And then one day our world changed.  Aaron was thumbing through a technology magazine and showed Jon an article about some software that would record a PowerPoint slide-show including voice and any annotations, and then it converted the recording into a video file that could be easily distributed online.  As we discussed the potential of such software we realized this might be a way for our students who missed class to not miss out on learning.  So in the spring of 2007, we began to record our live lessons using screen capture software.  We posted our lectures online so our students could access them.  When we did this YouTube was just getting started and the world of online video was just in its infancy.

  Flipping the classroom has transformed our teaching practice.  We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time.  This radical change has allowed us to take on a different role with our students.  Both of us taught for many years (a combined thirty-seven years) using this model.  We were both good teachers.  In fact,
Jonathan received the Presidential Award for Excellence in Math and Science Teaching while being the sage on the stage, and Aaron received the same award under the Flipped model.  Though as we look back, we could never go back to teaching in the traditional manner.

Experience prototyping

In this paper, we describe “Experience Prototyping” as a form of prototyping that enables design team members, users and clients to gain first-hand appreciation of existing or future conditions through active engagement with prototypes. We use examples from commercial design projects to illustrate the value of such prototypes in three critical design activities: understanding existing experiences, exploring design ideas and in communicating design concepts.

this is the paper that I’ll refer to today, an early overview of experience prototypes by Marion Buchenau & Jane Fulton Suri from IDEO. We’ll also look at Bill Moggridge’s chapter on prototypes too