The document summarizes a thesis project that explored ways to facilitate communication between individual designers and design teams. It discusses using design tools and techniques like bubble stickers and blogging to help students transition between individual and collaborative work. It also addresses how to structure empathic experiences and use sympathy tools to engage students and encourage team dialogue. The conclusion discusses adapting generic design tools to specific contexts and how different tools can be used to share opinions or make user needs explicit when designing as a team.
Enterprise Search Research Article: A Case Study of How User Interface Sketch...Findwise
In stakeholder meetings during an interaction design project, prototypes are commonly used for creating shared representations of design ideas. It can, however, be difficult for designers and meeting facilitators to know which prototyping technique to use. In this case study we compare user interface sketches, scenarios, and computer prototypes, and analyse video material from six stakeholder meetings. The scenario did not facilitate a focus on aesthetic or ethical perspectives, nor did it facilitate operational or perceptual issues. The prototype did not facilitate discussions on the overarching concept of the design, to the same extent as the sketches did, but it did facilitate operational issues. The sketches gave the broadest discussion. The groups also approached the design differently; for example, the system developers constantly returned to a constructional perspective. This means that the choice of prototyping technique should be made based on the composition of the group and the desired focus of the meeting.
"A Personal Design Philosophy". Paper for the I604 course "Design Theory" with Erik Stolterman. The presentation can be seen at http://www.slideshare.net/Tzek/my-design-philosophy.
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Enterprise Search Research Article: A Case Study of How User Interface Sketch...Findwise
In stakeholder meetings during an interaction design project, prototypes are commonly used for creating shared representations of design ideas. It can, however, be difficult for designers and meeting facilitators to know which prototyping technique to use. In this case study we compare user interface sketches, scenarios, and computer prototypes, and analyse video material from six stakeholder meetings. The scenario did not facilitate a focus on aesthetic or ethical perspectives, nor did it facilitate operational or perceptual issues. The prototype did not facilitate discussions on the overarching concept of the design, to the same extent as the sketches did, but it did facilitate operational issues. The sketches gave the broadest discussion. The groups also approached the design differently; for example, the system developers constantly returned to a constructional perspective. This means that the choice of prototyping technique should be made based on the composition of the group and the desired focus of the meeting.
"A Personal Design Philosophy". Paper for the I604 course "Design Theory" with Erik Stolterman. The presentation can be seen at http://www.slideshare.net/Tzek/my-design-philosophy.
Presentation for the course "Design Theory" about a personal design philosophy. Prof. Erik Stolterman. By Omar Sosa Tzec. PhD in Informatics. School of Informatics and Computing. Indiana University Bloomington. Fall 2012.
Digital Storytelling: Using Technology in the Classroom that is Context-embed...Fred Mindlin
Digital storytelling refers to short (three to five minute) first-person narratives, voiced by the author, and illustrated primarily with still images. The filmic quality of the final product depends largely on software manipulations, especially the “Ken Burns” effect.
What excites me about the form is its use as a tool for writing instruction. It resonates with my approach as a “writer’s workshop” elementary school teacher, where reading one’s work aloud to a circle of peers is an essential part of the pro- cess of writing. Negotiating the content of digital story scripts in a group situation gives authenticity to the editing process.
Most importantly, reading a script aloud gives weight and meaning to the word “voice” that no amount of instruction about “finding one’s voice as a writer” ever can. When students begin to feel the power they have, using their writing to give literal voice to their unique points of view, and then get credit as the writer/ director/producer/editor of a short film, it’s not just an “elevation” of self-esteem but a real trans- formation, from a fixed mindset—I can’t write—to a growth mindset— I made a movie!
Having students take responsibility for different roles in the process both helps in articulating the steps along the way and fosters a sense of ownership in the process. It is those feelings of empowerment and pride that I see blossoming in my students that continue to build my enthusiasm for digital storytelling.
Peter Dalsgaard: Designing Engaging Interactive EnvironmentsPeter Dalsgaard
Slides from Peter Dalsgaard's PhD defense: Designing Engaging Interactive Environments.
The defense took place on June 25th 2009.
For more information, please visit http://www.peterdalsgaard.com
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Ann marie Shillito is a jeweller and was one of the applied artists participating in Applied Arts Scotland's Distance Project, exploring the potential of Virtual Reality for their practice. Ann Marie focused on the practicalities of designing jewellery and getting the models 3D printed. This presentation is about using a maker' tacit knowledge to design in Virtual Reality on that journey.
Digital Storytelling: Using Technology in the Classroom that is Context-embed...Fred Mindlin
Digital storytelling refers to short (three to five minute) first-person narratives, voiced by the author, and illustrated primarily with still images. The filmic quality of the final product depends largely on software manipulations, especially the “Ken Burns” effect.
What excites me about the form is its use as a tool for writing instruction. It resonates with my approach as a “writer’s workshop” elementary school teacher, where reading one’s work aloud to a circle of peers is an essential part of the pro- cess of writing. Negotiating the content of digital story scripts in a group situation gives authenticity to the editing process.
Most importantly, reading a script aloud gives weight and meaning to the word “voice” that no amount of instruction about “finding one’s voice as a writer” ever can. When students begin to feel the power they have, using their writing to give literal voice to their unique points of view, and then get credit as the writer/ director/producer/editor of a short film, it’s not just an “elevation” of self-esteem but a real trans- formation, from a fixed mindset—I can’t write—to a growth mindset— I made a movie!
Having students take responsibility for different roles in the process both helps in articulating the steps along the way and fosters a sense of ownership in the process. It is those feelings of empowerment and pride that I see blossoming in my students that continue to build my enthusiasm for digital storytelling.
Peter Dalsgaard: Designing Engaging Interactive EnvironmentsPeter Dalsgaard
Slides from Peter Dalsgaard's PhD defense: Designing Engaging Interactive Environments.
The defense took place on June 25th 2009.
For more information, please visit http://www.peterdalsgaard.com
DISTANCE Project: Using your maker's tacit knowledge to design in Virtual Rea...Ann Marie Shillito, FRSA
Ann marie Shillito is a jeweller and was one of the applied artists participating in Applied Arts Scotland's Distance Project, exploring the potential of Virtual Reality for their practice. Ann Marie focused on the practicalities of designing jewellery and getting the models 3D printed. This presentation is about using a maker' tacit knowledge to design in Virtual Reality on that journey.
Dream Factory is a project of children from 6 to 14 years old on personal development. During a period of 4 months children meet and participate in different kind of activities which aims to increase their self awareness, sensitivity about other people, creativity. During the project they will discover their strengths and positive qualities, they will learn to learn form their mistakes, they will get more self esteem and confidence in themselves. The project is designed to inspire them to Dream BIG and follow their hart.
There were several things we had to present with this slide deck: (1) the process of "design thinking" according to "Glimmer" by Warren Berger and Bruce Mau; (2) what ArtEZ Institute of Arts is like in terms of their education program and what kind of students come out of their programs; (3) and the comparison between ArtEZ and our program, School of Interactive Arts + Technology at Simon Fraser University in relation to the "Glimmer" reading.
Presentation by: Lia Estrellado, Kevin Lam, Arslan Lee, Michelle Lee, Marissa McMillan, Gracelle Mesina
(2012)
Guest lecture to first year Bachelor of IT students at Queensland University of Technology in unit INB103 Industry insights, 8 March 2013.
Please note: due to the introductory nature of this lecture to the concept many of the resources have been adapted from the Stanford D School cc licensed resources.
#anzmlearn Learner Experience Design: Employing empathy to deliver experienceJoyce Seitzinger
Keynote at the ANZMlearn Symposium, 24 November 2015 at Swinburne University. Key question: How can we use experience design techniques focused on empathy for the learner, in our educational designs?
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Deliverable final thesis presentation prem chandran
1. SCAFFOLDING
INTERACTION DESIGN
FOR
YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
MASTERS IN INTERACTION DESIGN
Malmö University, Sweden
Thesis Project (August 2011)
2. For today I will…
• My project motivation
• Problem Formulation
• Two Stages (individual and group)
• Design process
• My roles in the design process
• Experiments
• With my team of students
• Observations
• Design outcomes
• Thesis conclusions
• Future work
• Something to think about….
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
3. My project motivation
Different Design methods unfold different outcomes
DESIGN & TECHNOLOGY INTERACTION DESIGN
-physical form and function -space and time
-tactile, tangible -experience
-solo designer -design teams
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
4. PROBLEM FORMULATION
STAGE 1
(from knowing)
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
5. PROBLEM FORMULATION
STAGE 1
(from knowing)
STAGE 2
(to doing)
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
6. DESIGN PROCESS
EMPHATISE IDEATE
EMPHATISE IDEATE
DEFINE
DEFINE PROTOTYPE
PROTOTYPE
TEST
TEST
DESIGN TEAM
HOW DO I FACILITATE TRANSITIONS IN MODES WITH DESIGN MATERIALS?
Flow in design mode thinking
7. MY ROLE IN
STAGING INTERACTION DESIGN
STUDENT TEAM
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
8. Experiments with my team of students
Team Dynamics in Design Process-
(based on Tuckman Model-1965)
HOW DO I SCAFFOLD FOR
THEM TO DESIGN AS A TEAM?
Moving from individuals in a group
To designing as a collaborative team.
9. Tool & Techniques
used for creating team dialogue
WHAT IS HE SAYING? WHAT IS HE
EMOTION THINKING ?
I wonder whats
I wish I didn’t have to carry such a
the fastest way for
LOST, SCARED heavy bag
me to get to
class ?
Bubble stickers to start the
design process in establishing
design space (constraints)
Online blogging as a technique
to evoke empathy for persona and
encourage team dialogue
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
10. Video of the Design Process
http://vimeo.com/27962779
Video of the Design Outcome (Scenario)
http://vimeo.com/27735324
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
11. THESIS CONCLUSION
(knowledge contribution)
Interaction Design tools
GENERIC
Tools/Techniques
•Adapted to the SPECIFIC
Design context Tools / Techniques
• Context Specific
eg • Insightful for surfacing user needs
User Interviews
Personas,
Cultural Probes, Sympathy Tools Empathy Tools
Scenarios, Designed for Designed to
Participatory Design Team to Share opinions ‘Experience’ design situation
to establish the design e.g Blogging to make explicit
space needs of users
e.g Bubble stickers
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
12. THESIS CONCLUSION
(knowledge contribution about various roles
HOW TO STAGE How to engage
EMPHATIC students with
EXPERIENCES for the SYMPATHY TOOLS
students to relate to for Design Dialogue
the design context between team-
members
STUDENT TEAM
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
13. Video of the Design Process
http://vimeo.com/27962779
Video of the Design Outcome (Scenario)
http://vimeo.com/27735324
MASTERS IN INTERACTION DESIGN SCAFFOLDING INTERACTION DESIGN
Malmö University, Sweden FOR YOUNG DESIGNERS
WAYS OF BRIDGING COMMUNICATION
Thesis Project (August 2011) BETWEEN THE INDIVIDUAL AND THE TEAM
IN COLLABORATIVE DESIGN
Editor's Notes
For my experiments with my team of students, I took them through several workshops to try and unravel the design space in a meaning way for them. It started with them conducting user interviews and blogging their expereinces living through the experiences of an online persona via facebook and then bodystorming with navigation devices to finally arrive at a concept that was tested with users within the school. The most insightful experiments was online persona blogging and bodystorming using navigation devices that led to the idea of the QR interactive aspect in the map that could be used with a mobile device.
Here I highlight 2 important tools meaningful to the design process, the bubble stickers and online blogging. Both techniques were useful in giving the individual designers in the team a voice for an opinion they could share with others in the team. This was useful in surfacing the design constraints and user needs that could not be evoked by simply brainstorming.
Now I’m going to show you the videos created by the students to explain the design process that they took and a scenario of use of the design outcome
To summarise my findings from my thesis, I conclude it with my understanding of the qualities I’ve observed in the design tools we use in interaction design. There are generic tools and techniques which can be adapted to the design context. Then there are tools which are more meaningful and insightful which actually engages team members in a more meaningful and insightful form of design to surface user needs to the designers. These tools are context specific and operate in 2 varieties, Sympathy tools which help establish the design space such as the bubble stickers. Empathy tools which put designers in the shoes of the users they are designing for.
Now I’m going to show you the videos created by the students to explain the design process that they took and a scenario of use of the design outcome