MYP Design May 2023

Subject group and discipline: Design (design, digital design, product design) Unit duration: about 20 hours
Unit title: Living together in a highly interconnected world

Global context: Globalization and sustainability

Key concept: Communities
Related concept: Collaboration
Statement of inquiry: Effective collaboration can be enhanced through design in a highly interconnected world.
Inquiry questions such as these should be developed by teachers and students:
Factual: What is globalization?
What is social sustainability?
What methods do we use to connect and collaborate with one another?
Conceptual: Why are global interactions important?
How can design improve communication?
Debatable: Is the increase of global interaction a risk?

Summative assessment
The student produces an ePortfolio that follows the design cycle to develop a solution (or range of solutions) which promotes community connection.

The student must target one of the following audiences/clients:

• School community
• Local community
• A digital community

Suggested solutions may be, but are not limited to, the following ideas:
• The redesign of a school space or community space that allows for connection and collaboration
• Furniture design which facilitates face to face connection (must include the room design and how the furniture is allocated)
• A multi-player board game that allows for connection
• A physical or virtual object that facilitates team-building
• A virtual space that allows for purposeful connection (gaming, study group space, virtual meeting space, etc.)
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• Virtual travel
o A virtual tour of your school for prospective new students
o A virtual tour or experience for visitors / travellers
• A virtual platform
o to connect / exchange / interact for people with similar interests
o for IB Student Projects (PYP Exhibition, MYP Personal Project, DP Extended Essay)
• A culinary event
o A community cooking class event (in person or virtual)

Objectives: All strands of all objectives (A, B, C and D)

Summative assessment tasks, including assessment criteria: Relationship between summative assessment tasks and statement of
inquiry:
Criterion A Within Criterion A, the student selects a target audience/client from the
i. Explain and justify the need for a solution to a problem for a options above and will analyse and inquire into:
specified client/target audience. • the need for a solution
ii. Identify and prioritize primary and secondary research needed to • the identification and prioritization of primary and secondary
develop a solution to the problem. research
iii. Analyse a range of existing products that inspire a solution to the • existing products that inspire a solution.
problem.
iv. Develop a detailed design brief which summarizes the analysis of Students will also:
relevant research. • create a design brief which reflects the analysis of their research with
reference to the global context and statement of inquiry.

Criterion B Within Criterion B, the student provides evidence of:

i. Develop design specifications which clearly state the success
criteria for the design of a solution.
ii. Develop a range of feasible design ideas that can be correctly
interpreted by others.
iii. Present the chosen design and justify its selection.
iv. Develop accurate and detailed planning drawings/diagrams and
outline the requirements for the creation of the chosen solution.
• a detailed design specification for the final design
• a range of ideas or designs that consider the specifications. Examples
of planning these solutions may include annotated
sketches/storyboards, accurate drawings/diagrams or aesthetic
considerations
• the chosen design with justifications
• accurate and detailed drawings, diagrams and requirements for the
creation.
MYP Design May 2023

Criterion C Within Criterion C, the student produces evidence of:

i. 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.
ii. Demonstrate excellent technical skills when making the solution.
iii. Follow the plan to create the solution, which functions as
intended.
iv. Fully justify changes made to the chosen design and plan when
making the solution.
• a plan which incorporates evidence of time limitations, resources
(materials and tools) and details of the necessary skills required to
create the solution
• demonstrating excellent technical skills* and following the plan to
create, refine and present a final product
• a justification of changes made.
*Please note URLs must not be submitted. Evidence of technical skills and the
development of the solution will be one or more of the following:
• Audio
• Photographic (including screenshots)
• Video (including screencasts)
• Written

Criterion D Within Criterion D, the student will:

i. Design detailed and relevant testing methods which generate data
to measure the success of the solution.
ii. Critically evaluate the success of the solution against the design
specification.
iii. Explain how the solution could be improved.
iv. Explain the impact of the solution on the client/target audience.
• design authentic tests for the solution
• use the design specification to critically evaluate the success of the
solution based on authentic testing
• explain how they could improve the product
• explain the impact the product/solution has made on the selected
client/target audience.
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Resources
The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is
optional and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves that the content of any suggested resource
is suitable for their own context.

Connect globally in the new era - immersive virtual events

https://www.youtube.com/watch?v=dOH0CSyNE8gg

Relationship-centred design
https://designmuseumfoundation.org/007-human-to-relationship-centered-design/
https://blog.readymag.com/design-ethics-and-relationships-centred-practice-fea3e57670ef
https://youmatter.world/en/definition/definitions-globalization-definition-benefits-effects-
examples/#:~:text=Globalization%20means%20the%20speedup%20of,and%20populations%20around%20the%20globe

Website to find newspapers published around the world

www.Newspapermap.com

Popular news stories in each country shown visually

https://newsmap-js.herokuapp.com/

Research about human connection in virtual places

https://www.avixa.org/av-topics/articles/how-might-we-support-human-connection-in-virtual-places

The (virtual) reality of the hybrid workplace

https://www.pwc.com.au/digitalpulse/virtual-reality-hybrid-office.html
https://www.bdcnetwork.com/blog/revolutionizing-school-design-virtual-reality

Virtual classroom
https://www.youtube.com/watch?v=J83bEX-wWRA&list=TLGGmsa0qpysrW8xMDAzMjAyMg

Facilitating collaborative learning through classroom furniture selection

https://www.bkmofficeworks.com/blog/collaborative-furniture-selection/
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Mobility in the classroom for face-to-face learning

https://www.stantec.com/en/ideas/topic/buildings/mobility-in-classrooms-creates-options-for-face-to-face-learning

Sustainable workplaces: when community and technology create companies

https://www.lamex.com/en/news/community-and-technology-create-companies

School virtual tours

https://cdnis.edu.hk/virtual-tours
https://silversea-media.com/virtual-tours-the-key-to-a-successful-school-marketing-plan/

Meal kit delivery and recipe boxes

https://www.foodstarsuk.com/food-delivery-kitchens/meal-kit-delivery-recipe-boxes-what-are-they-should-you-get-involved/

Virtual cooking event

https://www.kitchenonfire.com/virtual-cooking-events

Virtual trip travels

https://www.thrillist.com/travel/nation/virtual-trips-travel-tours
https://www.smithsonianmag.com/travel/virtual-travel-180974440/

Project management collaborative apps to analyze

https://trello.com/

Collaborative drawing, design and collaboration online

https://www.figma.com/figjam/

Metaverse and discord

https://www.readthegeneralist.com/briefing/discord
https://advertisinglaw.fkks.com/post/102h4l7/time-to-learn-about-discord-where-social-media-and-the-metaverse-collide