Learning activity 6 Learning activity 6

Benchmark and design

Benchmark and design is a Learning Activity in which pupils are presented with a design task. Pupils create and refine their design brief, with a focus in the final product, and the proposed end-user of the design project. Pupils document the progress of the design task using blogging platforms.

Pupils then gather 10 or so examples of items similar to the artefact under design for the purposes of benchmarking and evaluating their design against the pre-existing articles. Having reviewed their design against existing examples, they then showcase their design to potential users of the product. Based on feedback received, the pupils refine their design, and produce a prototype.


"This activity fosters students imagination of invention. Inspiring from something that is already available and bringing something new about. A very well thought idea my students will certainly enjoy it."

Adil Tugyan
Tevfik İleri Anatolian High School





In practice

Pupils in Bertha-von-Suttner-Schule, Germany, use the Benchmark and design Learning Activity as part of their biology lesson.



5th year pupils in Gymnázium Hladnov in Ostrava, Czech Republic, create maths quizzes for younger pupils. Over the course of the Learning Activity, pupils used presentation tools, including Powerpoint and Prezi, to present their work.

Average (3 Votes)
  • Comments

The clasification of design as "benchmark and observation" is very interesting.

As I follow in litrature, both can be evaluated from many dimensions that represent benchmark "based on observation" or "without observation" and vice versa etc.

But the esential paradigme comes from the terms of "simulation and game".

Because both as activities of physic and math subjects for benchmark, can also be a possible activities of the stories of "redesigning school and planet surface" of observation.

A learner can design a simple game or simulation -animation- etc. as an interactive design, for the production case of own observations on school and any surface. Thus the result of the activity package of "benchmark" seems possible as the result of the activity of observation and design package, however, as being "other package".

This possiblity causes the paradigme of twofold classification of design as " benchmark and observation." Moreover simulation or game, both needs observing "screens and codes" as well as benchmark to construct an innovative production. That picture reflects benchmark "based on observation", and other package as observation "based on benchmark".

At the final stage as design, if it represents both then what can it be for the pedagogical value?
The solution of this scene may be possible from the point of the decreased pedagogic value of duration to underline the final reflection stage of packages.

In that case, the classifications of packages as "physic and maths" to "redesigningshools and planet surface" becomes some pedagogical paradigme of learning ICT.
Since it has been an accepted scenario that network and software era are based on the interdisciplinary values within the frameworks of newskills as nano, genom, satelitte, space studies etc., the pedagogical values of learning of new generations should be based on the educative opportunities for similar frameworks underlined as interdisciplinary.

As the final point, all these frameworks may not be so significant if it is just exposing time.

However, if there are more stages after wp5 till wp11, a program to realise the assessment scales and subjects within the effectual peagogical values, should benchmark on these observations for a better future of education which can observe better benchmarks rather than oldway of science classifications.


Posted on 9/13/12 12:53 AM.

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During the pre-pilot I (as a teacher of English and ICT) used this activity package with my 6th graders (12-year old) students during ICT lessons. The students designed math games to lower primary pupils.

First, they learnt about the syllabus of these forms (Year 1-4), then they took a close look at similar math games on the web. They noted down a couple of pros and cons, and next they started to design the prototype of their own game based on their experiences and the information acquired. The best part of this project was the participatory design workshop, when my students invited younger ones to test their prototype and give feedback. After this feedback session, they thought their product over and modified it. Finally, they had to present their group, the work they had done and thier product to the others.

There was one important thing that accompanied the whole project work: the design brief which was the hardest part both for me and my students. They didn't like it at first, but later on, as they advanced, they learnt what to write and what points to focus on.

The most significant change was that my students became more thorough, creative, flexible and demanding when working on something. Also, they have become much better at groupwork, as well as the fair division of labour. It was a brand new way of project work, with much emphasis on planning; however, the students (both younger and older) liked it. emoticon

Posted on 10/14/12 5:48 PM.

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