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Hayley Warren, Chloe Rees, Dan Salkowski and Steph Lee Using Standford's D-School design thinking process using empathy, defining, ideation prototyping and testing we identified a University Campus Issue and created a distinctive solution.
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Design ThinkingCAMPUS ISSUES
E D I P T
Stanford D School
COMMUN-ICATION
SOCIAL
FACILITIES
LOCATION
Many events, but nobody knows about them
could use more inpirational buildings interiors
printing facilities - limited and expensive which discourages prototyping
Students lose contact with others at the end of each semester. Lose contact post swinburne
difficult to make creative contacts (as students we look for
personal contacts)
only common area is also a lunch room. A distinction is important
Dashes to and from hawthorn
lack of study areas / common rooms
Geographical Location - Less opportunities for
students who don’t live locally
There are camps but nobody knows about them would only go to
camps / events if you already had a crew
E D I P T
Culture of
Excellence CULTURESTUDY
No opportunity to show-case work outside of grad. exhibition
More students could strive for excellence, rather than a ‘just get by attitude
Lack of whole class projects
No design projects run outside of class
Lack of a creative space resembling a real design studio
Lack of a real O-week. Benefits enforced from the start.
lack of quality feedback- discussion within and outside disciplines
lack of student unity
CAMPUS ISSUES
Brainstorm Session
Define - Stage 1
8.30 8.45 9.00 9.15 9.30 9.45TIME
0
5
10
WEEK 1 WEEK 2 WEEK 3
Class Observation and Student Interview over 3 weeks
Written Peer review begins
Language is an issue - finds it
hard to grasp the content
Feels intimidatedby other peers
Empathy - Stage 1
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Brainstorming and Research. Dividing time appropriately.
Subject Motivation Lowers: Personal life priority
Hasn’t done enough work: Confidence is low
Feeling inspired to do work from her seeiing what her peers had achieved. Peers
are motivated in class.
Motivation is high to get work done so she doesn’t fall behind
User Journey over one week
Empathy - Stage 1
“Too much work for a student who has to work part time - too much to think about projects in depth.”
“I hold back in discussing ideas in class when there is a tough brief”
“Comparing my work to others made me think that i had wasted time thinking up too many concepts - I was too shy to ask in front of class if that was true”
I find that most people in the class want to do well so everyone seems to be asking questions and when asked to comment on peer ideas there seems to be a big input.
“I’m ok voicing things I do know about, but not things I dont understand”
“I’m excited about this project because I can relate to it”
“Its always the same people responding to questions”
“I am motivated because I want to produce a piece of work I’m really proud of”
“I’m scared to voice my opinions in class”
Pay attention / sit upright when key information such as due dates are given
Reluctant to speak up in front of a group, especially conversa-tional questions from tutors. (MM) (COMM)
Nervous / shift in chairs when presentations are announced (COMM)
Multi talking – not fully engrossed in the tutorial (MM)
Students completed feedback sheets with time, great care and honesty to give constructive feedback
Some international students would rather ask other stu- dents for clarification than speak to tutors / in tutorials
International Student knows she is a smart student but still struggling in a new country
International Student wants to do well but doesnt have the services to help her out
International student wants to make friends and be part of the australian culture
Students have a strong sense of individualism (MM)
“Some people have
no life”
“Language barrier is hard to
overcome”
“I work hard on something that I will be able to use in
my folio”
Distracted students turn
to their laptops or iphones
Say
Do
Empathy Map
Empathy - Stage 1
Behind in their subjects – Students struggling with language barriers, slower process due to translation less time for project work.
Impatience to get out of class (MM)
Pressure on some international students with reading tasks, as absorbtion of reading material can take longer, and must happen outside of class.
Nervous / shift in chairs when presentations are announced
The class has a really positive atmosphere to it so Im more encouraged to do work. (Chloe’s user)
I try my best to keep up to date each week (COMM)
Students feel lectures are not as important as tutorials
Uncertain about brief
Overwhelmed with coursework
Tutorials have a positive atmo-sphere to them (Chloe)
There is far too much work given for a student who has to work part time to get through uni.”
“I feel as though i have gotten adequate feed-back but i’ve got too much work to really think about every project in depth.”
“I manage to do enough to get by but not enough that i am happy with the quality or concepts be- hind my work.” Reasoning
what services are out there to help me be a better student (Steph’s User)
that if she gets bettter at english and interacting with her peers then it will make it easier for her studies (Steph’s User)
Feels inferior because of little working experience in australia (Steph)
“I wish i had more to show in class”
just do the work and get out/
A get-by attitude
curiosity to learn - but
not a hunger to
Peer review and feedback
makes students nervous but is also important
to them
Feel
Think
Empathy Map
Empathy - Stage 1
-
1 2 3
Just trying to get through
Can go very far. Will be challenged
Don’t know why they are here
=
Students are individualistic
Critical analysis is needed
Work in Work out
!
Students exhibit a “get-by” attitude
(Interview with tutor)
(re)Define - Stage 2
2x2 Empathy Matrix
Positive Behaviour
Negative Behaviour
MotivatedUnmotivated
-
-
2x2 Empathy Matrix
Empathy - Stage 2
All students contributing in tutorials and lectures
Students giving/receiving constructive feeback
Students making friends and being part of a creative culture
Being inspired during tutorials / seeing examples
Building a strong portfolio
Positive Behaviours Negative Behaviour / Low Motivation
Overwhelming Workload
Pressure from time restraints
Students falling behind lacking resources to help them out
Little contribution in tutorials
Intl. students struggling with language barriers
Ayla White3rd Year Comm DesignWorks part time - late at nightRents close to the university
• Getting feedback mid week will boost motivation
• Will be more likely to do work before the last minute
• Will come to class more prepared
• Will be encouraged by fellow peers
Persona
Empathy - Stage 2
University of Melbourne – Law Society
Three core aspects:
• Community Building specifically
through annual law camps
• Competitions
• Career opportunities
Case Study
Empathy - Stage 2
RCA London Mid-Semester Exhibition: Communication Art and Design
Strengths: Exposure, Student Pride, School Publicity
Weaknesses: No opportunity for feedback
Royal College of Art - Work in Progress Show 2010, Youtube <http://www.youtube.com/watch?v=ynArAHn6EP0>
University of Melbourne – Law Society
Three core aspects:
• Community Building specifically
through annual law camps
• Competitions
• Career opportunities
Case Study
Empathy - Stage 2
1. Informal Work-in-progress show at Wk 6
Figure 2 : Design School Bangkok. 40 Images each on walls <http://happygraff.wordpress.com/page/4/>
2. Studio-Like Collaboration Space
Figure 3: David Carson in the Studio in the Film Helvetica <http://www.helveticafilm.com/stills.html>
3. Communicating visually in tutorials
Figure 4: Speed dating <http://www.reallyrich.com/wp-content/uploads/2009/11/speed-dating-for-beginners.jpg>
4. Speed Design Dating
Brainstorm Session
Figure 1: Royal College of Art Work in Progress Exhibition <http://www.youtube.com>
Ideate
5. PROTO Iphone App
ThreadlessOriginal Facebook
Draw Something
http://cdn.pocket-lint.com/images/FBBT/draw-something-review-android-iphone-ipad-0.jpg?20120326-181415
Interacts like
Works like
Positive Behaviour
Negative Behaviour
MotivatedUnmotivated
-
-
2x2 Empathy Matrix
Ideate
Wireframing
Prototype - Stage 1
Tesing the wireframes
Test - Stage 1
Refining the wireframes
Prototype - Stage 2
Testing the Wireframes
Test - Stage 2
http://cdn.pocket-lint.com/images/FBBT/draw-something-review-android-iphone-ipad-0.jpg?20120326-181415
• Student login and profile
builds sense of community
• Students have the opportunity to
share their design in a non
comfrontational manner
• increase accountability to execute
quality responses to briefs
Outcome
• Expansion to Andriod, iPad and web devices.
• Online and offline platform. Eg: Speed Design,
Portfolio Masterclasses and other specific trainings.
• Incentivising the program. Eg: Uploading 6 works
wins student a ticket to semi permanent
The Future of PROTO