Article:

During the last years, insertion of technology accelerates its incursion both in thedesign process and in the teaching-learning process. Design education has gonethrough different visions: Some hold the vision of education in design with a lookat professional training. Others, have chosen to study the roots and problems ofthe training process, the ultimate goal is to generate experts in future designers.An element that - consistently - is often absent from such discussions is the roleplayed by prototypes in the teaching-learning process. This research reviews therole that the prototype has played, as a central element, in the process ofcollecting evidence, with a view to informing the decision making during thedevelopment of Project Design. The paper discusses the role that prototypes -from the standpoint of CoDesign, Evidence Design, and evolutionary design -have played in the teaching experiences of the last four semesters within aComputer Lab for students of Industrial Design. The systematization ofinformation extracted from the research experiences has evolved from the Labmodel to the Maker-space experience.