a,b] and do user-tests [Sturm] col-

+ =
laborative use is very important, but individual exercise
are also important [Van Luit 1999] and design for an
individual would be less complex.

4. Each child is unique; the process of learning math is

very personal [Brown 1989, Van Luit]. I should reckon
with the personal differences of the children.

5. How much freedom will the tool provide; it is posi-

tive to have rich action possibilities (more space for
exploration, open-endedness [Bekker 2008]), but it is
also scary and confusing to have too much freedom
[Rozendaal].

FMP proposal “Alles maalt”

13
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
References
Bekker, M. M., Sturm, J., Wesselink, R., Groenendaal, B.
and Eggen, B. (2008). Interactive Play Objects and the
Effects of Open-Ended Play on Social Interaction and
Fun. Proceedings of ACE’08.
Brown, J.S., Collins, A. and Duguid, P. (1989). Situated
Cognition and the Culture of Learning. Educational Re-
searcher, Vol. 18, No. 1. (Jan. - Feb., 1989), pp. 32-42.
Brown, S. (2008). Stuart Brown says play is more than
fun. www.TED.com.
Clements, D. (1995). Playing with computers, playing
with ideas. Educational Psychology Review 7 (2), 203–
207.
Desoete, A. and Braams, T. (2008). Rondom het kind,
Kinderen met dyscalculie. Boom Amsterdam.
FMP proposal “Alles maalt”
14
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
Guha, M.L., Druin, A., Chipman, G., Fails, J.A., Simms,
S., and Farber, A. (2005). Working with Young Children
as Technology Design Partners. In Communications of
the ACM, Vol. 48, No. 1, pp. 39-42.
KNAW (2009). Reken onderwijs op de basisschool,
analyse en sleutels tot verbetering, advies. Koninklijke
Nederlandse Akademie van Wetenschappen, Amster-
dam.
Kroesbergen, E. H. and Van Luit, J.E.H. (2002). Teaching
multiplication to low maths performers: Guided versus
structured instruction. Instructional Science, 30, 361-
378.
Malone, T. W. and Lepper, M. R. (1987). Making learn-
ing fun. Aptitude, learning, and instruction: Vol. 3. Cog-
nitive and affective process analysis, Hillsdale, NJ: Erl-
baum, 223--253.
Marshall, P. (2007). Do tangible interfaces enhance
learning? Chapter 4 - learning through physical interac-
tion TEI’07, 15-17 Feb 2007, Baton Rouge, LA, USA.
Moerlands, F. (1994). Leercurve, leertijd en vaardig-
heid. www.Edumat.nl.
Negroponte, N. (2007). Nicholas Negroponte on One
Laptop per Child. www.TED.com.
O’Malley, C. and Stanton-Fraser, D. (2004). Literature
review in learning with tangible technologies. Nesta
FutureLab Series, report 12.
Price, S., Rogersa, Y., Scaifea, M., Stantonb, D.and Neale,
H.(2003). Using ‘tangibles’ to promote novel forms of
playful learning. Elsevier Science B.V.Interacting with
Computers 15 (2003) 169–185.
Reijn, G. (2009). Rekenen op pabo al jarenlang beneden
peil. de Volkskrant, 4 November 2009.
Resnick, M., Bruckman, A. and Martin, F. (1999). Con-
structional Design: Creating New Construction Kits for
Kids. Morgan Kauffman, USA, The Design of Children’s
Technology.
Robinson, K. (2006). Ken Robinson says schools kill cre-
ativity. www.TED.com.
Sanders, B.-N. and Stappers, P.J. (2008). Co-creation
and the new landscapes of design. In CoDesign,Taylor
& Francis, March 2008.
Stanton, D., Bayon, B., Abnett, C., Cobb, S. and O’Malley,
C. (2002b). The effect of tangible interfaces on chil-
dren’s collaborative behaviour. Proceedings of Human
Factors in Computing Systems (CHI 2002), ACM Press.
Stanton, D., Neale, H. and Bayon, V. (2002a). Inter-
faces to support children’s co-present collaboration:
multiple mice and tangible technologies. Computer
Support for Collaborative Learning (CSCL), ACM Press,
Boulder,Colorado, USA, January 7th–11th.
Van Luit, J.E.H. and Naglieri, J.A. (1999). Effectiveness
of the MASTER program for teaching special children
multiplication and division. Journal of Learning Disabili-
ties, 32, 98-107.
Van Luit, J.E.H., Nelissem, J.M.C. and Peltenburg, M.C.
(2009). Learning Mathematics by interaction in young
students with special educational needs. Nova Science
Publishers. Inc.
Verhaegh, J. and Fontijn, W.J.F (2009). Integral skill de-
velopment with the TagTiles console. SeriousToys.nl.
Verhaegh, J., Hoonhout, H.C.M. and Fontijn, W.J.F
(2007). Effective use of fun with a tangible interaction
console. In Proc. of the 4th International Symposium
on Pervasive Gaming Applications PerGames 2007,
Shaker-Verlag, Aachen, 177-178.
FMP proposal “Alles maalt”
15
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
Resources pictures
Picture 1:
research project: MoZo, photographer: Eveline Brink
Picture 2:
a. Concept Tagtiles. Source: www.serioustoys.com
b. Tagtiles. Source: Verhaegh 2009
Picture 3:
Max. Source: www.k2-verlag.de
Picture 4:
i-Blocks. www.jegro.com/i-blocks
Figure 3:
Circle of failure and succes. Source: Desoete 2008
The rest of the pictures and figures:
Illustrator: Eveline Brink
Photographer: Eveline Brink.
Appendices
A. List of Experts:
People I contacted for my project, with their function,
company, relevant expertise and date of meeting.
B. Planning:
My proposed planning according to the reflective trans-
formative design process. On the left the weeks and in
the next comlumn what kind of activities. The under-
lined activities are deliverables. The dots represent the
activities and show when and where they take place in
the reflective transformatice design process.

FMP proposal “Alles maalt”

16
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
List of experts

FMP proposal “Alles maalt”

17
Eveline Brink (s041262)
Oscar Tomico Plasencia
Discovery and Learning
December the 17th 2009
 planning
Ide
ti ng g Inte ating vis
ida Doin g grat ysis ion
Val i in
v ing anal
Perce

project iteraction 1
week 1. create empathy,
2 1
1. experience their math
moodboard
February 2. experience and

project tools
week 3. improve vision of
project, list of
2. demands
3
February

project iteraction 2
week 1. create co-design
1
3. sessions: plan and
materials
February 2. co-design sessions:
2 2
project 3. analyse results co-
week design sessions
4. improve vision of
4. project, list of
demands
3
March 4
project iteraction 3 blog up to date?
week
1
5. draw conclusions
2. create 3 concepts
March 3. create 2
prototypes
project 4. test/feedback on 3 3
week scenarios
5. analyze feedback,
6. draw conclusions 4 5
March 6. improve vision, list 6
of demands

project iteraction 4 blog up to date?

week
1
7.
INTRIM
2. explore decisions
3. validate decisions
2
 1
7.
INTRIM
2. explore decisions
3. validate decisions
2
April
test/expert feedback
4. draw
project 3
week experts feedback on
drawings
8. 6. prepare prototype 4
April 7. update vision and

project 5
week 6
9.
April 7
project iteraction 5 blog up to date?
week

10. prototype 2 2 1 2
May
user-test
3. perceive user-test,
project collect data
week 4. analyse data with

11. experts

May how to improve tool

3 3
project 7. create report
week
4 4
12. 5 6
May 7
project green light
week
1. generate last 1
13. improvements 2
June
3. collect feedback: 3
user-test / experts
project
week
4
14. 5
June

g g Ide
tin Doin g Inte ating ysis vis
ida v in anal ion
Val Per c e i grat
ing