Design of Center
We began by researching different types of technology that could be used in classrooms. Then, we surveyed children currently in the Generations' Centre program and conducted an interview with an on-site volunteer to confirm our initial ideas. We created a weighted matrix table to rank our recommendations, which we then formatted into a listed with specific products and their descriptions. With our product list finalized, we created a modular budget and 3D walk-through of the center.
Overhead view of potential
center layout
Weighted Matrix Table
We wanted to provide our collaborators with a general idea of which technology additions would most benefit the center. To do this, we created a weighted matrix table to efficiently rank each item from the list we had compiled using our research and our surveys.
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The table on the right lists four different categories: Total Price (of the product), Engagement (anticipated level of student enjoyment), Collaboration (promotion of collaboration among students and volunteers), and Interaction (level of educational
usefulness). These categories were given importance factors of 1-4, with 1 as the lowest importance and 4 a the highest. The products we were recommending were then given a score of 1-5 for each category, with 1 as the worst score and 5 as the best. This score was then multiplied by a category's corresponding importance factor, and each final score for a product in each category was then added together to produce an overall product score.
The highest product scores correspond to products that received the highest marks in every category; as shown in the table, these were tablets, a projector and
screen, and tables and chairs. We listed these as Priority 1 items. The products that scored very well included laptops, cork boards, whiteboard paint and dry-erase markers, and picture tables. These products were listed as Priority 2 items. The lowest scoring products were the tablet cases and laptop cart; however, as our matrix table did not include a category focusing on center safety, we decided to add these to Priority 2 and move the 3D printer and Wacom tablet into Priority 3. The Priority levels indicate to the center which items are the most important to implement immediately, as they will have the greatest positive effect on the center. Lower priority items can also greatly improve student engagement and performance, but may take more time, money, or have a lesser effect than higher priority items.
List of Technology
After ranking our recommendations, we researched real-world items that our collaborators could purchase. While our Romanian collaborators would not be able to purchase the exact items we found for sale in the United States, good examples and product descriptions would help them find and purchase similar items that they could find. Below are two examples of products that we recommended, the Wacom tablets and tables and chairs. A picture, item description as well as possible center uses, priority level, estimated price, and link to the online item are all included.
Modular Budget
While the weighted matrix table and list of technology provided context and information about specific products, we also wanted to provide the center with an estimation of how much the improvements would cost. To accomplish this, we created a budget based on our list of recommendations. The items are arranged by priority, so that the center can easily see the total cost of each priority level. The cost of each item reflects the current price in the United States; they do not include shipping and handling costs and may be more expensive to purchase in Romania.
3D Walk-Through
From the above center design deliverables, our collaborators can greatly improve the Generations' Centre program. However, we wanted to provide a more visual and interactive component so that our collaborators could see what our vision was for the center. The below video is a virtual walk-through of a potential center layout. Because we focused on creating a modular set of recommendations, our collaborators are free to make the improvements they feel would have the biggest impact. The below video is a starting point from which the center can continue to grow and adapt to the changing needs of both educators and students.