changes

Bolg-posts/Gant-chart.md

+##### [Back To workshops](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/blob/master/Bolg-posts/workshops.md)
+12/04/2019
+
+## Timeplan for our future process
+
+![Gant chart](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/master/Images/gant-chart.png)
\ No newline at end of file

Bolg-posts/PhysicalPrototyping.md

+##### [Back To Fronpage](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/) 
+10/04/2019
+
+## Prototyping artifacts and interactions
+
+### Prototyping in foam
+![foam1](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/master/Images/foam.jpg)
+![foam2](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/master/Images/artifact.jpg)
+
+We where asked to chose a part of our concept and do a very basic prototype of it - we chose to prototype the Bunsen burner. our goal was to give it a simple form, that compliments the well know interaction of a bunsen burner. While the form may have become slightly bigger than expected, the core interaction of a bunsen burner was captured well.
+
+### Interactions - Button
+Another exercise was to create a simple button - which ended looking like this:
+
+![Button](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/master/Images/button.jpg)
+
+### Interactions - Squeeze
+Prototyping a squeeze interaction was fairly simple, and the outcome is seen in the the following picture:
+
+![squeeze](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/master/Images/squeze.jpg)
+
+### Interactions - Stretch
+Prototyping a stretching interaction posed the biggest challange for us. We didn't know how to do hand knitting, which made the process take a long time, and resulted in the outcome being almost unfunctional.
+
+![squeeze](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/master/Images/stretch.jpg)
\ No newline at end of file

Bolg-posts/workmodels.md

+##### [Back To Fronpage](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/) 
+28/03/2019
+
+## Work models
+
+### Flow model
+![Flow model](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/ca651b6b578aec4634d1e0b559bdbe414a4f3ed9/Assignment%202/images/Flow.png)
+
+The flow model captures the communication and coordination to accomplish work. In our flow model we see that a teacher has a relation to: the lab, pupils and technology. He prepares the material and puts it on the online platform where the pupils can study from home. It’s his responsibility to open the lab, and while inside the lab he gives a short introduction to the specific experiments.
+For the pupil’s side, they have a relation to: the lab, technology, teacher and the other classmates. The pupils are only allowed into the lab when the teacher is present. Their homework and assignments are on their laptop – conflicts arise with the noise technology brings. The pupils are good at asking for help (both between students and the teacher), but when working in groups, fooling around can be a problem.
+
+### Cultural model
+![Cultural model](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/ca651b6b578aec4634d1e0b559bdbe414a4f3ed9/Assignment%202/images/cultural.png)
+
+The cultural model shows the constraints we recorded during our observations. The school is place for socializing and learning for the pupils, but for the teacher it is a platform for teaching. Relationships between class- mates can either be productive or not (this is only based on academic work, not friendships etc.).
+A teacher provides material and assignments for the pupil that is expected to be completed. The dynamic changes when it’s a substitute teacher; since they aren’t allowed into the lab, they have to do exercises on their laptops. The substitute has a plan (given by the teacher) and presents it for the pupils. It is up to each individual pupil, if they want to be productive or not (most of them chose ‘not’).
+
+
+### Physical model
+![Physical model](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/raw/ca651b6b578aec4634d1e0b559bdbe414a4f3ed9/Assignment%202/images/physical.png)
+
+The physical model is a showcase of the physical environment of the lab. We have tried to capture the flow when a pupil enters the lab.
+- A pupil enters the class and proceeds to sit on their regular spot. (Laptops are present and distract the pupils on the last row)
+- Afterwards the experiments begin. Conflict arises when the laptops are right next to the experiments (takes space, vials can explode and damage the laptop).
+- For specific experiments, they need certain materials. (Pupils didn’t know where the materials where a lot of time was wasted)
+- When experiments are completed, the pupil exits the class.
\ No newline at end of file

README.md

@@ -11,6 +11,24 @@ Jakob Overgaard - 201706812
 
 # BLOG overview:
 
+##### [Timeplan](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/blob/master/Bolg-posts/Gant-chart.md)
+12/4/2019
+Here is a timeplan for the future process.
+
+---
+
+##### [Physical Prototyping](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/blob/master/Bolg-posts/PhysicalPrototyping.md)
+10/4/2019
+An exercise about physical prototyping and how to prototype interactions.
+
+---
+
+##### [Work models](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/blob/master/Bolg-posts/workmodels.md)
+28/3/2019
+To summarize key points from our observations three different work models have been made.
+
+---
+
 ##### [Field studies](https://gitlab.au.dk/ITPDP2019/stay-hydrated/design-blog/blob/master/Bolg-posts/fieldStudies.md)
 20/3/2019
 A bit about our fieldstudies, observations and the outcome.