COMPONENTS OF A DESIGN BRIEF

This section should outline the problem and provide a realistic background or setting for the problem.  It should address the anticipatory set which will engage the learner and grab their interest.  It should motivate the student to research and apply the results to a specific area of their life.

This section provides for the establishment of the design problem.  The challenge should describe the problem of the design brief.  Enough information should be provided to give students direction but not the answer.  Guidelines and parameters are provided to the students in this section.

This section provides students with expected outcomes they should experience as they complete the design problem.  More than one objective should be provided to address cognitive, affective, and psychomotor skills.  

These are the basic reference materials students may need to complete the design activity.  It may include articles the students should read for background information or an area where students can list resources they found while completing the activity. 

This section lists materials that students have access to while engaged in the activity.  Which materials are acceptable and who will provide them.  A list of equipment or tools that students may use should also be detailed in this section of the design brief.

Criteria for judging the success of the design solution should be described in detail in this section of the design brief.   Who will judge the results, what will be evaluated, and how solutions are assessed is made clear.

Resources

Ritz, R.M. & Deal, W., (1992).  Design Briefs:Writing dynamic learning activities. The Technology Teacher, February pp. 33-34.