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Through a strategic learning process, prototypes unveil design directions. We provide a review of prototyping methods for novice designers to study and pedagogical practice for capstone design course faculty to juxtapose. Stanford University's ME310 graduate-level project-based learning course introduces students to various prototyping design techniques, such as Needfinding and Benchmarking, and prototyping methods, such as the Critical Experience Prototype, Critical Function Prototype, Dark Horse Prototype, Part-X is Finished, Funky System Prototype, and Functional System Prototype.

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This paper examines the immediate effects of group methods in facilitating remote team collaboration. We recruited seven teams with prior experience working together. All teams completed two current, complex, and open-ended design challenges using remote tools. We examined design activities before and after teams were given a design method intervention. The interventions were a Brainstorming Method to promote divergent thinking and the Five-Whys method to promote analytical thinking. Using OpenFace, we observed changes in emotion by examining facial expressions. We found that the brainstorming intervention did not have a change in ideation performance and the problem analysis intervention had a decrease in ideation performance. Teams used digital media to facilitate communication but were constrained by the media's tools. Our results can inform teams in organizations interested in promoting divergent thinking to not expect immediate improvements in ideation performance following the introduction of a design method. Future research is required to identify relevant abilities and social skills needed to facilitate remote ideation through design methods.

This research investigates changes in team behavior and communication through interruptions and gestures, due to design process strategies in pre-formed remote teams for conceptual design tasks. Understanding creative remote team behavior is important due to the increase of remote communication in knowledge work. Teams were given a creative or analytical condition intervention to facilitate their conceptual design team process. The research contributes to the human-computing interaction literature by characterizing changes in distributed team behavior due to process method interventions. The creative condition exhibited a decrease in interruptions. The analytical condition exhibited a decrease in gestures and an increase in problem characterization at the cost of ideation discussion. Remote team members can better gauge which meetings or work tasks are best to be done in person or remotely by gauging not just the task but also the team behavior.