The document describes an experiment where participants receive an energy meter to monitor their household electricity consumption over 3 weeks. [WEEK 1] Participants observe their baseline consumption and plan 3 activities to experiment with. [WEEK 2-3] Participants experiment with changing routines, record findings, and share experiences. [FINAL] At the end, participants reflect on what they learned and their progress in reducing energy consumption. The goal is to inspire new ways of consuming less energy through community participation and feedback.
Team Lumen was tasked with designing an affordable lamp for rural Cambodia to replace kerosene lamps. They observed lamp usage in the area and identified a need for a portable, ambient light source powered by solar energy with no ongoing costs. Their final design, called the Moonlight, features 6 wide-angle LEDs powered by a 0.5 Wp solar panel providing 3 hours of full light and 4 hours of dimmed light on a charge. Feedback from users was positive about the design, ease of use, brightness, and affordability.
A presentation on the paper I presented for the ERSCP conference "Knowledge collaboration & learning for sustainable innovation" in TUDelft on 26th of February 2010. The study was carried out for my MSc. graduation project at the faculty of Industrial Design at TUDelft. Soon the presentation with sound too...
The document describes two experiments to investigate factors that affect bubble lifetime. In the first experiment, students test how soap concentration impacts bubble lifetime. They blow bubbles of different soap solutions and measure the time until they pop. Most students predict stronger solutions will produce longer-lasting bubbles. In the second experiment, students test how bubble size influences lifetime. They blow bubbles of varying diameters and record the pop times. Safety precautions are outlined and students are instructed to write up their procedures, collect data, analyze results, graph findings, and report conclusions in a memo to their supervisor.
We've produced these exercises to help you design your day. Use them on your own, or with colleagues, to come up with a happier, more productive routine, to change your relationship with email, and hold better meetings.
Share your experiences of using them with us at
@NokiaatWork and #SmarterEveryday.
The document discusses JavaScript prototypes and how they allow objects created with constructor functions to inherit properties from the constructor function's prototype, enabling inheritance and extending data structures; it provides an example of rewriting a queue implementation to use a constructor function and prototype instead of a factory function; and it explores various relationships and behaviors between constructor functions, their prototypes, and the instances created from them.
This document provides an excerpt from the book "JavaScript Allongé" by Reginald Braithwaite. It introduces the book and its goal of teaching JavaScript programming with a focus on functions. It explains that the book will provide readers with an in-depth understanding of JavaScript to help troubleshoot bugs and adapt to new requirements. It also presents functional programming techniques using JavaScript idioms to simplify code. The excerpt includes a preface, foreword, and first chapter section on prototypes and classes.
Three take-aways, process map and reflection (3 pages)Anet Redmer
1) The document discusses learning from an exercise in generating 50+ ideas for making Bikram yoga, which is practiced in a hot room, more sustainable.
2) Key learnings included focusing first on unlikely ideas, leaving the ego at home, and testing solutions with users as their perceptions may differ.
3) The problem of interest is how to reduce the environmental impact of Bikram yoga by decreasing energy usage and waste from heated rooms and sweaty towels/clothes. The design thinking process of empathizing, defining problems, ideating solutions, prototyping, and testing with users will be applied.
Team Lumen was tasked with designing an affordable lamp for rural Cambodia to replace kerosene lamps. They observed lamp usage in the area and identified a need for a portable, ambient light source powered by solar energy with no ongoing costs. Their final design, called the Moonlight, features 6 wide-angle LEDs powered by a 0.5 Wp solar panel providing 3 hours of full light and 4 hours of dimmed light on a charge. Feedback from users was positive about the design, ease of use, brightness, and affordability.
A presentation on the paper I presented for the ERSCP conference "Knowledge collaboration & learning for sustainable innovation" in TUDelft on 26th of February 2010. The study was carried out for my MSc. graduation project at the faculty of Industrial Design at TUDelft. Soon the presentation with sound too...
The document describes two experiments to investigate factors that affect bubble lifetime. In the first experiment, students test how soap concentration impacts bubble lifetime. They blow bubbles of different soap solutions and measure the time until they pop. Most students predict stronger solutions will produce longer-lasting bubbles. In the second experiment, students test how bubble size influences lifetime. They blow bubbles of varying diameters and record the pop times. Safety precautions are outlined and students are instructed to write up their procedures, collect data, analyze results, graph findings, and report conclusions in a memo to their supervisor.
We've produced these exercises to help you design your day. Use them on your own, or with colleagues, to come up with a happier, more productive routine, to change your relationship with email, and hold better meetings.
Share your experiences of using them with us at
@NokiaatWork and #SmarterEveryday.
The document discusses JavaScript prototypes and how they allow objects created with constructor functions to inherit properties from the constructor function's prototype, enabling inheritance and extending data structures; it provides an example of rewriting a queue implementation to use a constructor function and prototype instead of a factory function; and it explores various relationships and behaviors between constructor functions, their prototypes, and the instances created from them.
This document provides an excerpt from the book "JavaScript Allongé" by Reginald Braithwaite. It introduces the book and its goal of teaching JavaScript programming with a focus on functions. It explains that the book will provide readers with an in-depth understanding of JavaScript to help troubleshoot bugs and adapt to new requirements. It also presents functional programming techniques using JavaScript idioms to simplify code. The excerpt includes a preface, foreword, and first chapter section on prototypes and classes.
Three take-aways, process map and reflection (3 pages)Anet Redmer
1) The document discusses learning from an exercise in generating 50+ ideas for making Bikram yoga, which is practiced in a hot room, more sustainable.
2) Key learnings included focusing first on unlikely ideas, leaving the ego at home, and testing solutions with users as their perceptions may differ.
3) The problem of interest is how to reduce the environmental impact of Bikram yoga by decreasing energy usage and waste from heated rooms and sweaty towels/clothes. The design thinking process of empathizing, defining problems, ideating solutions, prototyping, and testing with users will be applied.
This document provides tips for improving productivity at work. It suggests writing things down to help remember important information. It also recommends tracking "deep work" hours spent on focused, meaningful tasks versus shallow work. Additionally, it advises creating an "operating document" when starting a new job to organize important details. The document encourages sharing skills and experiences with others to potentially take on new opportunities. It also discusses taking advantage of commuting time to be productive, such as writing.
The document provides tips for improving productivity, including downloading information from your brain to reduce distraction, getting tasks out of your head and into a trusted system, focusing on workflows rather than lists, separating thinking from doing, being proactive rather than reactive, silencing notifications, taking breaks from technology, and stopping constant checking of email in favor of actually completing tasks. It recommends implementing 10 tips to make the biggest impact, stopping unproductive habits, sharing your plan with others, and signing up for a monthly productivity newsletter.
This presentation has slides that cover most of the topics from the Atomic Habits book by James Clear. This is a super long slide set with templates. I took a subset of these slides for the free one hour workshop I hosted in November 2022. I'm posting all the slides here in case there is anyone out there looking for a more comprehensive summary of the Atomic Habits book with the habit loop and tools, techniques, and templates for creating the habits you want and stopping the habits you no longer want.
Digital Graphic Narrative Planning
The document provides details on planning and considerations for a digital graphic narrative project. It includes sections on costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. The student has access to computers, software, and the internet at their college and does not have to pay for materials. They plan to produce 200,000 copies of their story, targeted at 3-5 year old children in the UK. Quality will be ensured through practice and focus. All relevant laws and codes of conduct will be followed.
The document describes the SCAMPER method for inspiring creativity. It begins by introducing the five members of the team presenting information on SCAMPER. It then explains that SCAMPER stands for Substitute, Combine, Adapt, Modify, Put to other uses, Eliminate, and Rearrange. Each step of SCAMPER is described in detail with examples of how it can be applied. The document emphasizes that SCAMPER can be used to generate many novel ideas and should not be given up on easily. It concludes by crediting various sources for information on SCAMPER.
Here are the key details from the lesson information:
- A student conducted an experiment to see what happens when toy cars collide with wooden blocks
- She wondered if the blocks would all be moved the same distance
- She used 3 identical toy cars and 3 identical wooden blocks placed the same distance from where the cars would hit them
- She used ramps at different angles to give each car a different acceleration before collision
- Pictures show the set up before and positions of blocks after the collisions
This document provides tips for improving learning and overcoming procrastination. It recommends using a planner, committing to daily routines and tasks, and rewarding yourself for completing work to tackle procrastination. The Pomodoro technique of focusing for 25 minutes and then taking a break is also suggested. When learning, people should chunk information into basic ideas, practice recalling content in different locations, and test themselves on the material. The document outlines 10 rules for good studying, including recalling information without notes, testing yourself frequently, spacing out repetition over time, and using explanatory questions and analogies when struggling with concepts.
The document describes six different themes or personality types: Achiever, Focus, Strategic, Arranger, Communication. It provides a brief overview of each theme, highlighting the key characteristics and drives associated with that theme. The Achiever theme represents a constant need for achievement and feeling of dissatisfaction without daily accomplishments. The Focus theme involves setting clear goals and priorities to stay on track. The Strategic theme sees patterns where others see complexity and evaluates potential paths and strategies. The Arranger theme enjoys managing complex situations by finding the best configuration of variables. The Communication theme feels a need to bring ideas and events to life through storytelling, examples, and vivid descriptions.
The document discusses various techniques for quickly generating ideas, including brainstorming rules, divergent and convergent thinking, lateral thinking, brain showering, affinity diagrams, mind mapping, chair jousting, SCAMPER, asking children questions, sharing ideas, and taking breaks to enhance problem-solving. It emphasizes removing inhibitions, thinking outside the box, building on others' ideas, and having fun with the process.
The Contingency paradigm views the organization as a closed system that must adapt its internal structure and processes in response to environmental uncertainties, while the Resource Dependence paradigm sees the organization as open to and dependent on the external environment for critical resources, requiring the formation of interorganizational relationships to secure needed resources. Both paradigms recognize the importance of the environment in shaping organizational design and behavior, but differ in their focus on either internal adaptation or external resource procurement.
Cause And Effect Summary. Cause And Effect Essay SuJackie Taylor
1. The document discusses Amyotrophic Lateral Sclerosis (ALS), explaining that it is a disease where muscles become weak and break down due to hardened tissue developing in the spinal cord, affecting the motor neurons that control muscle movement.
2. It describes some of the risks for motor neurons, such as mishandled proteins, and notes that while there is no cure, the drug Riluzole is believed to slow progression by decreasing glutamate levels and neuron damage.
3. Treatments aim to address specific symptoms, such as speech therapy for speech problems, as ongoing efforts continue to find effective treatments for ALS.
In this drawing exercise, we’ll help you work out how you can design a better day. Don’t forget to share your drawings with us @NokiaatWork, or using #SmarterEveryday
PERSONAL CHAPTER TAKEAWAYS Action Plan – Tunnel Vision .docxherbertwilson5999
PERSONAL CHAPTER TAKEAWAYS
Action Plan – Tunnel Vision
Take a few minutes and complete this Action Plan about Tunnel Vision.
Tunnel Vision
Self-Handicap
What is the
Situation
Trigger Impact on Others What to Do/When
Changing your
mindsets
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Get beyond linear
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Learn to juggle
projects
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Think long-term. ___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
View situations
from different
perspectives
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Practice conceptual
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Engage in “what-if”
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Create a map of the
variables for a
project
and their
interactions
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Analyze group
influences on
your thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Choose a problem
to work on
when you have free
moments
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Better Prioritizing
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Deal with
procrastination
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Ignoring people
after you get your
way
___Expedient .
The document provides details for planning a digital graphic narrative project. It includes sections for considerations, costs, available resources, quantity, audience and target market, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. The planning booklet is meant to help structure planning and collate documents for the project. Key details covered include imagining it as a real project considering costs, codes of practice, intended audience of kids aged 3-6, quality control, and preventing health and safety issues like eye strain or back pain.
This document discusses creativity in business and provides techniques for improving creativity. It begins with a quote from Charles Darwin about adapting to change. It then defines creativity as the ability to see things differently. The document notes that creativity is important for business survival due to changes in technology and competition. It identifies common mental blocks to creativity like focusing on being right or practical. The creative problem solving process is outlined as stating the problem, gathering information, restating the problem, generating alternatives, evaluating options, and implementing a solution. Brainstorming, mind mapping and other techniques are suggested. The document closes by emphasizing the importance of taking risks to be creative.
This document provides guidance on creating a reflection product to demonstrate the reflective process. It outlines the basic standards for a successful reflection, including illustrating a personal learning experience from the course through first-person writing or other media. It then walks through the reflective process of exploring a memorable experience, its significance, and lessons learned. Finally, it offers tips for planning, creating, revising, and finalizing the reflection product to convey the meaning and application of the learning experience. The overall process involves reflection on a course experience, analysis of its significance, and creation of a product to share lessons learned.
This is my presentation covering Dan Saffer's UX London day one presentation and the workshop from days two and three.
Originally presented at the London IA UX London Redux on August 12th, 2009.
How to turn an idea into bz opportunity finalChris Zobrist
The document provides a 4-step process for turning an idea into a real business opportunity:
1) Find the problem through brainstorming and identifying customer problems.
2) Create solutions to address the identified problems.
3) State hypotheses for the product, customers, and problems.
4) Test the hypotheses by speaking to potential customers and gathering feedback to determine if the identified problems and solutions are valid or if a pivot is needed. The key is getting out of the building to talk directly to customers rather than making assumptions.
This document provides tips for improving productivity at work. It suggests writing things down to help remember important information. It also recommends tracking "deep work" hours spent on focused, meaningful tasks versus shallow work. Additionally, it advises creating an "operating document" when starting a new job to organize important details. The document encourages sharing skills and experiences with others to potentially take on new opportunities. It also discusses taking advantage of commuting time to be productive, such as writing.
The document provides tips for improving productivity, including downloading information from your brain to reduce distraction, getting tasks out of your head and into a trusted system, focusing on workflows rather than lists, separating thinking from doing, being proactive rather than reactive, silencing notifications, taking breaks from technology, and stopping constant checking of email in favor of actually completing tasks. It recommends implementing 10 tips to make the biggest impact, stopping unproductive habits, sharing your plan with others, and signing up for a monthly productivity newsletter.
This presentation has slides that cover most of the topics from the Atomic Habits book by James Clear. This is a super long slide set with templates. I took a subset of these slides for the free one hour workshop I hosted in November 2022. I'm posting all the slides here in case there is anyone out there looking for a more comprehensive summary of the Atomic Habits book with the habit loop and tools, techniques, and templates for creating the habits you want and stopping the habits you no longer want.
Digital Graphic Narrative Planning
The document provides details on planning and considerations for a digital graphic narrative project. It includes sections on costs, available resources, quantity, audience, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. The student has access to computers, software, and the internet at their college and does not have to pay for materials. They plan to produce 200,000 copies of their story, targeted at 3-5 year old children in the UK. Quality will be ensured through practice and focus. All relevant laws and codes of conduct will be followed.
The document describes the SCAMPER method for inspiring creativity. It begins by introducing the five members of the team presenting information on SCAMPER. It then explains that SCAMPER stands for Substitute, Combine, Adapt, Modify, Put to other uses, Eliminate, and Rearrange. Each step of SCAMPER is described in detail with examples of how it can be applied. The document emphasizes that SCAMPER can be used to generate many novel ideas and should not be given up on easily. It concludes by crediting various sources for information on SCAMPER.
Here are the key details from the lesson information:
- A student conducted an experiment to see what happens when toy cars collide with wooden blocks
- She wondered if the blocks would all be moved the same distance
- She used 3 identical toy cars and 3 identical wooden blocks placed the same distance from where the cars would hit them
- She used ramps at different angles to give each car a different acceleration before collision
- Pictures show the set up before and positions of blocks after the collisions
This document provides tips for improving learning and overcoming procrastination. It recommends using a planner, committing to daily routines and tasks, and rewarding yourself for completing work to tackle procrastination. The Pomodoro technique of focusing for 25 minutes and then taking a break is also suggested. When learning, people should chunk information into basic ideas, practice recalling content in different locations, and test themselves on the material. The document outlines 10 rules for good studying, including recalling information without notes, testing yourself frequently, spacing out repetition over time, and using explanatory questions and analogies when struggling with concepts.
The document describes six different themes or personality types: Achiever, Focus, Strategic, Arranger, Communication. It provides a brief overview of each theme, highlighting the key characteristics and drives associated with that theme. The Achiever theme represents a constant need for achievement and feeling of dissatisfaction without daily accomplishments. The Focus theme involves setting clear goals and priorities to stay on track. The Strategic theme sees patterns where others see complexity and evaluates potential paths and strategies. The Arranger theme enjoys managing complex situations by finding the best configuration of variables. The Communication theme feels a need to bring ideas and events to life through storytelling, examples, and vivid descriptions.
The document discusses various techniques for quickly generating ideas, including brainstorming rules, divergent and convergent thinking, lateral thinking, brain showering, affinity diagrams, mind mapping, chair jousting, SCAMPER, asking children questions, sharing ideas, and taking breaks to enhance problem-solving. It emphasizes removing inhibitions, thinking outside the box, building on others' ideas, and having fun with the process.
The Contingency paradigm views the organization as a closed system that must adapt its internal structure and processes in response to environmental uncertainties, while the Resource Dependence paradigm sees the organization as open to and dependent on the external environment for critical resources, requiring the formation of interorganizational relationships to secure needed resources. Both paradigms recognize the importance of the environment in shaping organizational design and behavior, but differ in their focus on either internal adaptation or external resource procurement.
Cause And Effect Summary. Cause And Effect Essay SuJackie Taylor
1. The document discusses Amyotrophic Lateral Sclerosis (ALS), explaining that it is a disease where muscles become weak and break down due to hardened tissue developing in the spinal cord, affecting the motor neurons that control muscle movement.
2. It describes some of the risks for motor neurons, such as mishandled proteins, and notes that while there is no cure, the drug Riluzole is believed to slow progression by decreasing glutamate levels and neuron damage.
3. Treatments aim to address specific symptoms, such as speech therapy for speech problems, as ongoing efforts continue to find effective treatments for ALS.
In this drawing exercise, we’ll help you work out how you can design a better day. Don’t forget to share your drawings with us @NokiaatWork, or using #SmarterEveryday
PERSONAL CHAPTER TAKEAWAYS Action Plan – Tunnel Vision .docxherbertwilson5999
PERSONAL CHAPTER TAKEAWAYS
Action Plan – Tunnel Vision
Take a few minutes and complete this Action Plan about Tunnel Vision.
Tunnel Vision
Self-Handicap
What is the
Situation
Trigger Impact on Others What to Do/When
Changing your
mindsets
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Get beyond linear
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Learn to juggle
projects
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Think long-term. ___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
View situations
from different
perspectives
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Practice conceptual
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Engage in “what-if”
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Create a map of the
variables for a
project
and their
interactions
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Analyze group
influences on
your thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Choose a problem
to work on
when you have free
moments
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Better Prioritizing
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Deal with
procrastination
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Ignoring people
after you get your
way
___Expedient .
The document provides details for planning a digital graphic narrative project. It includes sections for considerations, costs, available resources, quantity, audience and target market, quality factors, codes of practice, regulation, copyright, ethical issues, and health and safety. The planning booklet is meant to help structure planning and collate documents for the project. Key details covered include imagining it as a real project considering costs, codes of practice, intended audience of kids aged 3-6, quality control, and preventing health and safety issues like eye strain or back pain.
This document discusses creativity in business and provides techniques for improving creativity. It begins with a quote from Charles Darwin about adapting to change. It then defines creativity as the ability to see things differently. The document notes that creativity is important for business survival due to changes in technology and competition. It identifies common mental blocks to creativity like focusing on being right or practical. The creative problem solving process is outlined as stating the problem, gathering information, restating the problem, generating alternatives, evaluating options, and implementing a solution. Brainstorming, mind mapping and other techniques are suggested. The document closes by emphasizing the importance of taking risks to be creative.
This document provides guidance on creating a reflection product to demonstrate the reflective process. It outlines the basic standards for a successful reflection, including illustrating a personal learning experience from the course through first-person writing or other media. It then walks through the reflective process of exploring a memorable experience, its significance, and lessons learned. Finally, it offers tips for planning, creating, revising, and finalizing the reflection product to convey the meaning and application of the learning experience. The overall process involves reflection on a course experience, analysis of its significance, and creation of a product to share lessons learned.
This is my presentation covering Dan Saffer's UX London day one presentation and the workshop from days two and three.
Originally presented at the London IA UX London Redux on August 12th, 2009.
How to turn an idea into bz opportunity finalChris Zobrist
The document provides a 4-step process for turning an idea into a real business opportunity:
1) Find the problem through brainstorming and identifying customer problems.
2) Create solutions to address the identified problems.
3) State hypotheses for the product, customers, and problems.
4) Test the hypotheses by speaking to potential customers and gathering feedback to determine if the identified problems and solutions are valid or if a pivot is needed. The key is getting out of the building to talk directly to customers rather than making assumptions.
4. Welcome!
Thank you once more for participating in this small “experiment”.
Goal of the experiment is to explore other ways of doing in our households, consuming less energy, but still enjoying doing
them. Can we lock out of our routines and practices? Can we invent new ways of doing? Can we learn by experimenting with our
consumption and can we share the knowledge we gain?
For the purposes of this experiment, you received an energy meter that is going to give you real time feedback on the total
your lifestyle, Act and React on feedback,
electricity you consume. The energy meter is just a tool for you to re-examine
rediscover ways of doing.
and
There is no right or wrong! I want you to try to experiment with your consumption, be creative and imaginative and
enjoy this small “experiment”. Your input is very valuable for me, as I want to come up with ideas and concepts together with you!
So, the more notes, thoughts, ideas and frustrations you put in this workbook, the richer the process and the outcome.But also for you, it’s
a great opportunity, to take a break, and reconsider your doings together with other people. Inspire others and get inspired from
redesign your daily life. Don’t leave it to chance!
others to
Enjoy & Have Fun!
Loucas
loucaspapa@gmail.com
0651410299
5. Planning
The experiment will last 3 weeks. In the first week, we will install the Wattcher. With the help of the energy meter, try to get to know your
house and its appliances better. Think of doings you would like to improve in the next two weeks. Please don’t start your experiments during
the first week, as we want to get reference data for the current consumption to see if we can improve it. During this week, you can focus on the
workbook and its exercises. It would be a good idea to place the workbook next to your Wattcher, so that you don’t foget to fill it in.
document your findings, your
Second and third week: You can finally start reacting! Experiment in any way you want, but don’t forget to
surprises and frustrations.
Once the experiment is over, we will meet for a last time for a workshop to talk about your experience and generate ideas and concepts
for possible solutions to save energy in the house .
Install energy meter, get reference measurements, plan 3 experiments Experiment with energy meter, reinvent 3 doings, document on workbook
Day 1: Day 8: Day 15: Day 21:
Kick off! Start Experimenting! Continue with experiments The End!
Introduction& Brainstorming Reflect on the experiment
and conceptualize
6. For the purposes of this experiment you received a wattcher.
The wattcher is an energy meter that shows your current consumption, your daily consumption and your targeted consumption (%). For more
details about how the wattcher works, information and tips you can check the manual of the wattcher in the box, or just visit the www.wattcher.nl .
Plug in your wattcher, but please for the first week don’t start experimenting and saving energy, as we want to see what your average
level of consumption is, and then see how we can improve it in the following 2 weeks.
The wattcher keeps the data for the last 7 days. So, after the first week, note down your average consumption, and set your
target consumption in wattcher for next week. For instance, if your average consumption during the first week was 10kWh per dag, and you want
to minimize it in 9kWh per dag, then Wattcher will show in its display your daily consumption as percentage from your targeted consumption. In
this case 90%.
Be aware that the wattcher you have is a prototype, and not the final product. Hence, there might be some malfunctions.
In case you have any problems, please don’t hesitate to contact with me at: loucaspapa@gmail.com or at 0651410299.
7. get to know your energy! Week # 1, Tuesday 12/5/09
Audit your house! Play with your Wattcher, switch on/off and plug in/out your appliances and get feedback on the energy you consume.
How did it go?
I was surprised...
I didn’t know that
I got frustrated with...
8. reflect! Week # 1, Thursday 14/5/09
In the brainstorming we had, we referred on “doings”. Try to think in terms of actions. For instance: washing, drying, cooking, lighting, drinking,
freezing...etc. and think of 3 doings you would like to improve now that you have also the feedback from the wattcher:
why?
why?
why?
What do your “doings” involve? Try to analyze the ones you’re thinking to change:
for instance:
washing machine
....
washing washing powdrer
times I wash
temperature
9. Week # 1, weekend 16-17/5/09
Congratulations!
You are ready to start with your experiment from tuesday on!
Find a nice title for your little project, and draw it on the cover of the
workbook.
It’s your project now!
10. check, compare and plan! Week # 2, Tuesday 19/5/09
Check your average, daily energy consumption and note it down
Go to your neighbor, and compare it with his/hers
Discuss about the differences. What do you notice?
me
my neighbor:............................
Set your goals of how much energy (%) you want to save during next week and set it in your wattcher.
Make a rough planning of how you want to achieve it.
11. how is it going...? Week # 2, Wednesday 20/5/09
Use some of the stickers to tell about your experience so far...Any challenges, frustrations, rewards, problems?
What do you think of me? How does it
feel like to live with an energy meter
in the house?
o o
(------)
12. what have you changed... Week # 2, Friday 22/5/09
compared to what you were doing before the experiment?
Before Now
How do you feel with changing your habits (use the stickers if you want)?
13. Week # 2, Sunday 24/5/09
Write, draw, sketch, collage what you learnt last week. Share and discuss it with your neighbors.
What I lea rn t las t we ek ...
14. comfort...? Week # 3, Tuesday 26/5/09
Sometimes in order to change, and improve some things in our lives, we have to step out of our comfort zone...
Set challenging goals for this week, and go for extreme energy reductions.
During this week, note down on the bar, the things that you changed and the level of comfort/discomfort they caused you
discomfo
rt
ort
comf
15. neighbors Week # 3, Friday 29/5/09
During these 3 weeks you had the chance to interact with your neighbors and discuss on your energy consumption.
Use the stickers and explain how did it go...
I’m a little bit insecure...Is the information
from the energy meter enough? Would you
prefere something different?...
o o
(------)
16. Week # 3, Sunday 31/5/09
Write, draw, sketch, collage what you learnt last week. Share and discuss it with your neighbors.
What I lea rn t las t we ek ...
17. congratulations! Week # 3, Monday 1/6/09
You are a graduate of Act Re.Act!
The experiment is over...Mark your progress on the bar, and comment
and beyond...
start
your goals
How was it?
Act ct!
Re.a
Do you plan to continue? How?
18. The end...
Here is some place for you to make any last comments, remarks, reflections and recommendations before our following session...
19. thank you!!!
Thank you very much for your participation and the time you invested on this experiment. I hope Act Re.Act! was worthwhile for you as it is for
me. Hopefully, you got new insights and ideas that you can use to continue rediscovering your lifestyle and improving your energy consumption.
See you at our last lession,
Loucas