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Project 1 Design Thinking – Reimagining
Everyday Objects
problem solving Concept borrowed from the Project by Rebecca
& critical Tegtmeyer of Michigan State University. Design
thinking in Teaching Resource AIGA.
visual studies A designer’s ability to reimagine existing systems
and to plan for future scenarios is a critical skill.
Additionally, how one communicates ideas that may
use technologies that don’t yet exist relies on effective
design and story-telling abilities. This project asks
students to reimagine an everyday object as a future
enchanted object as defined by David Rose in his
book, Enchanted Objects: Design, Human Desire, and
the Internet of Things. (link to ebook below).
Rose defines enchanted objects as objects that start
as ordinary things that are “augmented and enhanced
through the use of emerging technologies—sensors,
actuators, wireless connection, and embedded
processing—so that it becomes extraordinary.” This
enables the object to become more useful, delightful,
informative, connected, and more engaging that it was
in the first place. He also describes enchanted objects
as “ordinary things made extraordinary”.
Enchanted Objects ebook.

Process:
Identify everyday objects you use on a regular basis.
Think about the interface of the objects and how it
connects the user to a larger system. Document 12
object that you interact with via photographs. Take a
look at the examples in Images of re-imagined objects
with explanation.
Reflect on the possibilities each object offers for a
future use-case scenario. Ask yourself: What objects
can be improved upon? What objects can be more
transparent? What objects are the most challenging to
use? How can the interfaces become more tangible?
Select two of the twelve objects to reimagine
and make an infographic image that shows the
connections and relationships between the object, the
users, and the context of use (revealing a system).
Project borrowed in part from Rebecca
Place all the source documents and images in a folder Tegtmeyer of Michigan State University
Adapted 1/2/21 named Assets within a Project 1 folder. You will also Re-imagined Everyday Objects

Frank Houlihan, MFA, Ed.D create a duplicate OneDrive folder to share with me. Page 1 | 7
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IMPORTANT:
Evaluation: Pursuant to the rubric (later in this
problem solving
document) you will be graded on the following skills:
& critical
• OneDrive setup, resources and shared url
thinking in
• photographs / ideation (sketches)
visual studies
• creative approach
• creating a first draft
• posting for critique interaction
• identify feedback and strategies for revising
• making revisions based on feedback
• design thinking
• exporting as a finished PDF
Please see the assessment rubrics on page 4 for grading!

The project will be broken into parts:

1. Unit 2: Part A - Project overview, Assemble source
images and place copies in your OneDrive folder. Make
12 photos of different objects that you interact with.
Identify how you might alter two of them with a new
purpose. (For example a coat could inflate when friends
like their social media, or a shirt might change color
based on a persons metabolism). Print out the ideation
worksheet and create two sketches of your concept.
Create the photoshop page of the 12. Provide the shared
url to your one drive in the indicated Assignment area
for Unit 2 before midnight Saturday to receive credit.
(worth 10 points and a third of project one grade /
each project is 15% of the overall course grade)
2. Unit 3: Part B - Identify what comments were made
during critique in the discussion area and how you
will mitigate them. Present a first draft as a PDF file of
your infographic in the discussion and by providing
the shared url to your one drive in the indicated
Assignment area for Unit 3 to receive credit. This must
be completed before midnight Saturday. (worth 10
points and a third of project one grade / each project
is 15% of the overall course grade)
3. Unit 4: Part C - Finish your composition and save in
the one drive as YourLastName-Project1 and provide
the shared url to your one drive in the indicated
Assignment area for Unit 4 to receive credit. YOU MUST Items shown above on Pages 1 and
ALSO PROVIDE A JPG OF THE FINAL IMAGE. This must 2 are students’ re-imagined objects
taken from the Project by Rebecca
be completed before midnight Saturday. (worth 10 Tegtmeyer of Michigan State University
points and a third of the project grade / each project Re-imagined Everyday Objects
and images from the book by
Adapted 1/2/21 is 15% of the course grade. All FOUR Projects are 60% David Rose Enchanted Objects.

Frank Houlihan, MFA, Ed.D of the overall DES1125 grade).

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Program Learning Outcomes (PLOs)
(1) Identify and explain multiple approaches to problem solving as it relates to problem
problem solving identification, research and information gathering, and analysis. In addition you will be
& critical able to show proficiency in the generation of ideas, alternative solutions, prototyping, and
thinking in user-testing, including the ability to evaluate final outcomes keeping in mind intellectual,
ethical, social and practical issues surrounding their final design decisions.
visual studies
(2) You will be able to demonstrate depth of knowledge in your ability to create and
develop visual form in response to communication problems using the principles of visual
organization, composition, information and message hierarchy, symbolism, typography,
aesthetics, and the construction of meaningful images. These representations must include
consideration for intellectual, ethical, social and practical issues as they apply to the
scholarly field of applied digital media.
(3) You will be able to demonstrate depth of knowledge in your ability to use current
technology to conceive, design, produce, and create visual form to successfully
communicate ideas, opinions, and concepts that are consistent with the professional field
of applied digital media.
(4) Demonstrate the ability to identify, define, and evaluate potential, problems, variables,
and requirements; conceptualize and evaluate alternatives; and, test and refine solutions
throughout the formal design process to determine final design decisions and outcomes.
(5) Demonstrate the ability to identify, develop and initiate innovative research, analyzation
and ideation, to the processes of problem solving with emphasis on innovative expressions
and the role that innovation plays in your final design decisions and final outcomes.
(6) Demonstrate in your design process the recognition and consideration for the physical,
cognitive, cultural, social, and human factors that shape design decisions and outcomes.

Course Learning (CLOs) / Student Learning Outcomes (SLOs):

CLO/SLO 1: Successfully identify and explain the stages of Design Thinking: define,
research, ideate, prototype, select, implement and learn.
CLO/SLO 2: Apply the steps of the Design Process to successfully craft visual
communication that includes consideration for intellectual, ethical, social and practical
issues as they pertain to scholarly and professional applied digital media.
CLO/SLO 3: Use the Adobe Creative Cloud Graphic Suite to conceive, design, produce,
and create visual form and successfully communicate ideas, opinions, and concepts that
are consistent with the professional field of applied digital media..
CLO/SLO 4: Use the iterative process of design including focus group critiques to evaluate
and revise compositions.
CLO/SLO 5: Identify the target market and demographic of the intended communication
and use research to find innovative approaches for successful visual communication.
CLO/SLO 6: Determine appropriate touch points where the target of the visual
communication will interface in a positive outcome by “knowing the tribe.”
CLO/SLO 7: Use Adobe Acrobat and the Cloud to disseminate proofs for live interaction
with appropriate “stakeholders”.
CLO/SLO 8: Be sensitive to how a communication may be perceived by listening to
colleague and stakeholder feedback, accumulating data and making informed decisions
in revisions.
Adapted 1/2/21
CLO/SLO 9: Create feedback loops for formative and summative evaluation of stakeholder
Frank Houlihan, MFA, Ed.D and diverse group responses and efficacy of results. Page 3 | 7
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Segment Grading Rubric
Each of the three Segments or Parts are based on a score of 10 points with grading criteria
problem solving each given a level of achievement of none, partial or complete. Each of the segments
& critical below are based directly on the outcomes on the previous page of this document.
thinking in
visual studies

Adapted 1/2/21

Frank Houlihan, MFA, Ed.D

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QUANTITATIVE ASSESSMENT DETAIL
10-9.5 Points 9-8.5 Points 8-7.5 Points 7-6.5 Points Below 6 Points
problem solving |------------| |------------| |------------| |------------| |------------|
& critical A B C D F
thinking in Excellent Above Average Average Below Average Unsatisfactory
Outstanding Very Good Good Needs Improvement Poor
visual studies Exemplary Commendable Acceptable Barely Acceptable Unacceptable

QUALITATIVE ASSESSMENT DETAIL

Part A: Set up OneDrive, Photography / Ideation, and Creative Approach
A: The student did an excellent job in creating a OneDrive folder, doing Photography and Ideation,
identifying 12 objects and creating the PSD file as well as the Creative Approach.
B: The student did a commendable job in creating a OneDrive folder, doing Photography and
Ideation, identifying 12 objects and creating the PSD file as well as the Creative Approach.
C: The student did an average job in creating a OneDrive folder, doing Photography and Ideation,
identifying 12 objects and creating the PSD file as well as the Creative Approach.
D: The student did a below average job in creating a OneDrive folder, doing Photography and
Ideation, identifying 12 objects and creating the PSD file as well as the Creative Approach. Work
was somewhat incomplete. Student may need tutoring.
F: The work was incomplete or not made at all. The project does not meet essential learning
objective goals and is unsatisfactory / poor / unacceptable. Student may need tutoring.

Part B: Complete the First Draft, Identify feedback and strategies for revising
A: The student did an excellent job in completing the First Draft, Identifying feedback and
developing strategies for revising.
B: The student did a commendable job in completing the First Draft, Identifying feedback and
developing strategies for revising.
C: The student did an average job in completing the First Draft, Identifying feedback and
developing strategies for revising.
D: The student did a below average job in completing the First Draft, Identifying feedback and
developing strategies for revising. The work was somewhat incomplete. Student may need
tutoring.
F: The work was incomplete or not made at all. The project does not meet essential learning
objective goals and is unsatisfactory / poor / unacceptable. Student may need tutoring.

Part C: Make revisions based on feedback, Addressed revision suggestions, created a finished
PDF and JPG that was creative and meets professional standards
A: The student did an excellent job in making revisions based on feedback, Addressed revision
suggestions, created a finished PDF and JPG that was creative and meets professional standards
B: The student did a commendable job in making revisions based on feedback, Addressed
revision suggestions, created a finished PDF and JPG that was creative and meets
professional standards
C: The student did an above average job in making revisions based on feedback, Addressed
revision suggestions, created a finished PDF and JPG that was creative and meets
professional standards
D: The student did a below average job in making revisions based on feedback, Addressed
revision suggestions, created a finished PDF and JPG that was creative and meets professional
standards. The work was somewhat incomplete. Student may need tutoring.
F: The work was incomplete or not made at all. The project does not meet essential learning
objective goals and is unsatisfactory / poor / unacceptable. Student may need tutoring.

Adapted 1/2/21

Frank Houlihan, MFA, Ed.D

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Photoshop Template can be found on the One Drive at YourName-12Items.psd

Your Name ____________________________________________________________________________

problem solving
& critical
thinking in
visual studies

Adapted 1/2/21

Frank Houlihan, MFA, Ed.D

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Ideation Worksheet
Ideation Worksheet: Pick any 2 of the 12 photographed items to add an enhanced purpose:

Your Name ________________________________________________________________________________

Name ____________________________________________________________________________
problem solving
& critical Rough Sketch Version 1
thinking in Description _______________________________
visual studies
___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

Rough Sketch Version 2

Description _______________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

Adapted 1/2/21
___________________________________________
Frank Houlihan, MFA, Ed.D
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