During the last years, insertion of technology accelerates its incursion both in the design process and in the teaching-learning process. Design education has gone through different visions: Some hold the vision of education in design with a look at professional training. Others, have chosen to study the roots and problems of the training process, the ultimate goal is to generate experts in future designers. An element that - consistently - is often absent from such discussions is the role played by prototypes in the teaching-learning process. This research reviews the role that the prototype has played, as a central element, in the process of collecting evidence, with a view to informing the decision making during the development 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 a Computer Lab for students of Industrial Design. The systematization of information extracted from the research experiences has evolved from the Lab model to the Maker-space experience.