Abstract
China has promoted labor education to an important position in the education. Based on the background of middle school labour education reform. In order to explore the product prototype in labor education, this paper applies Situated learning theory to analyze the factors in labour education to support whole process of product prototype design. By combining the basic characteristics of Situated learning theory with the Define, Ideate, and Prototype stage of design thinking, we developed Prototyope1.0 for one school. Further, we apply the teaching mode of Situated learning theory to test the prototype and guide the upgrading of prototype products. By summarizing the experiential knowledge of the prototype after every iteration, the practice field of labour education has evolved into a community of practice from prototype1.0 to prototype3.0.
Keywords
Prototype design; Experiential knowledge; Chinese labour education; Situated learning theory
DOI
https://doi.org/10.21606/eksig2023.138
Citation
Yang, L., Zhang, S., Meng, D., Lu, Z.,and Fan, F.(2023) From Prototype1.0 to Prototype3.0: Situated learning in Prototype design for Chinese labour education, in Silvia Ferraris, Valentina Rognoli, Nithikul Nimkulrat (eds.), EKSIG 2023: From Abstractness to Concreteness – experiential knowledge and the role of prototypes in design research, 19–20 June 2023, Milan, Italy. https://doi.org/10.21606/eksig2023.138
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
From Prototype1.0 to Prototype3.0: Situated learning in Prototype design for Chinese labour education
China has promoted labor education to an important position in the education. Based on the background of middle school labour education reform. In order to explore the product prototype in labor education, this paper applies Situated learning theory to analyze the factors in labour education to support whole process of product prototype design. By combining the basic characteristics of Situated learning theory with the Define, Ideate, and Prototype stage of design thinking, we developed Prototyope1.0 for one school. Further, we apply the teaching mode of Situated learning theory to test the prototype and guide the upgrading of prototype products. By summarizing the experiential knowledge of the prototype after every iteration, the practice field of labour education has evolved into a community of practice from prototype1.0 to prototype3.0.