No purchase, internet, disclosure or real-life interview is needed. A learner may do any extra on a different fictional brief. These are not evidence of an actual user's preference. Daily core lessons stand alone.
| Day | Optional extra |
|---|---|
| 1 | Invent a cinema-ticket desk brief. Name which work a graphic designer, service designer and interior designer might each take, and where coordination is needed. |
| 2 | A fictional game club says “one member found the rules hard to scan.” Rewrite three tempting overclaims as questions a consented user study could ask. |
| 3 | Draft a problem for a pretend bike-library locker label. Give the user, current obstacle, purpose and two teacher-set constraints, without claiming a safety standard. |
| 4 | In an imaginary museum brochure, turn “make it clear” into two paper-checkable criteria and one user-test question. |
| 5 | After File G is returned, write a new fictional card for a music-library returns shelf; do not reuse G as an assessment. |
| 6 | Make a rough recipe-card hierarchy using placeholders only. Ask a friend to point to the title and step order; describe that as one informal paper review, not accessibility proof. |
| 7 | Create two completely different board-game score-sheet layouts: column-led and turn-led. Say which rule each could make easier to find. |
| 8 | Compare two invented school-festival poster concepts using legibility and updateability; name one tradeoff rather than declaring a universal winner. |
| 9 | Take a fictional bus-stop art map (not a real service map) and show one before/after label revision; identify what a real wayfinding study would need. |
| 10 | After File H is collected, invent a fresh library makerspace materials drawer and document the difference between a sketch review and real user feedback. |