USE BY THE FACILITATOR
Within this module, the facilitator acts as a guide, mediator, and enabler of the making process. The focus is on supporting learners rather than demonstrating technical skill, and on creating an environment where experimentation, personalisation, and collaboration can thrive.
The facilitator prepares the workspace so that it is welcoming, organised, and safe, arranging tools, materials, and templates in a way that encourages exploration while reducing cognitive load. During the activity, the facilitator introduces the purpose of the exercises, explains the available materials, and demonstrates basic techniques in a clear and accessible way.
Throughout the session, the facilitator guides learners by breaking tasks into manageable steps, offering support when needed, and adapting the activity to individual abilities, group size, and context. They encourage learners to reflect on how their choices connect to previous insights, such as emotions, routines, or colour preferences.
Facilitators also focus on process over product, prompting reflection on how each object responds to a real need, how materials and tools influence usability, and how collaborative making affects engagement and confidence. The role requires attentiveness, patience, and flexibility, ensuring that all learners can contribute meaningfully, regardless of prior experience.
USE BY THE LEARNER
For learners, this module is a hands-on opportunity to explore making as a practical, inclusive, and creative process. Learners translate insights from previous modules – about emotions, daily routines, sensory preferences, or spatial identity – into tangible objects.
Learners are invited to engage with the materials and tools directly, experimenting with assembly, decoration, and adaptation. They learn that every choice, from the type of material to colour or texture, has a purpose and can affect the experience of the space.
The activity encourages learners to think critically and creatively, testing solutions, making adjustments, and reflecting on their decisions as they go. They are guided to focus on meaning, functionality, and the relationship between their objects and the environment, rather than technical perfection.
By the end of the session, learners are able to present their objects and share the reasoning behind their design, explaining how it addresses the identified needs. This reflection strengthens understanding of the full design process, linking individual insights to spatial outcomes and demonstrating that inclusive, human-centred design is possible at any technological level.
Made with love by Wellhome team
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
