Automated system test schedule

Abstract

This presentation will outline a multi-disciplinary research and development project that seeks to influence student wellbeing and learning in the post-Covid-19 classroom. The presentation will highlight the generative intersections between research and other aspects of a product design and manufacturing process, including end-user prototyping in the classroom. The main purpose of this presentation is to show how an interdisciplinary research team integrated with a product development process, involving design, marketing, end-user prototyping, partnerships and logistics. The research involved new ways of thinking and working about the practical synthesis and application of both architectural and education research to configure post-covid learning environments. The project is called Unboxy – a set of low cost, durable, geometric cardboard shapes that could be used by primary and lower secondary school students to build temporary objects or structures. This was initially conceived of as a response to students returning to the classroom, post-covid. Unboxy is imaged as a counter to the social isolation, fear of an unseen but invasive virus, and the breakdown of routine and society norms. It provides students with an open and experimental canvas for hands-on activities (embodied making and use) and a basis for engaging with teaching and learning processes (imagination, creativity, social collaboration). The research team worked to give education and design depth, resonance, and meaning to the project narrative. Research evidence and perspectives from theory, empirical research, practice and experience were generated from education and architectural researchers and practitioners. The process to be presented includes how cross-disciplinary teams worked to inform, critically question, or to justify the design response, interpretation, and promotion. These issues included how to integrate education concepts with design features. Implications are note