Twin needs of Students and Clients: Creating a Pedagogical Framework for Live Projects

Construction of live projects at our university has increased significantly over the last four years. Introduced in 2013, year two undergraduate students have built
over 70 real projects for clients, associated with technology teaching. These are furniture-scale projects typically for communities: benches, garden water collectors, etc. As a microcosm of larger real world counterparts, they are a
testing ground for design strategies, and for discovering what works and what does not.

Challenges associated with these projects include (1) facilitating deeper, motivated, learning for students and also (2) meeting client needs. If not
carefully choreographed, there can be tension between these two goals.
Methodology followed, in order to understand both achievements in teaching and meeting client needs, has been a qualitative analysis of student, client, and tutor experience. Over the years, several changes have been introduced
to improve connection between students and clients, a result of review and
reflection each year, and an attempt to meet needs of both students (education) and clients (a useful product). Findings are outlined and discussed.

This paper focuses on how a good client relationship with students may contribute to both successful completion of live projects and the learning of
students. It seeks to outline a useful pedagogical model for live projects that also benefits clients. Aims of the paper are to clarify the importance the client role, to understand how they can motivate learning, and identify implications for developing professionals for the real world.