A presentation from BigDesign 2021, that explores community-activated design methods and design for micro-communities based on restorative justice circle practices.

1. CLINTON CARLSON
Associate Professor

2. Designing Beyond Products
A CASE STUDY IN RESTORATIVE JUSTICE
CLINTON CARLSON
Associate Professor
BIG DESIGN 2021
@CLINTONCARLSON
#BIGD21

3. DESIGN™
WORLD VISION
WHEN MAGIC FAILS
THE JOURNEY IS THE DESTINATION
UNDELIVERABLES
COMMUNITY ACTIVATED DESIGN
1
ch.
2
ch.
3
ch.
4
ch.
5
ch.
6
ch.

4. Design™
CHAPTER ONE

5. scoping benchmarking prototyping
monitoring implementing
testing
refining
design
process

6. ™
scoping benchmarking prototyping
monitoring implementing
testing
refining
design
process

7. PRODUCT HIERARCHY OF NEEDS | Stephen P. Anderson

8. WE
ARE
HERE.
PRODUCT HIERARCHY OF NEEDS | Stephen P. Anderson

9.  


10.  

WE
ARE
HERE.

12. THAT’S OUR
PRODUCT

14. $

16. MEH.

17. MEH.

18. +3°
MEH.

19. +3°
MEH.

20. %@#!
+3°
MEH.

21. Before (in the ‘good old days’),
if a person liked killing people,
he had to become a general,
purchase a coal-mine,
or else study nuclear physics.
Today, industrial design has put
murder on a mass-production basis….
creating whole new species of permanent
garbage to clutter up the landscape…
designers have become a dangerous breed.
VICTOR PAPANEK

22. In order to work more intelligently,
the whole practice of design
has to be turned around.
Designers can no longer be
the employees of corporations,
but rather must work directly
for the client group—
that is the people who
are in need of a product.
VICTOR PAPANEK

23. World Vision
CHAPTER TWO

24. THE HOPE INITIATIVE MATERIALS | World Vision, US

25. TOM CONSTANZA

26. LIETHNOM, SUDAN | Courtesy of Sean Sheridan

27. THE HOPE INITIATIVE MATERIALS | World Vision, US

28. When Magic Fails
CHAPTER THREE

29. MICRO-COMMUNITY CHALLENGES

30. Cultural entropy.
MICRO-COMMUNITY CHALLENGES

31. Cultural entropy.
Micro-colonialism.
MICRO-COMMUNITY CHALLENGES

32. Cultural entropy.
Micro-colonialism.
Sustainability is difficult.
MICRO-COMMUNITY CHALLENGES

33. Cultural entropy.
Micro-colonialism.
Sustainability is difficult.
Insight extraction mindset.
MICRO-COMMUNITY CHALLENGES

34. Cultural entropy.
Micro-colonialism.
Sustainability is difficult.
Insight extraction mindset.
Design expertise isn’t as valuable.
MICRO-COMMUNITY CHALLENGES

35. The Journey
is the Destination
CHAPTER FOUR

36. ELIZABETH B.-N. SANDERS

38. FIGURE 3: CONTEXTMAPPING: EXPERIENCES FROM PRACTICE
Froukje Sleeswijk Visser, Pieter Jan Stappers, Remko Van Der Lugt,
and Elizabeth B.-N. Sanders

39. FIGURE 3: CONTEXTMAPPING: EXPERIENCES FROM PRACTICE
Froukje Sleeswijk Visser, Pieter Jan Stappers, Remko Van Der Lugt,
and Elizabeth B.-N. Sanders

40. FIGURE 3: CONTEXTMAPPING: EXPERIENCES FROM PRACTICE
Froukje Sleeswijk Visser, Pieter Jan Stappers, Remko Van Der Lugt,
and Elizabeth B.-N. Sanders

41. The biggest opportunity for improving
the quality of products that we design today
is to practice collective creativity with ‘users’
elizabeth b.-n. sanders, phd

42. JIM KNIGHT

43. Equality
Choice
Voice
Reflection
Dialogue
Praxis
Reciprocity
PARTNERSHIP PRINCIPLES
INSTRUCTIONAL COACHING GROUP
BeliefthatotherscountasmuchasIdo.
Thebeliefthatothersshouldhavechoicesaboutwhatandhowtheylearn.
Thebeliefthatothervoicesshouldbeempowered,heard,valued,andrespected.
Thebeliefthatoneshouldhavethetimeandspacetoreflectonwhattheyarelearning.
Committingtoawayofcommunicatingwherethereisequalitybetweenspeakers.
Theopportunitytoreflectonhowtoapplynewideastoreal-lifepractices.
Thebeliefthateachinteractionisanopportunitytolearnfromoneanother.

44. KATHE STREETER

45. KATHE STREETER REV. GILBERT WASHINGTON

46. RESTORATIVE JUSTICE PROVIDES
susan sharpe, phd

47. Safety
RESTORATIVE JUSTICE PROVIDES
susan sharpe, phd
Confidencethatweareworthyofrespectandtheworldispredictablysafe.

48. Safety
Autonomy
RESTORATIVE JUSTICE PROVIDES
susan sharpe, phd
Confidencethatweareworthyofrespectandtheworldispredictablysafe.
Theabilitytotakecareofourselvesandnavigatetheworld.

49. Safety
Autonomy
Affirmation
RESTORATIVE JUSTICE PROVIDES
susan sharpe, phd
Confidencethatweareworthyofrespectandtheworldispredictablysafe.
Theabilitytotakecareofourselvesandnavigatetheworld.
Asenseofbelongingandasensethatotherscare.

50. KITCHENER, ONTARIO | Courtesy of Steve Munro, stevemunro.ca

51. JIM KNIGHT KATHE STREETER

53. Undeliverables
CHAPTER FIVE

62.  /

    ,   ,      ?
Who is Riley High School?

                
/



63.  
Based on your research, consider how you could
improve the process of considering, planning, or
paying for continuing education. Consider what
goals or tasks students have throughout this pro-
cess, then imaging how smart phone technology
might make that process easier or simpler. Define
the user goal at the top of this worksheet. Then,
using the spaces to the right, illustrate the steps
the user could go through to complete the task.
Sketches can be simple and quick. In the space
provided below each square, note details of each
step, including any actions, information, or items
that might be necessary.
Use only the number of steps necessary. If you
need additional steps, print additional copies of
this worksheet.

The objective of this worksheet is to tell the story
of your design solution step-by-step. this work-
sheet should help you think through the steps and
stages necessary to complete the task.

http://www.uxforthemasses.com/
scenarios-part-one/

This worksheet should take at least 45 minutes of
uninterrupted time to complete.
45.
 :
 
 
 
 
 
 
 
 

64.  
An experience map generalizes the expe-
rience of a generic person who wants to
achieve a goal. The experience map looks
only at the current experience across any
existing channels or touchpoints. Use
the “swims lanes” provided to visualize
the experience. Identify key interactions
or insights that might be potential points
for a design intervention. Experience maps
help us understand the “epic” or big pic-
ture of users current journey or path.

The goal of an experience map is to deeply
understand the current experience of
users as they pursue a goal—so that you
can begin to imagine a preferred experi-
ence and how design might assist in mak-
ing that a reality.

This worksheet should take about 60 min-
utes of uninterrupted time to complete.
60.
 

In the spaces to the right, note the major steps or
phases someone might go through to achieve the
identified task. Think broadly with steps such as
"planning," "registering," or "payment". Details will
be noted in the rows below. Utilize the additional
worksheets to complete the experience map.
   ?
Illustrate and/or describe the actions the user
took in each step of the process noted above. Be
specific and detailed. Note any resources used by
the user in their process such as websites, phones,
service representatives, parking, etc..
Use lines like the ones below to express confusing,
slow, or circular processes experienced by the user.
   ?
Describe the user's thoughts for each step of their
process. Note questions they had, judgments they
made, and reflections they had throughout their
process.
   ?
Using a single line, map the user's feelings for each
step of their process. Note any specific feelings,
such as frustration, pleasure, or confidence, on
the map.
   ?
List any people, objects, systems, or resources that
the user utilized throughout their process.
+
Positive Feelings
Negative Feelings
/  
–

65. create
step01
2-3x
present
step02
discuss
step03

66. Community
Activated
Design
CHAPTER SIX

67. Cultural entropy.
Micro-colonialism.
Sustainability is difficult.
Insight extraction mindset.
Design expertise isn’t as valuable.
MICRO-COMMUNITY CHALLENGES

68. COMMUNITY ACTIVATED DESIGN PRINCIPLES

69. Rely on the community as experts.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

70. Rely on the community as experts.
Give ownership to the community.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

71. Rely on the community as experts.
Give ownership to the community.
Create gaps in the design process.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

72. Rely on the community as experts.
Give ownership to the community.
Create gaps in the design process.
Make room for dialogue and reflection.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

73. Rely on the community as experts.
Give ownership to the community.
Create gaps in the design process.
Make room for dialogue and reflection.
Focus on sustainability and replicability.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

74. Rely on the community as experts.
Give ownership to the community.
Create gaps in the design process.
Make room for dialogue and reflection.
Focus on sustainability and replicability.
Design your exit.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

75. local
ownership
creative
messy
equitable
sustainable
Design your exit.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

76. RILEY HIGH SCHOOL, SOUTH BEND, IN

77. …to strengthen our school community by placing
responsibility, respect, and relationship building
at the center of our students’ school experience.
This is especially important because it will best
support academic achievement for our students
of color and for students with adverse childhood
experiences deriving from implicit bias, trauma,
and poverty issues.
restorative justice in education in south bend community schools

83. Resilience | Leadership

84. BRAINSTORMING
riley high school
1. 3Words|3morewords(5-7mins)
a. Groupbrainstorm
b. Individualbrainstorm
2. 3Images&Objects|3Metaphors&Symbols(12-15mins)
c. Groupbrainstorm
d. Individualbrainstorm
3. Largegroupreflection(5mins)

89. BRAINSTORMING
riley high school
1. 3Words|3morewords(5-7mins)
a. Groupbrainstorm
b. Individualbrainstorm
2. 3Images&Objects|3Metaphors&Symbols(12-15mins)
c. Groupbrainstorm
d. Individualbrainstorm
3. Largegroupreflection(5mins)

90. TEXT CONVERSATION
riley high school
1. Textconversation|Phrases(10-15mins)
a. Whatdoyouneedtoberesilientinrightnow?
b. Thinkofafriendorfamilymember
2. Startatextconversation“I’mworriedabout_____”
3. Continuetheconversation(3min)
4.Largegroupreflection(15mins)
a. Sharewhatmessages/phraseswerehelpful/interesting?
b. Whatwassomethingsomebodyelsesharedthatyouhadn’tthoughtofbefore?

91. PERSONA/EMPATHY MAPPING
riley high school
1. Introductiontopersonas(2min)
2. Grouppersona(2min)
3. Individualpersonaidentification(5min)
a. Whoarepersonasyouseeonadailybasis?
b. Namethemandbrieflydescribethem?
4.Individualempathymapping(10min)
5. Groupreflection(15min)
a. Shareyourpersonas
b. Reflectonanythatcausedyoutothinkempathetically
c. Reflectontheexercise
 /

    ,   ,      ?
Who is Riley High School?

                
/



92. 

                
/



97. POSTER WORKSHOP
riley high school
1. Introductiontoworkshop(5min)
2. Designprinciplesandmethodsdemonstration(10min)
3. Postermaking(30min)
4.Walkaroundandgroupcritique(10min)
5. Postermaking(30min)
6.Walkaroundandcritique(10min)
7. Groupreflection

98. POSTER WORKSHOP
riley high school
1. Introductiontoworkshop(5min)
2. Designprinciplesandmethodsdemonstration(10min)
3. Postermaking(30min)
4.Walkaroundandgroupcritique(10min)
5. Postermaking(30min)
6.Walkaroundandcritique(10min)
7. Groupreflection
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103. Rely on the community as experts.
Give up control to the community.
Give up ownership to the community.
Make room for dialogue and reflection.
Make everything sustainable and replicable.
Create gaps in the design process.
Design your exit.
COMMUNITY ACTIVATED DESIGN PRINCIPLES

104. DESIGN™
WORLD VISION
WHEN MAGIC FAILS
THE JOURNEY IS THE DESTINATION
UNDELIVERABLES
COMMUNITY ACTIVATED DESIGN
1
ch.
2
ch.
3
ch.
4
ch.
5
ch.
6
ch.

105. Designing Beyond Products
A CASE STUDY IN RESTORATIVE JUSTICE
CLINTON CARLSON
Associate Professor
BIG DESIGN 2021

106. CLINTON CARLSON
Associate Professor