Learning Spaces: Design Matters

Wiki

Background

Introduction does not make explicit reference to the challenge that is to be examined.

Introduction adequately presents the challenge, who is involved, and on what the effort will focus.

Introduction clearly and explicitly explains the challenge, who is involved (audience(s), and the focus of the effort). Introduction grabs attention of the reader – puts us in the middle of it.

Needs Assessment

Description of NA efforts is unclear or lacks necessary detail. Pertinent sources have been overlooked. Description of optimals, drivers, or priorities is insufficient or inappropriate.

Description is clear, concise and includes the necessary who, how, and what, but pertinent sources have been overlooked or description of optimals, drivers, or priorities is insufficient or inappropriate.

Description is clear, concise and includes who you talked to, how you proceeded, and what you found. Efforts included a variety of relevant, data, and literature, taking into account those sources best able to illuminate the problem. Optimals, drivers, and priorities are clearly identified and defined. 

Design Concept and Recommendations

The design is not based on sound principles and concepts covered in class.  Lacks of complexity or originality.

Design demonstrates general success in the endeavor.

A compelling design and recommendations clearly demonstrate an understanding of the concepts covered in class. Includes a description and vision of how the space would be used; a list of equipment, furniture/seating, fixtures, and other elements. Design demonstrates success in conducting analysis of an intricate, complex problem.

Design Rationale

Little justification is given and/or is inappropriate. The design lacks any clear evidence of design principles.

Justification is given but is not strongly supported by data or design principles.

Rationale is clearly articulated, linked to data and design principles covered in class, and appropriate for the design concept.

Clarity of Writing; Information Organization and Display

It is hard to know what the writer is trying to say. Writing is convoluted. Misspelled words, incorrect grammar, and improper punctuation are evident and distracting.  Information presentation lacks organization.

Writing is adequate, but unnecessary words are used. Meaning is sometimes unclear. Word(s) are either misused or misspelled. A few grammar and punctuation errors have been found. Passive voice prevails.  Information displays could be improved, are improper, or are confusing. The document could profit from better organization.

Writing is crisp, clear, and succinct. The reader is guided from a general view of the situation to actionable specifics and recommendations. The writer incorporates the active voice when appropriate. No misspelling, grammar, or punctuation mistakes are evident. Paper is organized logically and effectively (headers, sections, etc.) based on content and recommendations. The writer takes advantage of information displays such as tables, flow charts, etc. when appropriate.

Presentation

Presentation Resources and Organization

Presentation/Activity seems disorganized. No handout is given; no reference is made to the wiki. Time management is poor (presentation goes well under or over time the 15-20 minute limit).

Presentation/ activity is somewhat organized; participant handout is present but could be more helpful; wiki was mentioned. Time management is sufficient (presentation goes slightly under or over the 15-20 minute time limit).

The presentation/ activity is organized well; participant handout is useful and easy to read/follow; wiki was mentioned. Time management is highly effective (presentation finishes within the 15-20 minute time limit).

Presentation Skills

Presenters’ difficult to follow; opportunities for participation and questions are few, if any. 

Presenters’ delivery is unclear at times; some opportunities given for participation and questions. 

Presenters’ delivery is clear and compelling; participation and questioning is facilitated skillfully. 

Presentation Teamwork

Presentation demonstrated low degree of cooperation among team members.

Presentation demonstrated a considerable degree of cooperation among team members.

Presentation demonstrated a high degree of cooperation among team members.