Workshop goals

• Review NuVu design process + glossary

• Chose a NuVu process suitable for my lesson

• Design a suitable activity brief

• Upload and present my activity

Skipping this as we are not designing a studio

Skipping this as we are designing follow up sessions

Activity Brief

a semi open-ended description of what a student is aiming to accomplish

Glossary

an existing project or concept that can inspire approaches to your own design

a tool to develop and communicate an idea visually

Precedent

Sketching

Brainstorming

The process of generating ideas to find possible solutions to design problems

Glossary

Ideation

The process of coming up with a range of ideas to address a problem/challenge

Informal feedback to students provided by spending dedicated time with each student group

A critical part of the design process whereby a designer continuously explores solutions through new approaches and prototypes until they find an optimal solution

Desk Crits

Iteration

Prototype

An artifact produced in order to test an idea or solution to a problem, such as a physical model, digital wireframe, or paper mock up

Glossary

Critique

A form of constructive feedback that is specific and useful for a student - it is provided with the goal of improving a product/project/idea

A description of a design solution and the process of its creation through text, images, and other media

Final Presentation

Today's process

A. brainstorm activity ideas - 20m

B. refine your brief - 20m

C. upload + present - 40m

click on the processes to know more

stick all your ideas down on the table

choose one NuVu process for your activity

refine your activity brief

group leader upload final brief

10 m

present your brief + feedback

30 m

10m

10m

10m

10m

Goal: Design a NuVu activity related to my curriculum.

Activity Brief:

Process:

Subject link:

We usually use worksheets to revise for exams. Build an interactive 3D puzzle to revise your materials covered with your classmates in a more fun and engaging way.

English LG - CVCs, double vowels, pronouns

Checklist:

explorative

Materials:

cardboard, skewers, marker pens, glue, scissors

focused task

real-world connection

Example 1

this is what students see - so make it clear

Goal: Design a NuVu activity related to my curriculum.

Process:

Shapes are all around us. Research what shapes are used in Riyadh's modern architecture? What makes them look exciting? What do you think was the inspiration behind them?

Math LG - geometrical shapes

Materials:

tablet

Example 2

Activity Brief:

Subject link:

Checklist:

explorative

focused task

real-world connection

this is what students see - so make it clear

Goal: Design a NuVu activity related to my curriculum.

Process:

Riyadh is getting greener. How can we install more modern planters in AIS and ensure its growth and maintenance throughout the year? Think about system (water, light, nutrients), site & structure.

Science MG - planting / sustainable city

Materials:

whiteboard, sticky notes

Example 3

Activity Brief:

Subject link:

Checklist:

explorative

focused task

real-world connection

this is what students see - so make it clear

Goal: Design a NuVu activity related to my curriculum.

Process:

You have learnt some new sports this semester. What went well? What were the challenges? Any fun facts? Anything you were not expecting? Tell us your story using video editing/ storyboarding.

PE MG - reflection on sem 2 new sports

Materials:

tablet / digital-studio / IT

Example 4

Activity Brief:

Subject link:

Checklist:

explorative

focused task

real-world connection

this is what students see - so make it clear

Goal: Design a NuVu activity related to my curriculum.

Process:

Hearing others' perspectives can improve your presentation. Give quality feedback to your classmates. Ask them about their choices. Mention positives first. Suggest improvements.

Business studies HG - business plan

Materials:

 IT / pen & paper

Example 5

Activity Brief:

Subject link:

Checklist:

explorative

focused task

real-world connection

this is what students see - so make it clear

Goal: Design a NuVu activity related to my curriculum.

Process:

Students usually get bored and disruptive after submitting their assignment. Design a fun card game that students can play to revise their juz with their classmates.

Quran - juz revision

Materials:

Tablet / colour pen & paper

Example 6

Activity Brief:

Subject link:

Checklist:

explorative

focused task

real-world connection

this is what students see - so make it clear

Goal: Design a NuVu activity related to my curriculum.

Activity Brief:

Process:

Subject link:

نحن عادة نستخدم أوراق العمل لمراجعة الاختبارات. صمّم لغزًا ثلاثي الأبعاد تفاعليًا لمراجعة الدروس التي تم تغطيتها مع زملائك بطريقة أكثر متعة وتفاعلًا.

Arabic - ضمير متصل، فعل فاعل مفعول به

Checklist:

explorative

Materials:

cardboard, skewers, marker pens, glue, scissors

focused task

real-world connection

Example 7

هذا ما يراه الطلاب – فاحرص على أن يكون واضحًا.

Phase:

What is Context Investigation?

Context Investigation is the research phase of a design project. By the end of this phase, students will have learned about a wide range of exciting precedents that will inspire their own project ideas.

Precedent Research

Review Precedents with Students

• Walk students through relevant examples.
• Encourage critical thinking and reflection on similarities and differences.
• Students answers a list of questions (printed template with up to 10 questions)

Provide Rich Resources:

• Experts: Engage parents, alumni, and professionals.
• Field Observations: Site visits or research trips (site analysis).
• Documentaries: Podcasts, videos, or articles

Phase:

How to Context Investigate

Synthesis

Phase:

How to Context Investigate

Synthesizing Findings

• Help them draw conclusions from their research (lessons learned)
• Focus on patterns, themes, and unique insights.

Encourage Visual Representation:

• Have students create visual media (charts, diagrams, etc.).
• Display their findings in the classroom to foster discussion.

Phase:

Example of Context Investigation

In this studio for example, students are presented with a wide range of precedents showcasing innovative transit solutions. They will have to select one and fully analyze it.

What: Alef Model A is a fully electric flying car with vertical takeoff, a 200-mile driving range, a 110-mile flight range, and safety features like obstacle avoidance, glide landing, and a parachute.

Why: It aims to revolutionize personal transportation by reducing urban congestion, offering dual-mode travel, and prioritizing safety and accessibility.

How: The car uses a gimbaled cabin for flight stability, earned an FAA Special Airworthiness Certificate, and continues development for future market release.

Precedent: Alef Model A

Phase:

Example of Context Investigation

Phase:

Example of Context Investigation

Other activities could include

🚗 Precedents of Future Transport systems

Analyzing electric, solar, and hydrogen-powered vehicles.

🔋 Study of Renewable Energy Sources

Exploring solar panels, hydrogen fuel cells, and more -- be done through diagramming

🌍 Environmental Context & Energy Efficiency

Understanding how context could affect design -- can be done through collages/mood boards.

👥 User Interviews

Talking to commuters about their needs and challenges

These questions will help you find the type of activities you could design in your unit

Precedent Research

Case Studies – Analyze similar projects

Does it inspire you?

Does it solve a problem?

Who are the end-users?

How could it be better?

Interviews – Talk to experts / end-users / clients

Surveys – Gather opinions from users

Context

Expert Visit: can someone visit the school and give student expert/on-the-field input

Site Visits: Is this topic specific to a location?

Observations (watching people interact with spaces or products) + Informal Interviews on-site

Mapping & Diagrams – Site maps, charts, flow diagrams..

Depending on your studio topic, you could reach up to 3 activities (researching a case study, doing interviews, and visiting the site in question)

Activity 1 - Context Investigate

Task:

• Pick one of the context investigation methods listed (Case Studies, Interviews, Site Visits, etc.) that best fits your topic and design the activity.

Consider:

• What is the goal of this activity? (What should students discover or learn?)
• What steps would students follow?
• What tools or resources would they need? (laptops, notebooks, a visit to the library...)
• How will students present or document their findings? (Template, presentation,...)

15 min

Activity 1 - Context Investigate

Brainstorming is a critical step in the design process. It allows students to generate innovative ideas.

By the end of it, students will have a list of project ideas, connections with their peers’ ideas, and a partner or small group to work with for the rest of their studio.

Phase:

What is Brainstorming

How could you brush your hair without using your hands?

• Individually, take 3 minutes to come up with as many ideas as possible (use paper or digital notes)

• Then we'll each share our 3 favorite ideas on a whiteboard

Activity 2 - Brainstorming Warm up Activity

5 min

Phase:

Two Types of Brainstorming Session

THINK-PAIR-SHARE BRAINSTORMING

BUILDING BLOCK BRAINSTORMING

THINK-PAIR-SHARE BRAINSTORMING

General Template:

1. Think of as many ideas a possible in 10 minutes
2. Pair up with a classmate and share your 5 favorite ideas
3. Pick your favorite 2 and sketch them
4. Share these ideas with the class to be added to the board

• A less scaffolded / semi-structured approach to brainstorming
• Teachers are mostly hands-off until students share ideas to the board (more on that later)
• Great for rapid-timeline projects with well-defined constraints
• Good approach if students are already bubbling with ideas

Considerations:

THINK-PAIR-SHARE BRAINSTORMING

BUILDING BLOCK BRAINSTORMING

General Template:

1. Teacher outlines key categories that serve as the "building blocks" for the project
2. Students brainstorm ideas quickly for each category
3. Student selects 1 idea from each category
4. Repeat 3-5 times to generate a variety of project ideas.
5. Students choose assembled project concept that most inspires them

• A more scaffolded approach to brainstorming
• Teachers help students build up short lists of ideas, or even single words to create a formula for constructing ideas.
• Assists students in idea generation
• Provides a bank of inspiration if students get stuck.
• Helps ensure specific constraints are met. 

Considerations:

BUILDING BLOCK BRAINSTORMING

BUILDING BLOCK EXAMPLE

Phase:

Example of Brainstorming

In this studio, students will consider the landscape of play within the context of furniture design.

Each student group will design a furniture piece that facilitates a playful experience between a child and an adult care-taker.

BUILDING BLOCK BRAINSTORMING

Brainstorming - Part 1: List Generation

BUILDING BLOCK BRAINSTORMING

Brainstorming - Part 2: Mix and Match to Build a Project Concept

x 5 per team!

THE TEACHER'S ROLE

• Make sure they understand the goals and constraints of the project
• Establish an environment where students can be generative
• Create a useful timeline for the activity (strike a balance)

During Brainstorming

• Field the final ideas at the board
• Engage with their ideas (ask questions, push concepts, sketch etc.)
• Help categorize ideas / find commonalities

After Brainstorming

• Assess whether it was a successful brainstorm
• If so, pair the students up (if group projects) based on shared project interest
• Push students to select project ideas and move onto prototyping and iteration

Pre-Brainstorming

UH OH - WE HAD A BAD BRAINSTORM?

POSSIBLE SOLUTIONS

1. Revisit precedents and add new ones (or have students research precedents)
2. Engage students in more research
3. Change brainstorm parameters and have students rapidly come up with more ideas
4. Create building block scaffolding to push their ideas

Boring project ideas?

Students "inventing" existing things?

Everyone wants to do the same thing?

Ignoring project constraints?

Activity 3 - Brainstorming

You will design something to sit upon that can accommodate two or more people. Think about the interactions between the people using your furniture: does it promote conversation, debate, play, collaboration?

Activity 3 - Brainstorming

15 min

Building Block Brainstorm Steps

1. Collaboratively fill in two lists: Types of Seating & Social Interactions
2. Individually choose combinations
3. Share out - look for commonalities and build off one another's ideas

Types of Seating

Social Interactions

+

Chairs

Stools

Bean Bags

Couches

Hammocks

Talking

Working together

Planning

Celebrating

Teaching

Debating

Messaging

Online Gaming

Activity 4 - Brainstorming

20 min

YOUR TURN!

Choose the brainstorming method you want to use for your topic, and plan how the activity will look. Consider how you'll engage your students, what materials or tools will be needed, and how the session will be structured.

This is the start of the making phase, where students build physical models. By the end of this phase, they will have multiple sketches and prototypes that bring their brainstormed ideas to life.

Phase:

What is Low-fi Prototyping



1. Students understand sketching as a tool for communication (diagrams + storyboards).
2. Students to complete a safety orientation session to learn how to use the tools properly.
3. Students learn the basics of making with cardboard
4. Students rapidly create prototypes (i.e., models) of their ideas using simple materials such as paper and cardboard.
5. Students evaluate their prototypes within their teams and synthesis feedback to help improve the concept and design.

Phase:

How to Low-fi Prototype

There are different types of prototyping that are versatile and can fit in any subject:

Phase:

Paper Origami

Robots

Wearables

 Low- Fi Prototyping Examples

Phase:

Sculpture

Set making + Stop motion

3D Mapping

 Low- Fi Prototyping Examples

Phase:

AR/VR

Video Game

Movie

3D Render

 Low- Fi Prototyping Examples

You will select one prototyping medium that best fits your subject area. The goal is to help students engage with concepts in a hands-on creative way.

Guiding questions:

• What topics do your students struggle to understand in a traditional way?
• Would a physical, digital, or interactive prototype help illustrate this concept?
• How might this prototype encourage student creativity and problem-solving?
• Do you want students to work individually or in teams?
• What materials do they need?
• How much time do they have?

Activity 5 - Low-fi Prototype

20 min

Science (Biology, Chemistry, Physics, Environmental Studies)

History & Social Studies

Map Making: Create historical maps of trade routes or civilizations.

Stop Motion: Reenact historical events with light box animation.

AR/VR: Build immersive historical experiences that raise awareness

Video Games: Design interactive historical simulations.

Sculptures/Models: Recreate historical structures or artifacts.

Robotics: Build cardboard models that move with simple electronics

Wearables: Create wearables for health tracking inspired by natural forms

3D Mapping: Model environmental map in 3d hand models

Video Games: Simulate experiments and physics challenges.

Activity 5 - Low-fi Prototype

Math

Art & Design

Stop Motion: Animate creative stories and artistic concepts.

Movie Making: Tell visual stories through film.

Sculptures/Models: Create abstract forms and expressions.

Wearables: Experiment with textiles, LEDs, and movement.

3D Render: Explore geometry, symmetry, and patterns through digital visualization

Sculptures: Build complex geometric structures.

Robot: Use drawing machines to create geometric designs, exploring symmetry, transformations, and tessellations.

Activity 5 - Low-fi Prototype

Computer Science & Technology

Geography & Environmental Studies

3D Render: Program bots that support a community oriented cause

Map Making: Show urban development and natural landscapes.

AR/VR: Design immersive digital environments.

Video Games: Code interactive experiences.

3D Mapping: Visualize terrain and climate changes.

Video Games: Simulate resource management and sustainability.

Activity 5 - Low-fi Prototype

Feedback is constructive advice that helps students understand what they did well, what needs improvement, and how to move forward.By the end of the Feedback & Critique phase, you will have provided students feedback through desk crits and mid-reviews. Students will have analyzed their work and outlined next steps.

Phase:

What is Feedback & Critique?

Mid-Review

Gives students a chance to share their preliminary concepts and prototypes with the class. Teachers moderate, encourage feedback, and guide teams in selecting a final project direction.

Desk Crits

Involves feedback from teachers as they meet with student groups at their desks, providing specific guidance on areas for improvement and outlining tasks to complete before the next check-in.

Phase:

How to Feedback & Critique?

Synthesis

Student then reflect on the feedback and choose a single project direction to focus on for the rest of the studio.

Activity 6 - Feedback & Critique

Write down a list of questions you can think of regarding your subject idea so far. You should also create your own set of skill sets to evaluate your students so far (Next slide).

15 min

Contextual Framing

Visual Literacy

Creative Mindset

Technical

Literacy

Personal Growth

Critical Communication

The last phase of prototyping involves creating a more detailed model.

By the end of this phase, students will have created many iterations of their project and will have a final version of their prototype that is executed with a high level of care.

Phase:

What is High-Fidelity Prototyping

Phase:

How to Low-fi Prototype

Students to integrate more advanced processes and materials to create prototypes that closely resemble the look and functionality of a final product. Alternatively, students may continue to work with cardboard and refine the construction.

Digital Software

Digital Fabrication

Interactive Hardware

• 2D CAD /3D CAD
• Laser Cutting
• 3D printing
• CNC Milling

• Programming: Arduino
• Raspberry Pi
• Micro:bit
• Sensors & microcontrollers)
• Robotics Kits

Activity 7 - High-fi Prototype

Select the technology you see fit with your designed activity from "Low-Fi" phase . Consider how each option will enhance your design and improve functionality.

Collect some photos example from the web or maybe photos from the PD folder on NuVu's platform

15 min

At the end of Storytelling, students will have told the story of their project, from first ideas and sketches through their final iteration in a Final Presentation.

Phase:

What is Storytelling?

Students will create compelling presentations to showcase their final projects. They'll emphasize their design journey and decision-making process, aided by high-quality, well-lit photos of all stages of the project, along with supporting text. Rehearsing the presentation with fellow students or a teacher can ensure articulation of their ideas and process.

At the end, students will reflect on their studio experience with teachers. They'll assess successes and challenges, identifying areas for personal and collective growth to inform future endeavors.

Phase:

How to tell the story of your project?

Prep

Celebration

Audience

Reflection

Help students prepare a clear and concise presentation

Feedback at this stage is celebratory, emphasize student success

Invite outside reviewers or guests to attend presentations

Studio doesn’t end with presentations- reflect on students’ journeys

Phase:

How to tell the story of your project?

Exhibition

Phase:

How to tell the story of your project?

Display projects around the space and have student

Collective Presentations

Students present on the stage one by one

Fashion show

For wearable studios, students present their work through a fashion show

Demo Day

If projects are interactive or functional (like installations, apps, or robots), students do live demos. Visitors can try out projects themselves.

All presentations last for 2 hours, with an average of 50 students presenting. You could have different groups running in parallel in different spaces, with different juries rotating between them.

Film screening

Host a screening event where students introduce and show their films.

Activity 8 - Storytelling

Step 1: Select a Presentation Format

Based on your subject, choose one type of final presentation from the previous list (you can adapt or combine them if needed).



Step 2: Plan the Schedule

You have 80 students. Think about:

• How much time you can allocate for presentations.
• Whether students will present individually, in pairs, or in small groups.
• How to rotate juries/teachers/visitors if needed.
• How to keep students engaged when they are not presenting.

15 min

💬 Reflection: Why did you choose this format for your subject? How does it help students tell the story of their work in a way that fits your subject's goals?

• What was the most exciting idea you came up with during today's generative activities?
• What about it stood out to you, and why?
• How do you see this idea being applied practically in your classroom, and what impact do you think it could have on student learning and engagement?

Final Discussion