1. Prototype
and
test
Design
Thinking
Ac5on
Lab

2. Prototype
#1
The
yearbook
for
teachers
Idea:
to
make
clear
arrangements
of
when
you
are
allowed
to
bother
a
colleague
for
advice
or
answers
to
ques5ons
that
you
have.
I
have
make
a
rapid
prototype
of
a
book
that
will
be
handed
to
each
new
teacher
when
they
start
working
at
a
school.
It
contains
informa5on
about
things
such
as
the
vision
of
the
school,
the
contents
of
the
different
years
and
an
overview
of
all
the
teachers
at
the
school.
The
teacher-­‐pages
contain
informa5on
about
the
teacher.
There
you
can
add
notes
about
the
first
mee5ng
you
had
with
this
teacher,
including
his/her
availability
and
preferred
communica5on
channel.

3. Prototype
#2
Trick
and
treat
Idea:
Let
people
pay
for
a
cookie
with
a
5p
or
a
trick
based
on
their
experience
instead
of
money.
I
have
made
a
rapid
prototype
of
my
pay-­‐with-­‐an-­‐idea-­‐vending
machine
by
using
a
jar
of
cookies,
a
ques5on
and
a
blocnote-­‐pen
combina5on
that
people
can
use
to
write
down
the
ideas
they
have.

4. The
tests
The
yearbook
for
teachers
I
have
tested
the
prototype
with
two
different
persons.
Unfortunately,
my
stakeholder
was
on
holiday,
so
I
could
not
evaluate
the
prototype
with
him
live.
Instead,
I
have
shown
him
the
prototype
via
Skype
and
discussed
the
prototype
with
him.
Besides,
I
have
performed
a
live
test
with
another
person,
in
order
to
evaluate
whether
the
prototype
was
clear
with
less
instruc5ons
and
clarifica5ons
as
well.
AOerwards,
we
have
talked
about
the
prototype
and
the
idea
that
it
embodies.
Below
you
can
see
some
pictures
made
during
the
test.

5. The
tests
Trick
and
treat
For
this
test
I
used
a
different
set
up.
I
have
set
up
the
prototype
in
the
staff
room
of
a
school,
with
the
ques5on
next
to
it.
I
was
curious
to
see
how
people
would
use
it.
I
made
sure
that
no-­‐one
saw
that
I
put
the
prototype
there
and
then
observed
how
people
used
the
product
or
how
they
commented
on
it.
To
prevent
that
I
gave
myself
away,
I
could
not
take
pictures
of
people
using
the
prototype.
But
I
made
some
pictures
of
the
prototype
in
the
context
(some
of
which
I
also
used
to
present
the
prototype).

6. The
results
The
yearbook
for
teachers

7. The
results
Trick
and
treat

8. Reflec5on
What
did
I
learn
by
tes0ng
the
prototypes?
What
would
I
do
next
0me
if
I
would
con0nue
working
on
the
project?
-­‐ Tes5ng
is
fun
and
gives
a
treasure
of
insights!
-­‐ Your
ini5al
assump5ons
turn
out
to
be
not
always
right
when
you
present
your
work
to
your
stakeholder.
-­‐ You
can
never
test
too
early
in
the
process
to
prototype;
I
could
have
done
it
much
earlier
already.
-­‐ If
you
sincerely
ask
people
if
they
want
to
help
you,
they
are
more
willing
to
help
then
I
expected
and
provide
beXer
feedback
than
I
expected.
-­‐ The
more
coarse
your
prototype
is,
the
more
people
will
focus
on
the
func5ons
instead
of
the
details.
-­‐ By
leYng
people
see,
touch
and
interact
with
something
you
help
them
imagine
what
it
will
be
like
to
use
the
product.
-­‐ Before
prototyping
it
is
important
to
think
carefully
what
you
want
to
evaluate.
Only
that
needs
to
be
prototyped
with
enough
detail,
the
rest
can
be
kept
simple.
-­‐ It
was
easier
than
I
expected
to
throw
away
the
prototype
aOer
the
test
and
start
over
with
the
good
things
about
the
prototype.
-­‐ By
failing
fast,
you
can
fail
fast
and
try
many
approaches
in
a
short
amount
of
5me.
That
is
more
valuable
than
inves5ng
much
5me
in
a
slick
prototype,
only
to
find
out
is
not
really
what
the
stakeholder
is
looking
for.
-­‐ Whatever
you
use
as
prototype
materials,
it
can
always
be
even
simpler
without
diminishing
the
value
of
the
prototype
or
not
geYng
across
the
point
and
feel
of
the
prototype.
-­‐ Test
a
number
of
aspects
of
the
idea
with
various
prototypes
instead
of
using
just
one
prototype
to
test
all.
-­‐ Test
the
prototypes
for
a
longer
5me,
to
also
spot
things
that
turn
up
over
5me.
-­‐ Experiment
with
different
types
of
ques5ons
for
the
“trick
and
treat”
prototype
and
let
people
use
the
“yearbook”
for
a
longer
5me
and
report
about
their
findings
-­‐ Go
back
to
analysis
and
see
what
I
can
include/differ/change
in
the
prototype.
-­‐ Iterate,
iterate,
iterate.
-­‐ Apply
the
idea5on
techniques
on
how
to
con5nue
with
the
prototype.