Design Eportfolio

Ai. explains and justifies the need for a solution to a problem for a client/ target audience

Collaboration often expresses the concept of individuals working together for different endeavors, or to
produce something. In an interconnected world filled with human-made systems and communities, the only
way effective collaboration can be enhanced is through design. From the interactions we partake in, the
teamwork needed to strive in the world today, the commonality of individuals all began from the
interactiveness unveiled in one’s youth. With the ideals of friendship and being outspoken in classes, to
constructing projects with teammates, as the world shifted into an online mode prior, the current state of
collaboration is extremely poor.

When taking a glance at current collaboration, as society shifts to an interconnected world, a study from
Collaborate Foundation [Appendix 1.1] can be considered. In this study, it researches the importance of
collaboration on behalf of public service providers and its correlation to improved service outcomes. What was
shocking was how 96% of their respondents denoted that collaborating with other organizations achieves great
outcomes. Not only that but in the same survey 93% of individuals expressed how teamwork with other
providers and organizations is critical for their own enterprise’s ability to deliver services. As collaboration is a
skill that cannot be taught in a short matter of time, it can be depicted as a skill that can be built up throughout
one’s life. Therefore, when looking at this, the main problem in our interconnected world is substandard
collaboration throughout different classrooms and enterprises, which is caused due to improper
development of the skill throughout one’s youth.

As this compact problem statement has been considered, there are some specifics that help showcase the
severity of this issue. Primarily, the target audience for this issue is children in grades 6-10. This is because,
this stage of learning is where group projects, teamwork, and developing this robust skill are most profound.
Justified by EducationWorld [Appendix 1.2], it mentions how classrooms are excellent spaces to inculcate
practices that can benefit students through adulthood. Not only that but it provides students with diverse
viewpoints and interconnections while understanding other peers' thoughts. When considering teenage
students as the most viable option, they would be the best targets to develop collaboration skills.

What makes this problem essential to solve is the effect it provides in the near future. As collaboration is a
main aspect of the numerous ideals we see today from global trade, interactions, etc, my own personal
approach can be taken. Initially, in my younger years, I was outspoken, extroverted, and always collaborating
with my peers efficiently. Though, with the school shifting to an online scenario, the mute button was the main
factor that suppressed my overall collaborative personality. Being less talkative as each class went on,
alongside the minimal cooperation with peers, this once beloved skill I possessed had diminished. Similar to
me, there have been numerous kids in my situation. Peers of mine struggling to conversate with one another,
teachers not able to hold engaging conversations, etc, incorporating a solution is much needed for the stake of
the world’s interactions. Imagine a world where trade stops, countries do not interact, and individuals are
confined to their own personal surroundings. This is what is at stake. With the concept of collaborating going
down the drain, imagine a situation where teamwork and human-made systems can prosper. This can only
occur with the right solution.

Either creating a classroom model which ensures teamwork and collaboration, or a multimedia video guide
which expresses building the foundation of collaboration, these different ideas can be considered. While
 aiming to facilitate face-to-face connection, it is important to take a wide range of ideas that can be beneficial
to solve the problem. Ending off, throughout the communities we seek, in the interconnected world of
human-made systems, collaboration, in general, has been concealed in society. With a treacherous
down-the-road occurrence, if poor collaboration continues, humanity is at stake. With the discrepancies in the
current system, this is why a solution is vital.

Aii. Identify and prioritize primary and secondary research needed to develop a solution to the problem.

No. Research Purpose of the Research Question Primary Source Secondary Source Priority
Question

1 What is The purpose of this research I can conduct a survey that Using the internet, I can High:
collaboration? question is of utmost importance. asks people about incorporate many different 5/5
The information can provide collaboration and their overall research papers, articles,
Resource: showcases with the main factor I opinion of the concept. More videos, etc, to understand the
[Appendix 1.3] aim to tackle. Understanding what specifically, in this survey, I overall concept of
collaboration is can provide will not only ask what collaboration. When doing this,
information about the problem, collaboration is but also analyses of different sources
different solutions, and the overall include my future desired can help me discover the
scope of the audience. solution and see what the overall gist of the situation.
target audience thinks of it.

2 What is the When finding out the current High:

current state of Understanding the current state of state of collaboration, different 4/5
collaboration in collaboration in the world today is articles and written pieces can
the world today? be considered. This will help
fundamental in order to make the
understand the overall gist of
Resource: solution actually effective. While the situation and the different
[Appendix 1.4] obtaining research from different factors which affect it. Also,

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sources, information from this Research journals and different
question can provide an overall gist newspapers can be used in
of the problem which order to gauge the overall state
simultaneously diversifies the of collaboration in the world
today. Finding this out can help
numerous different perspectives of
identify the overall problem as
collaboration. Also, it helps shed a whole if the desired results
light on the issue the target audience are obtained.
has to face.

3 Why is In order to grasp information When figuring out the overall High:
collaboration In many ways, collaboration can be for this question, surveys problem and its importance, 4/5
important? noted as a gateway for numerous [Appendix 1.5] would be youtube videos, research
ideal to understand the overall papers, and articles can be
opportunities the solution can
importance of collaboration. taken [Appendix 1.5]. With
unveil. When understanding why While finding out the different these sources, I can gauge and
collaboration is important, it claims made, numerous familiarise myself with the
provides purpose and reasoning for perspectives, and overall issue. Also, when figuring out
the problem, how the target stakeholders, the information the severity of the problem, it
audience is affected, and why can be denoted. can justify my overall research
solutions are needed. effectively.

4 What will be When figuring out a viable High:

expected from When foreshadowing my solution, solution for the e-portfolio, a 5/5
my solution by the significance of this question survey can be conducted on
users and what the target audience may
 clients? sheds light on the target audience need to solve this problem. As
they are the main targets to

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and solution. By fulfilling the needs
and wants of the audience, it is ensure proper collaboration,
the result can depict future
essential they have a general idea of
endeavors. [Appendix 1.6]
what I intend to produce.

5 How will my Using primary information, High:

solution benefit Looking at how my solution will be society will benefit truly 4/5
the target beneficial for the target audience, is through the monitoring of
audience surveys and interviews
a major factor throughout the
effectively? [Appendix 1.7]. More
project. This is because the main specifically, as the idea is

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goal of the solution is to solve a constructed, feedback and
problem for the target audience, and ratings can be used. Not only
when being useful for the users, this that but when addressing
goal can be fulfilled. different fundamentals that
should be in the app, different
individual’s ideas can be
considered.

6 What makes lack When watching videos and Moderat

of cooperation an Through understanding the main different films [Appendix 1.8] e:
issue through problem which had been found in which address cooperation as 3/5
adulthood? an issue through loneliness and
A1, when finding out how lack of
sorrow, the satirized claims can
cooperation negatively affects help answer this question. From

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adulthood, the significance of the people being scared to interact,
question is present. More in-depth, individuals not being able to
the research question helps converse with like-minded
understand some specifics of the individuals, etc, these facets
problem. can be obtained.

7 How does 3d In order to see 3d-modeling and High:

modelling benefit When considering solutions, looking its overall benefits in society, 4/5
society? at the advantageous appeals of past works and examples can be
used to justify the research
3d-modeling can be considered.
[Appendix 1.9]. From electric
While helping narrow down the vehicles to industrial

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solution and explaining why this mechanisms, etc, the planning
idea is significant, the purpose of the and schematics all relied on 3-d
research question is noted. modelling. Going more in-depth
with that research, and seeing
the overall effectiveness of 3-d
modelling, its benefits in
society can be noted.

8 What By identifying the target In order to construct my Low:

design-making When it comes to constructing my audience's main intentions product, numerous ideas can be 2/5
applications can product, the right technical skills are with my desired solutions, it is incorporated. Mainly, different
be incorporated up to my technical skills and courses, tutorials, and videos
important to create a viable solution.
to create the the application's ability to see can be used to teach me the
solution? In order to achieve this, the right if it is possible to construct fundamentals of the
 application has to be selected. From certain parts of the product. design-making application
3-d modeling tools, manipulation While doing interactive [Appendix 1.10]
apps, etc, the facets and components questions to identify what the . This will not only help
target audience wants, this construct the product but will
are present for the product’s overall
overall concept can be simultaneously help with my
significance. unveiled [Appendix 1.10]. technical skills.

A3. Analyze a range of existing products that inspire a solution to the problem.

Product 1: Sketchup model of a classroom

Link:[Link]
tive-Classroom-Design?login=true

Description: This is a three-dimensional graphical model which was created on software called Sketchup.
Its main intention was to express a collaborative classroom design, and it contains main different
attributes which fulfill this purpose. Primarily, it has a uniquely designed layout with the tables connected
to the wall with chairs surrounding them. With whiteboards at each of these tables, alongside the main
projector screen at the head of the class, this model is a unique take on the conventional classroom.

Strengths Weaknesses Opportunities Threats

Product The strength of the A problem is that An opportunity is to A threat would be that
Intention product intention is while attempting to be keep adding on to the when copying designs
(Function) that it accurately an interactive design of this for furniture or other
attempts to construct classroom, it only interactive classroom. objects, if published,
an interactive 3-d focuses on the More specifically, to other creators may file
classroom model. This furniture and seating add other objects and copyright claims as
is an advantage arrangements, rather amenities which will certain aspects in the
because it tackles the than other confiding make the classroom image would be
main issue needed to factors. From level of overall more privately owned.
be solved through a sunlight, other collaborative.
uniquely designed amenities and
classroom. different
posters/designs, it
only covers one aspect
which stimulates
interactiveness.

Aesthetics While being organized A weakness is that the An opportunity is to A threat is that hen
well and not cluttered, 3d- model is a bit add more objects and adding more designs
the overall aesthetic incomplete and blank. attributes. When to fill out the empty
appeal is captivating. While being empty following the space, could lead to
With the tables being there is too much recurring theme and the 3-d model being
uniquely designed, blank space which filling out the empty less appealing to the
chairs ranging from makes the overall spaces and walls it human eye. If the
different neon design look would make the theme doesn’t match,
colours,etc, it is well incomplete. design more looks to cluttered, etc,
designed. compelling. it will be a prominent
issue.

User The user accessibility A weakness is that it Users can be given an A weakness is that
Accessibility and and interactiveness is takes a little bit of instruction guide on some people will not
well made in this time to learn the how to use each of the be considerate enough
Interactiveness design. With the controls and know commands and to sign in. If they find
toggle bar on the far how to use the options that are the sign-in process
right side, it allows 3d-model viewing present on the website. redundant and extra,
users to control many website. Not only that With this, the viewer they may click off the
actions. Some include, but before viewing the can explore without tab and find another
seeing the model from commands and any technical project. This would
different angles, exploring the limitations which limit overall user
magnifying key 3d-model the website simultaneously engagement.
details, etc. When application requires ensures a better view
doing this it ensures you to make an of the project.
user interactiveness as account and sign in.
viewers can control
their perspective of
the model

Proportions of The objects A weakness is that A reinstated A threat would be the

furniture, space incorporated and their there are vast amounts opportunity is to clashing of different
proportions are of excess space incorporate viewer ideas which causes
and different planned out well. throughout the 3-d feedback through viewers not to agree.
object More specifically, the model. This shows a surveys of feedback AS society isnt in
size of the tables and poor example of emails and see what anarchy where
chairs used directly wasting space which can be added. With everyone's ideas are
fits in the allocated can be untilized to mode attributes added subordinate, different
space. Not too large or make a more based on viewer clashing thoughts may
too small. This is an innovative and expectations, it will be lead to disputes about
advantage because it collaborative a viable solution as it what to be
ensures the audience classroom model. takes the main incorporated into the
an accurate stakeholder’s opinion. project. With this
representation. being done it may
cause customers to not
 enjoy or use the
product as it is not
fully up to their
expectations.

Product 2: A classroom design by Demcointeriors

Link:[Link]

Description: This product is a 3-d design that focuses on the social-emotional learning of different
students. While setting up a colorful classroom with an innovative layout, this interior design
creates a positive learning space for different students ranging from different backgrounds. The
entities in the classroom are from Demco which is a leading company for school and library
furniture.

Strengths Weaknesses Opportunities Threats

Product The strength of this A weakness of the An opportunity is to A threat would be that
Intention 3-d design is product intention is simultaneously add when combining
fundamental to the that its main focus features of emotion features of both
(Function) overall purpose of the isn’t on collaboration and collaboration to classes, it may lead to
project. While its or interactiveness. make the intention of a cluttered area, a less
intention is to create Rather it focuses on the product kill two aesthetically appealing
the perfect classroom, creating an birds with one stone. classroom, or an
it fulfills different environment that This can be done by unfunctional
criteria of benefits one’s incorporating classroom with
interactiveness. emotional collaborative numerous flaws.
development furniture, placing
different objects, etc.

Aesthetics This product is A weakness I that its An opportunity is to In terms of threats, a

well-executed and overall collaboration include a way to problem would be
aesthetically cannot be tested monitor students' how different color
appealing. While because it wasn't the overall collaborations schemes would not
using a floral set of main intention of the throughout the class. look appealing
colours, simulated product. If students With certain together. If the
 light from the window, can collaborate algorithms or opportunity of testing
etc, the classroom is efficiently in the feedback-collecting different patterns,
captivating. classroom, the methods, the overall colors, and schemes is
aesthetics won’t be sense of collaboration considered, there will
able to measure one’s in the classroom can be a lot of trial and
ability to cooperate be understood. More error.
and express specifically by testing
themselves with different colour
academically. schemes, design
layouts, etc, overall
collaboration can be
unveiled.

User This product provides A weakness of this An opportunity is to When transforming

Accessibility and a wide-shot view of animated model is that convert this image file the image into a 3-d
the classroom model the audience cannot into a 3-d modelling model two things may
Interactiveness and covers the manipulate the website. With these occur. Firstly, it may
numerous aspects it perspective of the websites, it allows corrupt and not format
contains. From corner image or move around viewers to interact properly in the 3-d
to corner. Every desk, to get close shots of with the desired modelling style.
chair, plant, etc, can different objects at project. Also, it is Another problem is
be seen. Not only that numerous angles. publicly viewable, so that it may not look as
but it is accessible to While being stationary user accessibility visually appealing
all users while easily and immobile, it won't be an issue. compared to the
being present on the suppresses user original, thus ruining
internet. interactiveness. the overall aspects of
the design.

Proportions of As the furniture, A weakness is that An opportunity is to A threat would be that

furniture, space, objects, and other realistically it is hard create designs on when distorting
attributes fill in the to maintain a different layouts with different objects or
and different desired space while classroom of that the same aspects. shuffling them, the
object being organized, the stature due to the While moving the overall concept of
proportions are many confiding tables, whiteboard, or collaboration will
accurate, which is issues. From students other proportionate deteriorate. An
advantageous. hustling around the attributes, would example would be
class, to different showcase some placing the desks
activities which make variety in the product. individually which can
kids shift their desks, be an issue towards
etc, it doesn't account the overall state of
for variables in this contributing and
constant space. expressing oneself in
the classroom setting.

Product 3: A “high-quality student collaborative classroom” by SchoolSpeciality

Link:[Link]

Description: This product is a 3-d model of a classroom which has the main goal of ensuring
high-quality student collaboration. It has a modern aesthetic with newly designed furniture. Also, it
contains a unique innovative layout of sitting, in regards to the smart and whiteboard. The
application used to design this was Cinema 4d. While showcasing different attributes which differ
from the ordinary classroom, the overall description can be noted.

Strengths Weaknesses Opportunities Threats

Product The main intention of A weakness is that it An opportunity is to A threat would be that
Intention the product is to is showing an example centre collaboration in all students and
showcase a classroom of what high ‘student’ the classroom. When teachers think
(Function) setting where collaboration looks this occurs, teacher differently. This would
high-quality like. This method, and student interaction lead to different
collaboration would relies on students and will still be a priority perspectives on how
take place. This is a teachers to be and the classroom can the class should be to
fundamental strength interactive while the play a larger role to increase different
as it expresses a classroom just stimulate students' true
similar intention I contributes. collaboration. capabilities of
have to ensure collaboration. With
collaboration in the different learning
classroom speeds on behalf of
the individuals, it
would be hard to cater
to all the different
needs of a
collaborative
classroom.

Aesthetics From the orange and With the excess chairs If this classroom were A threat would be that
blue sweating and desks around the in action, a set of with constant
arrangements, modern class (some standing guidelines can be monitoring of where
furniture, and up, others with imposed to make sure to keep the desks and
filled-out whiteboard, chairs), the overall 3-d that the furniture kept chairs, or other
the aesthetic appeal of model seems a little its collaborative policies, the children
this 3-d model is cluttered. While appeal and doesn’t may lose focus and be
phenomenal. Not only simulating a real become too messy. If less enthusiastic of
that, but it had laptops classroom, if not this occurs, students working in a
 and real classroom respected properly, the will be able to collaborative class.
activities such as the desks would be rolled understand The thought of feeling
drawings on the around the class, information on a more less creative may
whiteboard. This is causing this once neat cooperative level. occur, thus creating a
organized while design model to be poor work
simultaneously extremely messy. environment.
showing a real-life
application.

User The user accessibility Similar to other An opportunity is to A threat would be that
Accessibility and is great in the product products, it isn't put this idea into a 3d the file can corrupt
while showing an interactive while being graphical service. through transforming
Interactiveness overall view of most immobile. While just When doing this, it it, or the exact
logistics in the being a modelled allows individuals to dimensions may not
classroom. From the image, it doesn’t allow move around in the be exact. While
back of the class, it one to zoom in and image and see the diverging from the
gives viewers access views the classroom different ideals from main intention in
to see the furniture, from different angles. numerous terms of user
whiteboard, shelves, perspectives. accessibility and
etc. awareness, it would be
a problem.

Proportions of The proportions of the A weakness is that due A repeating A threat would be that
furniture, space furniture, and different to only seeing the opportunity can be when taking images
objects in the desired image from one angle, depicted in 2 ways. from other
and different space show a factual the overall sizing from Previously mentioned perspectives it may
object and fascinating different perspectives for interactiveness, a lower the quality view
interpretation. With a can’t be noted. Either 3-d model can be of it being an
minimal scattered look from an ariel view or converted which interactive classroom.
to embody the other perspectives, allows viewers to When looking at it in
curiosity drifting from this is a problem. move through the another way, it will be
conventional design (similar to poor to see a design
classrooms, the google maps street which isn't up to mark.
crevices, sizes and mode). Another way is
other facets are well to take pictures of the
represented. design from other
perspectives if
creating an interactive
configuration is too
complex.

Aiv. Develop a detailed design brief that summarizes the analysis of relevant research.

When summarising all my previously stated claims, my design brief can be considered. In this, I have
incorporated surveys, research papers, videos, interviews, and examples of different products to help
come up with a viable solution. When first focusing on my target audience, understanding the specifics of
collaboration can be taken. In Aii, when understanding the current state of collaboration, the importance,
expected solutions, etc, my research can be considered. Specifically, my survey can be taken [Appendix
1.11]. From the survey, I was able to identify that people felt that individuals have poor collaboration in
the classroom [Appendix 1.12]. From this, people expressed their experiences, and not only that, but
showcased their own personal ideas [Appendix 1.5, survey]. Next, to back up my claims with secondary
research, I took the research paper [Appendix 1.5, research paper] where I was able to find out that
there are many other factors other than students working well to stimulate effective collaboration.
Diverging to my other questions which focused on my intention with the solution. The idea of what my
audience should expect from the solution, and how they would benefit was considered. For questions 4
and 5, I indulged in primary research. Using the same survey, I asked people to help brainstorm ideas that
could be implemented to create a viable solution. When doing so, I figured that the overall facets of
collaboration are poor, as mentioned before. With this, the need of a solution is a must as many mentioned
their reasons for how it would impact them. Some said it was going to help the understand concepts,
obtain better grades, etc. [appendix 1.7]

When figuring out different solutions, a common trend was implementing 3-d models. Through questions
7 and 8 of my A2 research plan, I took up different articles which revolved around the innovative strides
of 3-d modeling. From designing architecture, ensuring survival through 3d printed hearts, etc, when
noting down the great impacts in society it can apply to a collaborative classroom as well. Continuing my
research, I had to find out different ways this product could be made. To my surprise, there are numerous
3-d modeling applications that are feasible to use and give access to numerous opportunities. From
applications like Zbrush, Autodesk, Sketchup, etc, the ideas were limitless with the construction of my
product.

When brainstorming all the possibilities, my A3 research can be considered. In this stage, I was able to
scour the internet and find a few existing products that can be applied to my product. With my products,
one recurring trend was selecting 3-d graphical models for different applications. While seeing common
features, and different contrasting traits of the different models, allowed me to grasp a wide range of
existing products. When it came to deciphering these models, I used the SWOT analysis data log table. In
this, I analyzed the strengths, weaknesses, opportunities, and threats for the different logistics that I
consider in each product. Along the lines of my SWOT criterion, I gleaned information about the product
intention, aesthetic appeal, user accessibility and interactiveness, and the proportions of the different
images and its attribute

As research was conducted through primary and secondary methods, numerous sources have been
compiled to showcase the problem, target audience, solution, etc. Summarizing the research, the target
audience I was able to obtain was kids in my school (International School in India) from grades 6 to 10.
When focusing on teenagers who are still in the phase of developing skills, would be the viable audience
for this project. More specifically, in the interconnected world, we are in, poor levels of collaboration
develop in workplace settings. With improper development, a fundamental way this problem can be
avoided is through one’s youth. As the effect of this problem is prevalent throughout one’s life, it is
important that it can be stopped at a young age. While suppressing the effect of poor collaboration skills
as an adult, a solution can be taken.

The main problem evident is students developing substandard collaboration which affects them negatively
as adults in the long term. As classrooms are the catalyst for student learning, it can be unanimously said
that the solution will be something that involved a student’s educational setting. When conclusion this, on
top of the primary and secondary research which justifies my claims, collaboration can be evident through
different objects in a classroom with help from a teacher and student contribution. Identifying this, the
solution can be contained in a 3-d model of a collaborative classroom which embarks upon tackling the
issues with furniture, designs, seating arrangements, etc, in a classroom, to construct the ideal learning
 space for children to collaborate. When designing a 3-d model some specifics have to be kept in mind.
With proportions having to be correct, currently accessible objects being used, etc, it is important that this
idea is feasible in current times.

Ending off, when identifying verified data and research papers, alongside personal research, solving this
brutal problem has to be stopped for the overall well-being of our future. As our interconnected world
shifts to an online scenario, or to an era with dependence on online collaboration, it is important that the
first-person real-life connection is there to allow kids to express themselves and their opinions. My
product aiming to set the basis of classrooms in my school, it will benefit the students of Grades 6-10,
who will be ambitious collaborators in their lives, all with the help of 3-d design.

Bi. Develop design specifications which clearly state the success criteria for the design of a solution.

Hardware:

Sketchup Design and Idea presenting device:

● Laptop: Asus Tuf 15 gaming laptop windows 10

● Processor: Intel(R) Core(TM) i7-10750H CPU @ 2.60GHz 2.59 GHz

Device needed for Autodesk Sketchbook:

● Apple Ipad Pro

● Processor: M1 chip

Software:

● Design the Models: Autodesk Sketchbook

● Presenting model design: Microsoft 3-d paint
● Chosen model design: Sketchup

Success Criteria:

For my success criteria, I have analysed a wide range of specifics, their importance, and how they can be
tested. More specifically, I have constructed success criteria that can accurately depict the overall
schematics of my solution. For the success criteria, I am using the access FM format with a few of my
own criteria incorporated. With this, I hope to accurately develop the design specifications

Success Criteria Description and Importance Testing

Aesthetics The model should be attractive in the sense of the viewer's eye. Will Ask 10 peers to assess their
overall opinion of the collaborative
It should have the structure of a classroom with desks, chairs, a classroom model in terms of how
whiteboard, and innovative designs which make it collaborative attractive it is. Once this is done, I will
find the average of their responses to
The colour scheme should be lively representing the traditional obtain an overall grade of a maximum
 colours of a classroom (White, brown, etc) with a twist of primary of 10 points.
colours to make it more lively Not only that but a personal scoring
for the organizational aspect and
The spacing between the elements should be organized and colour scheme can be incorporated to
thoroughly done to refrain from the issue of being cluttered. obtain a more valid result.

TOTAL 10 points
Although it will be subjective to calculate the overall attractiveness of
my product when asking the target audience to give its rating and
feedback, it will be fundamental. This is because in order to make it
collaborative it needs an aesthetic setting. If this isn't done, then the
overall purpose of the project wouldn’t be present, thus being an
ordinary messy classroom.

Proportions of The size of each attribute must be similar to the real-life objects of Similarly to the aesthetics, I will ask
Model a classroom (Eg. The chairs shouldn't be bigger than the desks on the 10 peers their overall rating of the
whiteboard and shouldn’t cover a whole wall proportions of the objects and how it
looks in correlation to the designated
The different objects must fit in the desired space. Nothing too space. Once this is done, I will average
large to exceed the standard dimensions set, and nothing too small the values on a scale of 1-8 to obtain
which makes the object impractical to use. an overall score.

The importance of this is that all the elements I incorporate into the TOTAL 8 points
project form the overall basis and determine the overall appeal. If not
done correct, smaller elements would be larger than the bigger
elements and vice versa. If this occurs, the conventions of a classroom
wouldn’t be ideal.

Customer and The target audience of children from ages 11-16 must be positively With my customer being kids in my
Target affected by my product. school from grades 6-10, I will ask 2
kids in each grade if they would
Audience When targeting kids from grades 6-10 they must enjoy the consider learning in this class. Not
classroom model and see it as something they would want to only that but I would ask them to rate
implement in their classroom. the product on a scale of 1-10 on how
much they would want to work in the
collaborative mode.l This will be
The importance of the target audience is that if it wasn't for them, the assessed on a scale where the highest
product will be deemed ineffective. This is why it is important for the grade that can be obtained is 10 points
customer perspective to be noted, for the better well-being of my
project.
TOTAL 10 points

Functionality The model should contain the usual elements that are present in the For this, I can ask do a personal
traditional classroom (Desks, chairs, White/Chalkboard, ceiling, analysis through imagining myself
wall) using it, alongside feedback froom
peers to see the overall functionality of
the collaborative classroom. When
The idea of classroom collaboration has to be expressed through the rating my different innovative ideals to
different objects in the classroom. This can be done through furniture see if it fulfil the function of being
style, positioning of the different classroom objects, innovative collaborative, this would account for 8
features, etc. points of my project

TOTAL 8 points
When looking at the importance, the main attribute is the overall
functionality of the product. In terms of the 3-d classroom, it is
important that the idea of collaboration is met. If it isnt, the overall
goal of the product wouldn’t be fulfilled, thus, the functionality
should be achieved. Therefore, when doing this, the intended function
of a collaborative classroom can be unveiled.
Size When constructing the model, the overall size of the file shouldn’t The testing for the file size will be
exceed 100MB. simple. All that has to be done is to
download the file and see the overall
size. Once this is done, if it exceeds
The importance of the size revolves around the convenience of the 100MB, I will not be awarded any
customer. This is because it will run faster and won't be an issue for points, but if it follows this strand, I
any individuals who will use the model. Not only that, but I would will be awarded 2 points.
want this for my model because not all users will have access to
devices which can run 3-d models efficiently. Therefore, the lower the TOTAL 2 POINTS
file size, the more accessible my product will be.

Feasible The model must be easy to zoom in, zoom out, magnify and be seen When testing the feasible navigation, I
Navigation from different perspectives can test out the functionalities of
navigation for the 3-d model. As I
The model must be easy to look around and see the different move around the 3-d model, testing
dimensions and elements of the classroom how easy it is to tour the whole
classroom, I can give their allocative
IN order to gauge my product and get a true analysis, it should be grades based off the zoom in/out,
viewed from different perspectives. When such is done, the magnifying, and moving around the
navigational appeal must be simple in order for the target audience to classroom. With this, an average will
get a feel of the classroom. Therefore, the feasibility of navigation of be taken on a scale of 5 points.
the class is important.
TOTAL 7 points

With my success criteria, I have decided to make a points table that will help calculate the overall score of
my product. While using aesthetics, model proportions, target audience, functionality, size and navigation,
the overall score can be assessed with 45 points. When identifying this, it will help evaluate the overall
logistics of the different models, and which one would be the most viable solution.

Success Criteria Points

Aesthetic ?/10

Proportion of models ?/8

Customer and Target Audience ?/10

Functionality ?/8

Size ?/2

Feasible Navigation ?/7

TOTAL ?/45

Bii. Develop a range of feasible design ideas that can be correctly interpreted by others
Design 1:
Overall Aerial View of the Classroom-
● Contains 5 large desks which can have up to 6 kids per desk
● A reading corner accompanied by mats, a couch and beanbags
○ Bookshelf on the top left corner
● Plants around the class
● A smartboard/whiteboard where teachers or students can present information
● A teachers desk placed in front of the board
● Large gaps between different classroom components to ensure that nothing is cluttered.

Chair of the classroom-

● 4 arms on the bottom
● A traditional school chair with lumbar support padding
○ Helps prevent back pain and will allow upright posture
● Colors will vary based off the overall colours of the rest of the
classroom (will match the aesthetic)

Table features:

The tables will be a combination of 2 trapeziums

● Will have 2 arms with 4 branches
● Mobile with wheels
● Each half of the full hexagonal desk cam have up to 3
students
● Height can be adjusted accordingly
● Will have a yellow colour
● Two halves of tables will be detachable based off
classroom endeavours
 ○ Trapezoids can be aligned in many different
patterns

Success Criteria Points

Aesthetic 8/10

Proportion of models 5/8

Customer and Target Audience 9/10

Functionality 6/8

Size 2/2

Feasible Navigation 5/7

TOTAL 35 /45

Design 2:
Overall Aerial view of the Classroom:
● Contains large desks which can hold upto 8 students
● A large white board in the top face of the class
● A leisure area where students can collaborate in the top left of the class
● Ottoman seats which roll and vary in color
○ If the cushion of the seat is lifter it acts as a storage unit where one can place their
belongings
○ Colors: red, blue, yellow, green
● Lockers in the top right corners for item storage
● Cupboard in bottom right where different amenities can be stored
● A large red mat in the middle of the class where students can fraternize or where teachers can
present

Chair Design:
 ● A cubic square design

● 4 weels which ensure mobility

● Contraption where the lid of the seat can be

lifter up to store belongings

● Will be the colour red, blue, yellow or green

● Can efficiently manoeuvre through a classroom

Table from a close angle:

● Rectangle base with a rounded rectangle nose
○ Top doesn't have sharp-edged incase
someone comes in contact with the
desk

● Can hold up to 8 students and their computer

○ Model depicts 6

● Space between students is large enough to put

dividers in between them in the case of tests

● Built into the classroom walls to allow more

free space

● Similar to a conference hall where students

sitting at the desks can discuss different ideals

Success Criteria Points

Aesthetic 9/10

Proportion of models 6/8

 Customer and Target Audience 9/10

Functionality 7/8

Size 2/2

Feasible Navigation 5/7

TOTAL 38/45

Design 3:

Classroom Aerial View:

● 4 circular tables which

can allow up to 4
students each
● A bookshelf section
where students can
read, accompanied by
beanbags to maximise
comfort
● A computer section
with spinning circular
chairs and 3 desktops
● A large white/smart
board which can be
seen properly by all
the desks
● A fraternising section
which contains a
couch and a mat where
students can collaborate and interact with eachother

Table Close-up:

● Tables are round and can hold up to 4 students

● Mats are placed on the desk to indicate where each

student can sit, and can be a padding for laptops or
other devices

● Surrounded by 4 arm-chairs that can allow comfort and

all kids to be in a more casual setting
 ○ If more comfortable, it could allow them to collaborate better

Armchair from a closer perspective:

● Has a geometric chic design

● IDeal lumbar support with a bottom and back

padding

● Has 4 legs which provide optimal balance

● Can seat up to 1 individual

Success Criteria Points

Aesthetic 7/10

Proportion of models 5/8

Customer and Target Audience 8/10

Functionality 6/8

Size 2/2

Feasible Navigation 4/7

TOTAL 32/45
B iii. Present the chosen design and justify its selection

Using a medley of my personal evaluation, alongside feedback from peers and other individuals, with the
calculation, each product was assessed on a scale out of 45. With the suggested solutions, design 1
obtained a score of 35, design 2 with 38, and design 3 with a score of 32. Identifying this, the desired
solution that I will move forward with is Design 2.

With Design 2 having the highest score of 38, there are numerous reasons for such. More specifically, a
technical description in correlation to the success criteria can be considered. As the intended goal of the
model was to achieve an aesthetic appeal, proportions of the model, customer and target audience,
functionality, size, and feasible navigation, there are numerous instances where these specifics can be
unveiled.
Fig 1. Chosen design solution (Design #2)
When looking at aesthetics, the color, form, texture, proportion, and overall layout can be considered. As
a user takes a glimpse at the model the color of the furniture, chairs, whiteboard, etc, follows a simple
primary color scheme that has nothing too flashy. Not only that, but with white desks, and white flooring,
it still continues to have the traditional classroom colors. This was important because, under the success
criteria, it mentions how a twist of primary colors alongside the traditional classroom colors should be
incorporated. Continuing, with the model’s overall attractiveness, when asking many of my peers through
interviews, I obtained an average score of 4 out of 5 which helps justify its overall appealing look. Lastly,
while including the classroom structure elements, the design is spaced out well and organized, so the
overall score was a 9 out of 10.

Towards the proportions of the model, the score which I have obtained is a 6 out of 8. With this
substantial score, a contributing factor was the overall layout when looking at each element individually.
As this classroom was unique, it still followed the rules of the conventional classroom. Chairs were
comparatively smaller than the desks, the whiteboard didn't cover a whole wall, and the objects fit in the
desired space. While fitting all my objects in the desired space, the dimensions were ideal as well.
Compared to other designs, Design 2 was the only classroom which could achieve this goal to a better
extent. The only problem was here was present in the student feedback when it was repeatedly mentioned
that the desks and mat seem too large in comparison to the smart board and the lockers don't seem
sufficient enough for all the student storage. Although this may not be ideal, it is something that I am to
change in the prototype.

Continuing to one of my most important design specifications, the customer and target audience can be
taken. As my initial goal was to positively affect children from ages 6-11, I used the testing process of
asking 2 kids in each grade from my school to rate the product on a scale of 1-10. Identifying this, Design
2 had the best result with an overall 9/10. Many were excited to work in such a collaborative space. Even
though Design 1 had a similar rating, it was the verbal feedback that struck a better interpretation for
choosing the design. From kids saying “This looks amazing” or the excessive curiosity of how they would
imagine themselves in the class, I knew that this would be the desired solution. As the rating and the kid’s
feedback helped deem this product as effective it helps create better well-being for the product.

In terms of functionality, this helps bring out the collaborative aspects of the classroom. While using the
traditional elements and adding a collaborative perspective there were numerous instances where it was
expressed throughout the classroom. From the mobile ottoman chairs where stuff can be stored while
simultaneously being rolled around in the class, it can allow students to maneuver for group activities,
fraternization, etc. Not only that, but the positioning of the desks allows proper communication with the
white/smart board and peers as the rectangle forms a flow of face-to-face communication. Lastly, in the
terms of innovative features, a leisure area in the class was implemented which can allow students to be
more comfortable in the classroom. Understanding this, while obtaining a 7 out of 8 average score, it once
again bested the other 2 designs.

In terms of size and feasible navigation, the overall design specifications can be noted. For the size, it
aced the section as the Autodesk Sketchbook file easily way under 100 Mb, but when converting this into
a 3-d model that's another test that will be present in the future. When looking at feasible navigation, it
received a 5 out of 7. For feasible navigation, as the model could be zoomed in and zoomed out, when
adding descriptions of the attributes individually, it made the different elements of the classroom easier to
see. An example of this was showcasing the table close angle and the ottoman chairs at a zoomed-in level.
The reason why I have not obtained full marks is that the street-view-like perspective wasn't present when
trying to navigate through the class like you are actually present in the class. As this wasn't possible on
Autodesk Sketchbook, it is something that can easily improve through SketchUp.

Ending off, Design 2 was an ideal option for numerous reasons. From justifying all the success criteria,
benefitting my target audience, etc, it was clear to see why I chose Design 2 to begin with. As the
intended problem I am trying to solve is the substandard collaboration in the classroom due to shifting to
a real-life mode again, in comparison, Classroom Design 2 was the most beneficial to tackle this concern.
Not only that but when obtaining positive versatile feedback amongst the youth’s imagination, it provided
a clear journey and idea of how helpful this solution would be. Identifying this, my clients will be able to
persevere through the facets of collaboration to a larger extent when I construct the desired prototype of
the application of SketchUp.

iv. Develop accurate and detailed planning drawings/diagrams and outline the requirements for the
creation of the chosen solution.

In this stage, I have created a flow diagram to represent my chosen solution of Design 2. Primarily, I
made it in the case as a user walks into the classroom and they would see the different entities in the
classroom. When doing such, it helps notices what the target audience would look towards as they enter
the classroom. Some features in the diagram include noticing the door, lockers, desks, chairs, etc.
 Ci. Construct a logical plan that describes the efficient use of time and resources, sufficient for
peers to be able to follow to create the solution.

Sl No. Step Due Date Technical Description Estimated

Time
Required

01 Create Floorboard and Walls December 9th ● Used numerous tools including the 30 minutes
on Sketchup using ○ Rectangle tool to measure floor
human-size dimensions ● I incorporated strategic and logical thinking rather than
manually measuring the actual dimensions of a
classroom in my school or searching up the average
dimensions I estimated the outline based off the human
figures in Sketchup.
● For walls, I will press one point of the corner and size
the wall to reach the other point of the floorboard corner.
This will be repeated 4 times to account for all the walls.

02 Implement wall colours, December 9th ● The tool will be incorporated with the SketchUp paint 15 minutes
synthetic carpet materials, bucket which helped fulfill the aesthetics criteria.
etc ● Use synthetic real-world materials such as wooden
flooring, and light brown wall materials.

03 Cut open a door hole using December 9th ● Use a rectangular shaping tool to create the outline of 15 minutes
the select and rectangle and the door.
shapes command ● The door size will be scaled and estimated with the
human figures in SketchUp
● Selected the rectangular shape on the wall using the
select tool and deleted it to create a gap.

04 Scour 3d Warehouse for a December 10th ● Create a locker that would accommodate all the students 30 minutes
locker entity; scale, rotate in an average classroom.
and move to fit the classroom ● Create using wood materials and constantly
diagram manipulating them through scale, rotation, and
duplication
● Make it a larger size to simulate an actual locker
● Place it on the rightward wall and rotated to fit
accordingly
● Copy-paste my original design and created another
locker to accommodate more students

05 Creating the Smartboard December 10th ● Create a slab design with the rectangle tool 30 minutes
● Put a screen-like paint material on the rectangle
● Scaled to fit the middle of the classroom, rotated to a
180-degree angle and moved it to clamp onto the wall.

06 Creating the Rug December 10th ● Create a blank presentation slide where my drawing 15 minutes
designs can be brought out
● Free-verse draw numerous ovular shapes within one
another
● After creating the rug design, fill it with a desired color
scheme to red, orange, etc.
● Convert to SketchUp using the ovular shape tool, and
adding rug material paint to provide a real-life
application
 ● Scale rotate and move the mat design to make it fit in the
center of the classroom.

07 Creating the Library December 10th ● Create a desk entity while using rectangles of different 40 minutes
Database widths and sizes
● Create a grid-like bookshelf and place entities like
books, vases, plants, and other miscellaneous items.
● Find a computer model on 3d warehouse and place it on
top of the desk (Showcases database)
● Change the paint material to a wooden ideal
● Scale it to fit the corner of the classroom after rotating
and moving. (Bookshelf clamped to the wall, computer
with desk right next to it)

08 Creating the desks December 11th ● First create a rectangle base to be the center of the 65 minutes
table. (shape tool)
● Use the ovular shape tool to create a diameter of a
circle that is the same length as the shorter sides of the
rectangle
● Cut the circle in half using the draw tool and place each
half on a side of the rectangle to create the desk design.

09 Find a texture pack that December 12th ● Use the paint bucket tool, and add a wooden design for 15 minutes
would showcase traditional the desks.
classroom norms for the desk ● I will select all the aspects of my redesigned desk and
left-clicking to add the wood material paint.

10 Scale, rotate and move 3 on December 12th ● Duplicate 1 desk design to make up a total of 3 using 45 minutes
desks from created design the copy-paste command.
throughout the classroom ● I will rescale and rotate diagonally to fit the
dimensions of the classroom
● The desks will be scaled, rotated, pushed up
(push/pull tool), and moved.
● They will be pushed up if there were some issues when
copy-pasting.

11 Find ottoman entities and to December 14th ● I conducted research on a 3d warehouse 35 minutes
alter them to fit a designated
color scheme made prior ● Created my own while using the push/pull tool to
transform a 2d rectangle into a 3d prism

● Created a distinct color theme containing red, blue,

white and black and then put a carpet paint material for
aesthetics

12 Scale, rotate and move all the December 14th ● Use the scale command to resize the ottomans to fit 55 minutes
ottoman chairs different points of the classroom
● Use the rotate command to change the angle of
direction of each ottoman surrounding a desk
● Use the move command to allocate the ottoman chairs
to different points of the class.

13 Creating the leisure area December 16th ● Product design on pre-existing coffee tables and couches 35 minutes
(leisure area)
● Create a table with similar technical skills used for the
desks (arms and upper slab)
● Create a couch while using slabs and drawing lines to
cut between cushions.
● Scale rotate and move both ideals to fit at the back of the
classroom.
 ● Rotating will be down with the 360-degree built-in
protractor to be at the right angle.
● Move to fit the dimensional field plane of making it on
the floorboard, rather than above or below.

14 Incorporate Sketchup Paint December 17th ● Using the paint bucket tool: 15 minutes
Tool texture packs to ○ Add a darker color for the table for a more
showcase a thatched wooden rustic theme.
pattern on the couch ○ Add a thatched pattern in the materials
section to the couch to the non-cushion-related
areas.
○ Materials include synthetics, thatch patterns,
wood, etc.

15 Implement the smooth edge December 17th ● Will implement a smooth-edged SketchUp extension to 20 minutes
SketchUp extension smoothen it out the

● This is a tool to help create round corners for my objects

which will allow them to look more realistic and
aesthetically appealing. (eg. Pointy armrests on the
couch)

16 Cut out the remaining December 18th ● There may be remaining entities that bulge out of the 10 minutes
entities and desks that stick classroom through the walls (desks, carpet, lockers)
outside of the classroom ● when drawing a line on the part you wanted to cut out, it
divides the entity into 2 distinct parts.
● The I will use the select command and delete this
divided redundant part

● Another thing one can do is to scale down the entity.

Although it may change the dimensions, it was still
something that will work when cutting out the excess
material that splurges out the 3-d design walls.

ii. Demonstrate excellent technical skills when making the solution.

iii. Follow the plan to create the solution, which functions as intended.

Throughout the facets of the action plan, it was a vital role in my product creation process.
Identifying this, the section below showcases the technical skills and evidence of my product while
simultaneously following the action plan.

Stage 1: Constructing the outline (Steps 1-3)

When it came to the outline, I completed the desired claims made in the
plan. In this stage, the first thing that I completed was creating the
floorboard using the rectangle tool. While researching the average
dimensions of a class prior, I used the dimensions on Sketchup to create
the right size floorboard. Afterwards, using measured points I created the
walls with the rectangle tool used prior. When doing such I created a
cuboid-like shape. To see the interior design of the classroom, I had to use
the select command and press the top ceiling that was created after I built
the walls. Then I deleted the selected portion so an accurate aerial view
where I can place entities was present. With this, I used the paint bucket
tool to create different materials/colours to make the classroom a more
realistic touch. Lastly, to finish the overall outline, I implemented a cutout
door using the draw tool. I drew the outline of the door on the rightward
wall, selected the diagram and then deleted the selected area. This created
a door outline.

Stage 2: Learning and Storage:

Creating the Smartboard and Lockers
(Steps 4-5)

Throughout the stage ‘Learning and

Storage’ the tip of the iceberg of my
technical skills are present throughout the
construction of my locker and
smartboard. Firstly, entity research was
needed to act as an aid for inspiration and
allow my classroom to have a more
concrete design. Then I started to
construct my own design with key ideals
from the pre-existing locker designs.
Afterward, an elaborate process that I coin as ‘SRM’ was needed.
Primarily, this is a 3 step diagnostic method to accurately manipulate the
entity to fit my project. With each letter abbreviated for Scale, Rotate,
and Move, evidence can be seen for the locket entity images. In the
images, it can be seen how I scaled the locket to a larger size and rotated
it before fitting the right 180-degree angle for the wall. A similar process
was done for the smart board entity, and the overall result showcases a clean organized layout, similar to
the originally depicted 3d model.

Stage 3: Designing the Mat (Step 6)

Throughout this stage, I developed my skills in the graphic design

application ‘Canva’. In this process, I followed the initially designed
action plan. Primarily, I created a blank presentation slide where I
could add different icons and drawings to create a design. When
doing such I created an ovular design composed of numerous
oval-like shapes in the circle. When doing such I created an abstract
design. When converting to SketchUp, I incorporated a floral
red-yellow pattern. Similar to previous entities I then used my earlier
coined mechanism of Scale/Rotate/Move (SRM) to place the mat on
the flooring.
Stage 4: Hands-on Research Area Creation (Step 7)
The new addition to my project was a Hands-on research lab
area. This would be a field where kids would search the
library database on the computer and it would act as an online
data line. This essentially is a mechanism where kids can
search up different books and sources, and see if the library
has them. This would be an inbuilt classroom function as even
though they have their own laptops, this would be only
accessible in the class. To construct these ideals, I first did my
entity research and found a library bookshelf. Then after
adding different books, and other aids to make the classroom
more aesthetic, I hung them on the rightward wall. When
hanging it, it gives a better sense of a modern ideal as it is not
the traditional shelf. Then the Scale/Rotate/Move mechanism
was used allowing the bookshelf to fit the classroom
dimensions. After this, I created this desk using my own
technical skills and placed a monitor, computer, keyboard,
and mouse on it to give it a more realistic touch. This
attribute was also scaled, moved and rotated.

Stage 5: Creating and Altering the Desks (Steps 8-10)

For this stage, it showcased my technical skills when creating my

own furniture. Firstly, I took 3 models that had similar aspects to
mine. I weighed their pros and cons, then I started to construct my
own. Throughout this, I first used the rectangle tool to create the
majority of the face. Then I took the circle tool, and cut it into a
semi-circle. Afterwards, I combined the 2 created aspects to create
the desk shape I desired in the layout. With this, I used the scale
tool and copy pasted legs from other models. With this, I created the desk legs which would be used to
support the desk. I then placed this in 3 different locatiosns of the classroom. I had to further rotate, scale,
and move to fit the classroom dimensions and the ones proposed in the initial 3-d model.

Stage 6: The creation of Ottomans

(Steps 11-12)

The ottomans are the chairs that

were incorporated into my
classroom. Primarily these are
low-seated chairs that have gluteus
cushioning which provides abdomen
support. To create this, I first
research different color schemes that
look the most appealing, WIth this,
I found a medley of hues ranging
from red, blue, white, and black.
Afterward, I used the rectangle tool
to construct my own outline of the
size of the ottoman cushioning. I
used the push/pull tool to give the
cushion a 3-d surface area. Then I
selected, copied, then pasted
another cushion-like entity on top
of this. After creating the arms
using wooden cylinders created for
the tables prior. Lastly I combined
the color scheme with the materials
and created one material. Then I
used a rug-like texture pack to
allow the entities to have a more
realistic appeal. Afterward, I created sets of 2 so it would be easier to copy paste and different points
throughout the class. I placed around 6-8 ottomans at each desk using the move tool. In order to make
sure they were the same sizes, the scale tool and rotate tool were extremely important.

Stage 7: A place to relax; Constructing the Leisure Area (Steps

13-14)

For the leisure stage, the main ideas needed were a coffee table and a
couch. Firstly, for the coffee table, I used entities on the 3d
warehouse, to create a table with a slidable chair. Essentially this
means that I scaled one coffee table to a slightly larger size, then
copy-pasted the same coffee table, scaled it to a smaller size, and
finally placed it under the bigger initial table. After doing this, I
moved onto the couch. When doing entity research on a 3d
warehouse, I found a geometrically pointy couch. It has a plaid design
and it was dull. To combat this, I used the paint bucket tool. When
using this tool I found a thatched pattern that gave an urban aesthetic
to the couch. Afterward, I rotated the couch using the 360-degree
protractor, rescaled to a larger size, and moved it to fit on the
rightward wall.

Stage 8: The final touches (Steps 15-16)

This stage was the main aspect of my project. As my project has

a systematic design, the final touches were fundamental to allow
the model to be more aesthetically appealing. Firstly, in this
stage, I Cut out the excess entities that were sticking out of the
walls and floorboard. Primarily, while developing my skills
when using the Scale/Rotate/Move mechanism, I faced an issue
of fitting the entities in the desired walls. When cutting out the
entities, there were 2 ways I experimented. Firstly, I used the
scale tool to scale down the excess building-out entity. Other
than that, I incorporated the draw tool. The drawing
tool was fundamental towards drawing a line to
divide the part that I wanted to cut out. After doing
such, I selected the part and deleted it. When using
such methods, I explored the true technicalities of the
app. Another facet that I implemented was using an
external SketchUp extension. This was the
‘smoothed-edge extension’. This was a tool I used
to smoothen to smoothen the geometric point
corners on my entities. An example where I used
this was on the couch to give it a more realistic
appeal. Lastly, I added human-like figures to
represent students using the different ideals. When
doing such it shows the interactive perspectives
that my product has to offer.

iv. Fully justify changes made to the chosen design and plan when making the solution.

Throughout my product, I kept the same theme and outline that I initially proposed in criteria B. While
following the same layout, designs, and overall facets of my prototype model, there were a few instances
where I made changes. Most of the changes were either small details to reset the layout of a portion of the
classroom. Here are the changes below.

● Smaller couch at different placement: Instead of the long couch in the corner of the class, I
made a medium-sized couch on the utmost wall from the door. This was because, not everyone
should be using such a large couch, or it could be too distracting from learning. Rather, it should
be used in sets by students so collaboration can happen in multiple areas. Also, in order to
accommodate the new library/research area, I needed to move the couch to fit the bookshelves
and computer system.

● Research Area Implementation: After the planning process in the previous criteria, I showed a
few individuals in my target audience. Many mentioned how so many more ways of collaboration
can be introduced; research zones, teambuilding areas, etc. This is why I implemented a research
area with a bookshelf and a laptop which serves as a database for all the classroom resources
available. This would be an efficient system to gather sources, while simultaneously allowing
kids to collaborate.

● Bookshelf and computer: As mentioned before, the bookshelf was a condition that we shifted to
a different location. With the bookshelf, in order to run the database, I added a computer system
that virtually has all the literary sources. Instead of having these ideals separately, I added both of
them under one umbrella the research area.
 ● Ottoman chair colors: For the ottoman chair colors, in the previous criteria, I discussed how I
would aim to use simple primary and secondary colors such as red, yellow, and blue. Though
when realizing that the colors are a bit youthful, they would make sense for younger audiences.
Instead, I researched colors that were appropriate for the age group of 11-16 (grade 6-10)and
found a modern color scheme. This range of hues showcased red, black, white, and a variation of
blues.

● Human Animation: Human animated figures do not change or alter my final outcome in any
way. Its main goal serves 2 purposes. Firstly, It shows real-life encounters of my incorporated
ideals to be interactive. This is important as it shows the main incentive of my product to be used
in action. Next, it helps test the dimensions. As all the human figures are the same size, when
placed at different points it would help figure out if some entities are too small, or too big.

● Smoothed edge: This ideal was decided upon during the process after I often noticed the issue of
the different entities having point edges. When using the smooth-edged extension, allowed me to
alter pointy vertices and smoothen them out. This was a major component that allowed the 3d
model to be more aesthetic.

Di. Design detailed and relevant testing methods which generate data to measure the success of the
solution.

When designing a relevant and detailed testing method, I created a system where I personally evaluate my
product, and where students in my school evaluated it. When looking at students in my school, I asked 2
kids from grades 6-10 to get a random scope of data for evaluation. [Appendix D1.]

Personal and User performance evaluation:

Stage Function/ Expected outcome Actual Personal Comments Student Review

Teste feature outcome comments
d (personal
and
clients)

1 Constructing ● Walls should all have the same As expected The outline follows all of the “The outlive follows the
Outline height and breadth and should be intended expected outcome initially proposed
connected to fit the floorboard guidelines. The door-cut out expected outcome”
● The cut-out of the door should be isnt the wrong size, the walls
the size of a real-life classroom fit perfectly on the floorboard, “I see the walls are
door in ratio to the wall it is present and it isn't the wrong measured to fit the
on. dimensions of a classroom. floorboard and there is a
● The outline shouldn't be too large door hole”
or small, and it should have the
dimensions of a conventional “It works as expected”
classroom.
2 The ● The smartboard should be scaled to As expected The smartboard is fit correctly “The lockers look really
smartboard fit a large portion on the right side on the classroom wall and the nice, it would be awesome
and locker wall from the door. size is perfect as well. It can to see this in school”
creation ● grey color to represent a be seen from all the different
conventional smartboard classroom seating arrangements in the “A smartboard is better
● shouldn't cover the whole wall, or class, thus everyone can than the whiteboards we
not cover a sufficient amount. contribute to class discussions. have, it looks engaging”
● 2 lockers placed right next to the The lockers are aesthetically
door. appealing, and their wooden
● Lockers should have 18 design serves its purpose.
compartments and wooden material They have 18 compartments
for the classroom aesthetic. (9 per locker) so it can
accommodate the amenities of
the different children

3 Designing the ● The mat should have a design of As The mat on the 3d model is “Where can I buy this!
mat numerous ovals wrapping around expected present following the same The design is really good”
one another. design, size, and placement as
● It should consist of a floral expected. “It adheres to the expected
red-yellow design, and be placed in outcome as it fits perfectly
the center of the classroom. in the centre of the class”

4 Forming the ● The research area should have a As expected The research area adhered to “Imagine if this was there
Research Area library, desktop, monitor, and desk. the expected outcome. It had a in class today. It would
● The library should be portrayed as bookshelf library that was help a lot with our
a bookshelf with many different clamped onto a wall and it research skills”
entities such as books, file holders, wasn't just filled with books.
vases, etc. A desk was placed next to it, “The library shelf looks
● The shelf should be clamped onto with a laptop, its primary really nice and the fact
the wall. function was also expected to that the computer can
● Monitor placed on a desk that be a database to search for search for the books
would be on the right of the books and material. makes it even better”
bookshelf.

5 Creating and ● 3 large desks that can As expected There were 3 large desks, “It would be bizarre to
altering the accommodate many students in the nothing less or more. It had a incorporate desks like
desks classroom. placement for many different this, it would be like a
● The desks should be rectangular chairs, thus many students conference hall, so much
with one curved edge. could sit at these tables. IT had discussion would happen”
● It should have a wooden rustic numerous arms for support,
design and have legs for support. and it had a white wooden “The design is nice and
design. Thus, it adhered to the the smartboard can be
expected outcome. seen from different points,
good job!”

6 Creating the ● 20 chairs placed amongst the 3 As expected There were 20 ottoman chairs “The colors of the chair
ottoman chairs tables. present in the class, nothing are really cool, look
● A constant alternate color in less or more. They all had comfortable as well.”
between the chairs ranging from different colors ranging from
black, blue, cyan, red, and white. navy blue, cyan, white, black, “The chairs fit the desks
● Rectangular and close to the and red. They were compact nice, isn't too cluttered”
ground. and close to the ground which
makes these ideals overall
successful.

7 Constructing ● Consists of a couch and a coffee As expected The leisure area successfully “This would be awesome
the Leisure table. adhered to the guidelines of to have in class, a place to
Area ● The couch should fit up to 5 the expected outcome. It had a relax is perfect”
people. couch large enough for 4
● It should have grey comfortable individuals, with grey “A couch and coffee table
 cushion material, and a wooden cushioning and a wooden in a classroom!? Wow!”
frame. frame. In front of this, there
● It should be placed at the far end of was a coffee table with black
the classroom. legs that wasn't too large or
● The coffee table should be wooden small.
with black arms and placed in front
of the couch.

8 The final ● All of the bulging entities that stick As expected The final touches were “There are people that are
touches out of the classroom should be completed as expected. The using the different things
scaled down to make sure the desks, mats, and lockers were in the classroom”
classroom looks more organized. scaled down to fit inside the
● A smoothed edge tool should be wall dimensions of the “Nothing looks too pointy,
incorporated to make pointier and classroom. People were seen it looks curved anf round”
sharp edges rounded out using different classroom
● People should be placed using the amenities. No entity was too “Nothing is sticking out of
different amenities in the class such pointy, as it was smoothened the classroom, everything
as chairs, whiteboards and couches. out. is within”

From the scope of the evaluation, my survey results can be interpreted. In the table above the results from
my personal scope and target audience can be considered. IN order to gauge the data, I used a form
software to accurately obtain the opinion and reviews from students of grade 6-12. Above is where the
data is represented.

Dii. Critically evaluate the success of the solution against the design specification

Success Description and Description of Outcome

Criteria Importance

Aesthetics The model should be attractive in Throughout the 3d model, there are numerous instances where the aesthetics are noted.
the sense of the viewer's eye. ● overall attractiveness shows interactiveness through an organized
classroom.
It should have the structure of a ● It follows the conventions of the originally created sketch in Biii.
classroom with desks, chairs, a ● It follows the structure of a classroom while using the original ideals of
whiteboard, and innovative desks, chairs, and a whiteboard.
designs which make it ● Some innovative designs include larger desks where many students can be
collaborative seated, a whiteboard in clear view for all pupils at any point of the class, and
ottoman chairs that showcase new designs in a traditional classroom.
The color scheme should be ● The color scheme of the classroom has a vibrant and conventional theme.
lively representing the traditional ● Contains wooden desks, brown walls, and plaid flooring (classroom
colors of a classroom (White, conventions)
brown, etc) with a twist of ● color of the ottoman chairs, and carpet, I incorporated primary colors such as
primary colours to make it more red, yellow, and blue, with dashes of purple and black in certain places
lively ● Space in between the entities such as the leisure area, lockers, and desks
makes sure the classroom isn't congested or cluttered.
The spacing between the
elements should be organized
and thoroughly done to refrain
from the issue of being cluttered.
Proportions The size of each attribute must be Throughout the proportions of the model, each of the design specifications were met
of Model similar to the real-life objects of ● With each object in comparison with one another, it shares a similar ratio in
a classroom (Eg. The chairs size.
shouldn't be bigger than the ● As the tables were larger, this was to fit the collaboration merit as it could
desks on the whiteboard and accommodate more desks.
shouldn’t cover a whole wall ● The whiteboard did not cover the whole wall and the chairs were not larger
than the table.
The different objects must fit in ● All the entities fit in the desired space. (This was rechecked in the last stage
the desired space. Nothing too of Bii and Biii coined “Final Touches”.)
large to exceed the standard ○ Nothing was too tall, bulged out of the walls, or nothing went below
dimensions set, and nothing too to floorboard.
small which makes the object
impractical to use.

Customer The target audience of children When looking at the target audience the feedback from the children ranging from ages
and Target from ages 11-16 must be 11-16 was positive. (Example: D1)
positively affected by my ● audience comments and ratings showed consistent perfect scores for many of
Audience product. the success criteria. [appendix. Diii & Div]
● As many students were fascinated with the shift of furniture, classroom
layout, etc, the final verdict is that they enjoyed the product, and maybe it
can impact them in the future.

Functionali The model should contain the ● The classroom contained many elements that are present in a traditional
ty usual elements that are present classroom.
in the traditional classroom ● lockers for bag storage, desks for numerous ideals, a smartboard for
(Desks, chairs, interactive learning, and a library section.
White/Chalkboard, ceiling, wall) ● Firstly, larger tables, rather than individual tables in my school, it would
allow many individuals to sit at a table which stimulates discussion.
● Next the ottoman chairs would ensure that the students would not get
The idea of classroom distracted swaying back and forth with the chairs currently used.
collaboration has to be expressed ● The positioning of the whiteboard, would allow everyone in the classroom
through the different objects in to observe and contribute points as a teacher is explaining.
the classroom. This can be done ● A library in the class with an online database where students can search for
through furniture style, the availability of certain books and materials.
positioning of the different ● To keep the class calm and make sure there is no stress from excess
classroom objects, innovative academics, a leisure section is there.
features, etc.

Size When constructing the model, ● The outcome for the size of the model was perfect.
the overall size of the file ● The model didn’t exceed 100 MB
shouldn’t exceed 100MB. ● This is because all laptop models (old or new) should be able to run the file
efficiently without lag or other discrepancies.
● The file was only 17 MB which makes it easy to run on all devices so the 3d
model can be accessed on a larger scale

Feasible The model must be easy to zoom ● Using the functionalities of SketchUp, the feasible navigation was recorded.
Navigation in, zoom out, magnify, and be ● While using functions such as the camera perspective, orbit, pan, and zoom
seen from different perspectives extent I was able to view my 3d model in numerous different ways.
● Using the zoom extents, I was able to encapsulate the different materials
The model must be easy to look used for furniture and other entities.
around and see the different ● When using camera angles it captured the model from an aerial view, door
dimensions and elements of the perspective, etc.
classroom ● Lastly, the orbit command helped get a 360-degree view of different entities
to ensure they were not 2 dimensional.
Success Criteria Points

Aesthetic 10/10

Proportion of models 8/8

Customer and Target Audience 10/10

Functionality 8/8

Size 2/2

Feasible Navigation 7/7

TOTAL 45/45

When looking at the grading system for the success criteria, the 3d model was given a 45/45 from the peer
review. Evidence of interviews can be noted in the appendices file [appendix diii&div]. As it adhered to
tall the design specifications and constraints made, this is a positive result. With this excellent result, this
3d model has officially been deemed a success.

iii. Explain how the solution could be improved.

With the success criteria and tests from personal views and students in my school, it is great to see the
high-level ratings when adhering to the success criteria. While initially striving to solve the problem that I
faced on a personal note, alongside my peers, although the rating was at the highest, there is always room
to expand, further improve, etc. To see where improvement can be done, the success criteria will help
divide certain aspects of the design, to see what can be worked upon.

Starting off, the overall aesthetic appeal can be improved to create a better product. The first feedback that
I discovered on a personal note is how the desks all varied in size. As some were wider, some less narrow,
larger, etc, this may be an issue if transforming this classroom idea into life. This is because when
manufacturing tables, it would be less tedious if they came in a constant size, so when altering the overall
dimensions of this entity, the problem would be solved. The next ideal that should have been implemented
is windows. Windows would have been important for natural sunlight in the classroom. With natural light
being substantially better than traditional fluorescent light it could give the students the incentive to learn
better in a light-induced environment. Also, if there were windows, the overall natural surrounding around
a class could have been showcased. This is the last aesthetic feedback where a simulated environment
should be placed around the classroom. Around my classrooms, there are rural farm-like areas that can be
seen in the distance. In order to replicate to be a new model of the classroom while simultaneously
improving the aesthetics, this can be done.

When it comes to the size and customer and target audience, both design specifications were achieved to
their maximum extent. For size, it exceeded expectations while being almost 6 times smaller than the
intended 100 MB file, this was great as accessibility for the target audience would be feasible. Next,
when it came to the customer and target audience, the scope of data results could have been higher. When
only interviewing 10-20 students across the different grades, there is a chance that some other diverse
perspectives would be left out. Next time, after implementing these scopes of improvement for my 3d
model, I will aim to interview over 100s of kids across the 5 grades from 6-10/MYP year 1-5.

As functionality was a major constraint, as positive feedback was given, there were ways I could have
expressed this concept to a wider extent. Firstly many of the entities were not tested in the diagram. The
lockers, door, library and deks could have had animated human-like figures using them in order for the
audience to understand the intention of each entity. Another case where functionality could be used was to
create an external guide to showcase the materials, display, function, etc of certain products. An example
would be to explain the benefits of ottomans, alongside their physical layout. This would help clear any
ignorance about whether the classroom is collaborative or not. The database library should have been
worked on more. If it was, it could create room for more technical skills while helping the audience even
more. IF MySQL, oracle database or other software were incorporated, it would make the online data
space for the library much more credible when understanding the 3d model.

Lastly, the proportions of the model were done to a great extent according to the feedback. In the process,
I often estimated the sizes based on diagrammatic representations on the internet, and pre-existing
sources. By doing such, I could receive the lengths and heights of each entity, and a component of the
outline. When continuing in the future, I can take dimensions from my actual classrooms using
construction reports from my school, or manually measuring myself. After this, I could create a ratio-like
algorithm to calculate the desired lengths in my smaller space compared to the large classroom present in
my school.

Iv. Explain the impact of the solution on the client/target audience.

Throughout the facets of aiming to construct a collaborative classroom, the journey of this product has
been phenomenal. When focusing on the target audience of individuals from grades 6 to 10, the feedback
I was able to receive showcases the impact my solution beholds. In order to identify the overall impact, I
sent the survey to even more students in my school, to make sure the dataset yields similar results to my
initial outstanding results. [Appendix diii&div]

Throughout figuring out the impact of the project, the results were present [Evidence in Appendix
diii&div]

● 13/15 rated the 3d model design a 10/10, 1 rated 9/10, and 1 rated 8/10

● 11/15 wanted to have the 3d-model classroom incorporated in the school and 4/15 wanted just
quite a few entities to be incorporated in the school

● When asking “Do you feel that this classroom 3-d model embodies the facets of collaboration” all
15 individuals agreed and mentioned yes for this question.

It didn't stop here. With one of the feedback answers, as the product was intended to be a collaborative
classroom, the result of different opinions showed which opened up a gateway for future
implementations:
“This classroom is phenomenal! It has so many engaging tools and it would be amazing if this was
implemented in our current classroom environment. I feel that my favorite part would have to be the
leisure area or the ottoman chairs. The leisure area was nice because I feel that in between classes I
sometimes just need a time where I can wind down to balance the academic course load. As my studies
constantly become harder as I become older, the leisure area can help me be calm and not too stressed.
The ottoman chairs would help with my focus. I feel that a main problem for me was that I would often
sway my chair up and down and jitter my foot on the leg, though with the ottoman chair, this issue
wouldn't be there anymore. Hopefully one day we can see this classroom in action.”

Hearing excerpts like this lets me believe that my solution has the potential of helping people all over the
world who have issues with non-collaborative classrooms. Although it's ambitious if given the
opportunity to expand, the first step would be to implement my ideas in one singular classroom, to see if it
would work overall. This can be seen when analyzing the feedback. Firstly, the majority of clients gave
the 3d model design a 10 out of 10 ratings. Many of the clients wanted the classroom incorporated into
the school, and others wanted the displayed objects to be incorporated into the current classrooms. When
asking the target audience if they felt the classroom will help solve subpar collaboration skills in school,
all of them agreed that it would. Lastly, the interview shows how the solution actually solves other issues
as well. Not only collaboration but mental health through the leisure area to balance stress and focus
levels through the ottoman chairs.

Ending off, the solution I have been able to create has had an engrossing and great impact on my clients,
solving their problems. With living up to its greatest rating, there are always cases I can improve the
model, create space for new ideas, or drastically improve existing ideas. While substandard collaboration
throughout different classrooms may lead to the improper development of this skill, the solution solves
this, thus it was effective.