Final Bachelor Project

This project offered a unique opportunity to realign my development across the Expertise Areas in a way that reflected the values embedded in the final deliverable: accessibility, reflection, and user-driven learning.

USER & SOCIETY: Previously one of my most underdeveloped areas, U&S became a central pillar in this project. Through interviews, observational visits, and co-creation workshops, I engaged with a diverse set of stakeholders: high school students, university peers, and experienced makers. Rather than rely on surveys, I focused on probing and dialogic methods, which allowed me to tap into the emotional, cultural, and social dimensions of making. These interactions directly shaped the design of the Maker’s Booklet, which serves not only as a reflective learning tool but also as a response to broader issues of accessibility, confidence, and inclusion in maker education. This work reinforced my desire to design not only with but through people, honoring their perspectives as co-shapers of the outcome.

CREATIVITY & AESTHETICS: The project’s emphasis on coherence and emotional experience gave me room to intentionally explore C&A. I established a visual identity early on, which remained consistent across my booklet, report, video, and demo materials. Tools like Canva and Figma helped me develop a more strategic eye for layout, color, and tone. I pushed myself to work with reusable design systems, such as Components in Figma, to maintain clarity and structure in my report. In parallel, I refined my video editing skills to better capture and communicate the project’s experiential essence, as documented in Appendix 6. Together, these skills contributed to the creation of deliverables that not only served their function but also invited engagement through accessible aesthetics

Guided Reflective Medium Exploration