The document describes a study that used a culture-inspired approach to gain insights for designing more sustainable bathing practices. The study involved collecting information about bathing practices in the Netherlands, India, and Japan. This information was then used in creative workshops with designers to generate insights and ideas for reducing water usage. The study found that looking at different cultural practices provided a wider variety of styles and actions to consider, which encouraged designers to think beyond their own conventions. Considering different cultures also led to ideas involving radical innovations for sustainability. The challenges and directions for improving the culture-inspired approach are discussed.
Feedforward Workshop with the University of IllinoisAmber
I had the opportunity to present my dissertation research to a graduate design course at University of Illinois. I returned the following week to facilitate a workshop in which students applied feedforward to an issue related to health or sustainability.
Before the workshop, students identified an issue — students explored a range of topics from smoking to overconsumption to plastic water bottle usage to sedentary work life.
With the issue in mind, the students created personas and journey maps that recount a day in the life of the persona. The persona enables the students to strategize with a specific person in mind, while the journey map enables students to identify leverage points for design.
In the workshop, I discussed the four atmospheres of impact: things, behaviors, beliefs, and culture. The students then used a matrix format to identify current cues within each atmosphere to consider for the design. From the identified cues, students brainstormed potential feedforward cues that would encourage, or emphasize, a more desired outcome.
As students shared their ideas, we discussed the difference between designing for reflective learning versus emotive learning.
After completing the matrix, students revisited the journey map to identify moments throughout the persona's day when feedforward would be encountered.
To package and further refine the ideas generated during the workshop, students wrote a short proposal in which they described the issue, introduced the persona, told a story about one encounter with feedforward, and explained what the design teaches the persona on an emotive level.
I'm happy to share more information. Please contact me if you would like to learn more.
The document discusses key systems and terminology related to cultural analysis from an anthropological perspective. It describes 7 cultural systems: kinship, educational, economic, political, religious, association, and health. It also outlines 6 key cultural terminology concepts: patterns and themes, explicit and implicit culture, micro- and subcultures, universals and diversity, rational/irrational/nonrational behavior, and tradition. Throughout, it provides examples to illustrate each system and concept. In closing, it briefly discusses the cultural bias of omitting the 13th floor in some Western elevators due to superstition around the number 13.
The document summarizes notes from the Computers in Libraries 2012 conference. It discusses keynotes on creating innovative libraries and strategic planning goals. Notes cover trends in library services like meeting users wherever they are, enriching campus programs, and ensuring equitable access to knowledge. The conference reinforced ideas like using technology initiatives, capturing ideas, and providing opportunities for users to create content.
Changemaker learning programs towards SustainabilityGlocalminds
Presentación de la investigación "An Exploratory Journey into Sustainability Changemakers learning programs" desarrollada para el MSLS 2010, adaptada para ser presentada en ICEL 2011, congreso internacional de aprendizaje experiencial en Santiago, Chile, enero 2011.
This document summarizes a study that aims to reduce energy consumption in university buildings through creative engagement with building users. The study will create a "Living Lab" to involve building occupants in focus groups and test a web/mobile application called Greenview that provides energy consumption feedback. The goals are to understand how to change behaviors related to energy use in workplaces and develop an effective model for engagement and reduction strategies in non-domestic buildings.
This report outlines the design and results of the HomeLabs research project on sustainable household water use. Part of the Irish, EPA-funded CONSENSUS research project (www.consensus.ie), HomeLabs used ethnographic methods to evaluate novel social and technical interventions for sustainable water use in the home. Working with commercial, NGO and public sector stakeholders, I managed our water research that focused on solutions for more sustainable personal washing practices. The study showed that integrated supports including tools to enhance real-time visibility of water consumption, methods to build understanding of water provision, and novel washing products could shift current washing behaviours to enable substantial water reduction. Policy, education and commercial recommendations are made as a result.
This document summarizes a 10-day permaculture design course taking place in July 2010 at the Ecovillage of Sieben Linden in Germany. The course will provide an introduction to permaculture principles and techniques for sustainable settlement design. Participants will learn practical skills in group projects and exchange experiences in a multicultural environment. The course is eligible for full funding through an EU program and costs 1,155 Euro, covering instruction, accommodations, and organic vegetarian meals at the ecovillage, which will serve as a living example of permaculture principles.
Presented by Chris Higgins at the Co-Design Workshop, Machynlleth, 16 October 2014. Half-way through a 4-year project to enable "citizen scientists" to use smartphones to upload crucial scientific data, this presentation shows the current state of progress on the COBWEB project.
Feedforward Workshop with the University of IllinoisAmber
I had the opportunity to present my dissertation research to a graduate design course at University of Illinois. I returned the following week to facilitate a workshop in which students applied feedforward to an issue related to health or sustainability.
Before the workshop, students identified an issue — students explored a range of topics from smoking to overconsumption to plastic water bottle usage to sedentary work life.
With the issue in mind, the students created personas and journey maps that recount a day in the life of the persona. The persona enables the students to strategize with a specific person in mind, while the journey map enables students to identify leverage points for design.
In the workshop, I discussed the four atmospheres of impact: things, behaviors, beliefs, and culture. The students then used a matrix format to identify current cues within each atmosphere to consider for the design. From the identified cues, students brainstormed potential feedforward cues that would encourage, or emphasize, a more desired outcome.
As students shared their ideas, we discussed the difference between designing for reflective learning versus emotive learning.
After completing the matrix, students revisited the journey map to identify moments throughout the persona's day when feedforward would be encountered.
To package and further refine the ideas generated during the workshop, students wrote a short proposal in which they described the issue, introduced the persona, told a story about one encounter with feedforward, and explained what the design teaches the persona on an emotive level.
I'm happy to share more information. Please contact me if you would like to learn more.
The document discusses key systems and terminology related to cultural analysis from an anthropological perspective. It describes 7 cultural systems: kinship, educational, economic, political, religious, association, and health. It also outlines 6 key cultural terminology concepts: patterns and themes, explicit and implicit culture, micro- and subcultures, universals and diversity, rational/irrational/nonrational behavior, and tradition. Throughout, it provides examples to illustrate each system and concept. In closing, it briefly discusses the cultural bias of omitting the 13th floor in some Western elevators due to superstition around the number 13.
The document summarizes notes from the Computers in Libraries 2012 conference. It discusses keynotes on creating innovative libraries and strategic planning goals. Notes cover trends in library services like meeting users wherever they are, enriching campus programs, and ensuring equitable access to knowledge. The conference reinforced ideas like using technology initiatives, capturing ideas, and providing opportunities for users to create content.
Changemaker learning programs towards SustainabilityGlocalminds
Presentación de la investigación "An Exploratory Journey into Sustainability Changemakers learning programs" desarrollada para el MSLS 2010, adaptada para ser presentada en ICEL 2011, congreso internacional de aprendizaje experiencial en Santiago, Chile, enero 2011.
This document summarizes a study that aims to reduce energy consumption in university buildings through creative engagement with building users. The study will create a "Living Lab" to involve building occupants in focus groups and test a web/mobile application called Greenview that provides energy consumption feedback. The goals are to understand how to change behaviors related to energy use in workplaces and develop an effective model for engagement and reduction strategies in non-domestic buildings.
This report outlines the design and results of the HomeLabs research project on sustainable household water use. Part of the Irish, EPA-funded CONSENSUS research project (www.consensus.ie), HomeLabs used ethnographic methods to evaluate novel social and technical interventions for sustainable water use in the home. Working with commercial, NGO and public sector stakeholders, I managed our water research that focused on solutions for more sustainable personal washing practices. The study showed that integrated supports including tools to enhance real-time visibility of water consumption, methods to build understanding of water provision, and novel washing products could shift current washing behaviours to enable substantial water reduction. Policy, education and commercial recommendations are made as a result.
This document summarizes a 10-day permaculture design course taking place in July 2010 at the Ecovillage of Sieben Linden in Germany. The course will provide an introduction to permaculture principles and techniques for sustainable settlement design. Participants will learn practical skills in group projects and exchange experiences in a multicultural environment. The course is eligible for full funding through an EU program and costs 1,155 Euro, covering instruction, accommodations, and organic vegetarian meals at the ecovillage, which will serve as a living example of permaculture principles.
Presented by Chris Higgins at the Co-Design Workshop, Machynlleth, 16 October 2014. Half-way through a 4-year project to enable "citizen scientists" to use smartphones to upload crucial scientific data, this presentation shows the current state of progress on the COBWEB project.
This document discusses online qualitative research methods and the potential of using social media platforms and online activities. It argues that online research allows researchers to immerse themselves in the context of participants' lives through a variety of active and passive approaches, including asking questions, assigning tasks, listening, and observing. A combination of different activity types over an extended period of time can provide rich contextual data and behavioral insights in a cost-effective manner. The document provides examples of customized online research designs using diaries, photos, videos, and discussions to understand topics like digital lifestyles, product usage, and new product launches.
Methodological Invention and the Study of Everyday Energy Practices in Famili...energybiographies
UEA, Qualitative Research Symposium, 27th March 2017; Diversity in modern families and households: Challenges and opportunities for qualitative research
This brief deck shares our process in applying user-centered design principles and processes to drive innovation in emerging markets. We engage with users and beneficiaries in their contexts to understand drivers behind behaviors and perceptions, then convert the insights gleaned from such encounters to action plans for products and services.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
The Inmédiats LivingLab team has been gathering their experience, inspiration and thoughts on a small handbook synthetizing their view of what a LivingLab within a Science Center could be.
CC BY NC SA
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Bruno Dosseur (Relais d'Sciences) & Thomas Amouroux (Inmédiats)
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The NABC method is a tool for developing, assessing, and presenting ideas in a concise and compelling way. It involves analyzing the Need, Approach, Benefit, and Competition of an idea. During development, techniques like "water holes" and Edward de Bono's "thinking hats" can be used to get feedback and develop the idea from different perspectives. Once developed, the idea is pitched in 8 minutes or less, following guidelines to grab attention, explain the need and approach, highlight benefits, and consider competition. Feedback is then received to further refine the idea.
This document describes a simulation called "Ecotonos" that is used to engage participants in multicultural problem solving. The objectives are to understand how culture impacts decision making, experience the emotions involved in multicultural collaboration, and develop strategies for effective cross-cultural problem solving. The simulation involves dividing participants into cultural groups who must solve a problem related to designing a community space while following cultural rules. Participants then debrief their experiences in mono-cultural and multicultural settings. The goal is to gain skills in negotiating across cultural differences and incorporating multiple perspectives.
Co-creating in practice: results and challanges | Mulder & StappersHuman Centered ICT
Mulder, I. & Stappers, P.J. Co-creating in practice: results and challenges. Presented at the 15th International Conference on Concurrent Enterprising: ICE 2009, Leiden, The Netherlands, 22 – 24 June 2009.
This document describes an intensive course on design for international cooperation and development. The course is a collaboration between universities in Italy and Belgium, and aims to provide students opportunities to learn about cooperation tools from international experts, and benefit from a European university network. The course will involve lectures, design laboratories, and a project validation phase carried out in a third country with a multidisciplinary team. Topics will include food security, empowering human abilities, and sustainable local production chains.
This document describes an intensive course on design for international cooperation and development. The course is a collaboration between universities in Italy and Belgium, and aims to provide students opportunities to learn about cooperation tools from international experts, and benefit from a European university network. The course will involve lectures, design laboratories, and a project validation phase carried out in a third country with a multidisciplinary team. Topics will include food security, empowering human abilities, and sustainable local production chains.
This document describes an intensive course on design for international cooperation and development. The course is a collaboration between universities in Italy and Belgium, and aims to provide students opportunities to learn about cooperation tools from international experts, and benefit from a European university network. The course will involve lectures, design laboratories, and a project validation phase carried out in a third country, focusing on themes like food security and empowering human abilities.
Universal Design (UD) refers to broad-spectrum ideas meant to produce buildings, products, and environments that are inherently accessible to both people with and without disabilities. The process of UD involves identifying the application, defining the diverse user population, involving consumers in all phases of development and evaluation, adopting inclusive guidelines and standards, applying those standards, planning for accommodations, providing training and support, and evaluating effectiveness. UD can be implemented in education by using hands-on activities instead of just reading to engage diverse learners and help them better understand course material.
Universal Design (UD) refers to broad-spectrum ideas meant to produce buildings, products, and environments that are inherently accessible to both people with and without disabilities. The process of UD involves identifying the application, defining the diverse user population, involving consumers in all phases of development and evaluation, adopting inclusive guidelines and standards, applying those standards, planning for accommodations, providing training and support, and evaluating effectiveness. UD principles can be implemented in education through hands-on learning activities instead of solely relying on textbook readings to help all students better understand course material.
An overview of the Origin of Spaces EU project which is bringing together great CoWorking projects; in Bilbao ZAWP, Bordeaux Projet Darwin, Lewisham Capture Arts, Lisbon LX Factory and Pula (Croatia) ROJCnet.In order to better understand our individual successes and share our practice with others.
This document provides an introduction to project-based global learning. It discusses how global competence can be developed through project-based learning and connecting classrooms globally. The presenters aim to provide ideas and examples of global projects and how they promote global awareness, competence, and solving real-world problems. Key aspects of global competence like investigating other perspectives and taking action are examined. Resources for global learning are shared.
From industry to academia: user-centred design driving library service innova...LIBER Europe
From industry to academia: user-centred design driving library service innovation at Cambridge University Library. The library has adopted techniques from industry like user-centered design to better understand student and faculty needs. Research methods like diary studies, interviews and observations have provided insights into user behaviors. Personas, journey maps and an experience map were created. The Futurelib program rapidly prototypes new services, with Spacefinder - a tool finding study spaces on campus - being an example. It has been successful, with nearly 13,000 sessions in 8 months. Overall findings show user experiences are complex, small changes can have big impacts, and moving quickly helps deliver benefits to users.
This document discusses online qualitative research methods and the potential of using social media platforms and online activities. It argues that online research allows researchers to immerse themselves in the context of participants' lives through a variety of active and passive approaches, including asking questions, assigning tasks, listening, and observing. A combination of different activity types over an extended period of time can provide rich contextual data and behavioral insights in a cost-effective manner. The document provides examples of customized online research designs using diaries, photos, videos, and discussions to understand topics like digital lifestyles, product usage, and new product launches.
Methodological Invention and the Study of Everyday Energy Practices in Famili...energybiographies
UEA, Qualitative Research Symposium, 27th March 2017; Diversity in modern families and households: Challenges and opportunities for qualitative research
This brief deck shares our process in applying user-centered design principles and processes to drive innovation in emerging markets. We engage with users and beneficiaries in their contexts to understand drivers behind behaviors and perceptions, then convert the insights gleaned from such encounters to action plans for products and services.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
The Inmédiats LivingLab team has been gathering their experience, inspiration and thoughts on a small handbook synthetizing their view of what a LivingLab within a Science Center could be.
CC BY NC SA
François Millet (Relais d'Sciences), Malvina Artheau & Richard Fuentes (Science Animation), Laurence Battais (Carrefour Numérique/Universcience), Ludovic Maggionni (La Casemate), Didier Laval (Cap Science).
Bruno Dosseur (Relais d'Sciences) & Thomas Amouroux (Inmédiats)
This document discusses Living Labs, which are open innovation environments where users help create new services, products, and infrastructure. It describes Living Labs run by Inmediats, science centers in France. The Inmediats Living Labs follow a user-sponsored model where users co-design and provide input into research projects. They engage users, researchers, businesses, artists, and local authorities. Projects go through different stages - design, prototyping, and development - with increasing participation at each stage. The goal is to encourage an innovation culture and strengthen links between citizens and research.
Quicksand - Strategy and Innovation Through Human Centred DesignQuicksandDesignStudio
An introductory deck that outlines Quicksand's (quicksand.co.in) human-centered design process and approach using actual projects to illustrate the value we add to clients looking to innovate in India, the Global South and beyond!
The NABC method is a tool for developing, assessing, and presenting ideas in a concise and compelling way. It involves analyzing the Need, Approach, Benefit, and Competition of an idea. During development, techniques like "water holes" and Edward de Bono's "thinking hats" can be used to get feedback and develop the idea from different perspectives. Once developed, the idea is pitched in 8 minutes or less, following guidelines to grab attention, explain the need and approach, highlight benefits, and consider competition. Feedback is then received to further refine the idea.
This document describes a simulation called "Ecotonos" that is used to engage participants in multicultural problem solving. The objectives are to understand how culture impacts decision making, experience the emotions involved in multicultural collaboration, and develop strategies for effective cross-cultural problem solving. The simulation involves dividing participants into cultural groups who must solve a problem related to designing a community space while following cultural rules. Participants then debrief their experiences in mono-cultural and multicultural settings. The goal is to gain skills in negotiating across cultural differences and incorporating multiple perspectives.
Co-creating in practice: results and challanges | Mulder & StappersHuman Centered ICT
Mulder, I. & Stappers, P.J. Co-creating in practice: results and challenges. Presented at the 15th International Conference on Concurrent Enterprising: ICE 2009, Leiden, The Netherlands, 22 – 24 June 2009.
This document describes an intensive course on design for international cooperation and development. The course is a collaboration between universities in Italy and Belgium, and aims to provide students opportunities to learn about cooperation tools from international experts, and benefit from a European university network. The course will involve lectures, design laboratories, and a project validation phase carried out in a third country with a multidisciplinary team. Topics will include food security, empowering human abilities, and sustainable local production chains.
This document describes an intensive course on design for international cooperation and development. The course is a collaboration between universities in Italy and Belgium, and aims to provide students opportunities to learn about cooperation tools from international experts, and benefit from a European university network. The course will involve lectures, design laboratories, and a project validation phase carried out in a third country with a multidisciplinary team. Topics will include food security, empowering human abilities, and sustainable local production chains.
This document describes an intensive course on design for international cooperation and development. The course is a collaboration between universities in Italy and Belgium, and aims to provide students opportunities to learn about cooperation tools from international experts, and benefit from a European university network. The course will involve lectures, design laboratories, and a project validation phase carried out in a third country, focusing on themes like food security and empowering human abilities.
Universal Design (UD) refers to broad-spectrum ideas meant to produce buildings, products, and environments that are inherently accessible to both people with and without disabilities. The process of UD involves identifying the application, defining the diverse user population, involving consumers in all phases of development and evaluation, adopting inclusive guidelines and standards, applying those standards, planning for accommodations, providing training and support, and evaluating effectiveness. UD can be implemented in education by using hands-on activities instead of just reading to engage diverse learners and help them better understand course material.
Universal Design (UD) refers to broad-spectrum ideas meant to produce buildings, products, and environments that are inherently accessible to both people with and without disabilities. The process of UD involves identifying the application, defining the diverse user population, involving consumers in all phases of development and evaluation, adopting inclusive guidelines and standards, applying those standards, planning for accommodations, providing training and support, and evaluating effectiveness. UD principles can be implemented in education through hands-on learning activities instead of solely relying on textbook readings to help all students better understand course material.
An overview of the Origin of Spaces EU project which is bringing together great CoWorking projects; in Bilbao ZAWP, Bordeaux Projet Darwin, Lewisham Capture Arts, Lisbon LX Factory and Pula (Croatia) ROJCnet.In order to better understand our individual successes and share our practice with others.
This document provides an introduction to project-based global learning. It discusses how global competence can be developed through project-based learning and connecting classrooms globally. The presenters aim to provide ideas and examples of global projects and how they promote global awareness, competence, and solving real-world problems. Key aspects of global competence like investigating other perspectives and taking action are examined. Resources for global learning are shared.
From industry to academia: user-centred design driving library service innova...LIBER Europe
From industry to academia: user-centred design driving library service innovation at Cambridge University Library. The library has adopted techniques from industry like user-centered design to better understand student and faculty needs. Research methods like diary studies, interviews and observations have provided insights into user behaviors. Personas, journey maps and an experience map were created. The Futurelib program rapidly prototypes new services, with Spacefinder - a tool finding study spaces on campus - being an example. It has been successful, with nearly 13,000 sessions in 8 months. Overall findings show user experiences are complex, small changes can have big impacts, and moving quickly helps deliver benefits to users.
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Culture-Inspired approach for designing sustainable practice
1. A Culture-Inspired Approach
to Gaining Insights for
Designing Sustainable Practice
A study of sustainable bathing practice for the Living Lab project
Noriko Matsuhashi (Sudo) 1
2. Contents
1. Background
2. Research questions and approach
3. Research phase 1
4. Research phase 2
5. Conclusions Key words:
• Cross-cultural research,
• Design method,
• Eco-Design,
• Product Development,
• Sustainability,
• Household routines
2
4. Practice oriented co-design approach
Aim: Generate insights on less resource-intensive everyday practices
Take shower Shorten the time
less frequently for shower
Shower
culture
D
Difficult for participants to let go of common practice
Different kinds of insights can help participants
to generate ideas with radical innovations
4
7. Assumption
Information about everyday practice in different culture
can be a source of inspiration to generate insights on
possible less resource-intensive practices.
proach
In s pired Ap
Culture- ultures
n from different c
+ inspiratio
Shower
culture
Practice-oriented D
Co-design
7
9. Questions
1. What kinds of information about the everyday
practice can play a role in insight and design idea
generation?
2. What kinds of insights and ideas are
generated by the information about the everyday
practice in multiple cultures?
3. How to collect the information about the
everyday practice from multiple cultures?
9
10. Questions
1. What kinds of information about the everyday
practice can play a role in insight and design idea
generation?
2. What kinds of insights and ideas are
generated by the information about the everyday
practice in multiple cultures?
3. How to collect the information about the
everyday practice from multiple cultures?
10
17. Results of the culture survey
• Participants: 3 Dutch, 2 Indian and 3 Japanese
• Total 11 bathing experiences were collected
17
18. = 20 liters
Different ways of bathing and respective water consumption
1. Shower only 2. Bathtub only 3. Reservoir only
4. Combination of 5. Combination of 6. Combination of shower,
shower and bathtub shower and reservoir reservoir and bathtub
18
19. Different ways of doing single tasks
Task: Rinse soap off from the body
get clean get clean get clean
standing sitting standing & sitting
Shower (fixed) reservoir Shower (by hand)
4–8 liters 2-4 liters 4–8 liters
19
21. Experimental insight and idea generation
Methods:
• Qualitative interpretation by researcher
• Creative workshop with designers
Communication materials used in the creative workshop
21
22. Results of insight and idea generation
Participant designers of the creative workshop:
3 Dutch master-level students in TU Delft
22
23. Insights on less resource-intensive practice
60 ‐115 liters
Directions to reduce the water use
• Using a water reservoir
20 liters
• Frequent turn on/off the running water
• Reuse the water used for adjusting the water temperature
New possible styles of bathing
• Combination of standing posture and use of a water reservoir
“Rinse soap off from the body”
23
24. Ideas of less resource-intensive
practice and products
24
25. Three types of ideas
Technology User behavior Alternative practice
-oriented -oriented -oriented
e.g. Computer-aided e.g. Clock-timer shower e.g. Bathing suit
pinpoint shower
25
26. Three types of ideas
Technology User behavior Alternative practice
-oriented -oriented -oriented
50%
30%
15%
Looking at different styles of bathing can encourage
designers to step out of their own rituals (shower)
26
28. Research question:
What kinds of insights and ideas are generated by
the information about the everyday practice in multiple
cultures?
Insights: Idea:
•Directions to reduce the use of Alternative practice-oriented
resource
•New possible styles of the practice
Standing
Bathing suit
+
Reservoir
28
29. Culture-inspired approach can…
Provide a wider variety of insights on possible styles
of everyday practice than a mono cultural survey
Encourage participants to let go of their
conventions and generate ideas with
radical innovation that has higher
resource-saving potential
D
29
32. Recording unit
• As many details as possible
• Breaking the bathing practice into many easy elements
• Two basic models
IMAGE
Materials
STUFF
Behavioral
norms
Values and Basic SKILL
assumptions
Model of culture Model of everyday practice
(Based on Moalosi, Popovic and Hickling-Hudson, 2007) (Shove, after Scott, 2008 )
32
33. Process of information collection
R
P
P STEP 2
1 2
P
Self-observation
R
Send out Answer to
a questionnaire questions 3
P
R R
Hand in P
STEP 1
answers
4 5
Work on cultural probes,
Send out 6
Customize take photos
Preparation cultural probes cultural probes
Hand in cultural probes
7 and photos
Feedback interview
Survey tools & techniques: P
R
Preparatory interview
Cultural probe P Participant STEP 3 P
8
Follow‐up
Interview
(workbook & recording format)
Researcher
Wrap-up and R
complement
R
Feedback & follow up Interview
Data analysis
33
34. Example of survey findings:
Unique actions and respective expectations
Get warm Get warm Get warm
Relax muscles Stimulate blood flow
Relax muscles
Relax Relax
Get Feel Smell good
Get soft clean better Get soft
appr. 15-25 liters appr. 10-15 liters appr. 80-160 liters
Standing under the Brushing teeth under Soaking in a bathtub
running water for a while the running water
(without using it)
34
35. Process of information communication
Communication tools:
D Designer
Introduction movie
STEP 1
1 homework
R Researcher
Homework (workbook) D
Preparation for the
Personal cardset workshop Watch the
2 introduction movie
D
Unfinished storyboard
Questionnaire
STEP 2 Ice break and
introduction
Workshop 3 D
STEP 3 (creative session)
Presentation of the
information
D
D
Focus group interview Idea generation round 2
Present
(products) Idea generation round 1 4
(practices) design assignments
Fill in a questionnaire 7
and interview 8 6 5
Idea evaluation D
R and selection D
D D D
D
D
D D
D
Conclusions 35
36. Process and tools/techniques
STEP 1 STEP 2 STEP 3
Preparation Idea generation Feedback
Homework Workshop Focus group interview
R
D
D
D
Workbook
Storyboards
Based on “Guidelines for
communicating rich experience
information to designers”
Sleeswijk Visser (2009)
Introduction movie Cardsets
36
37. Research question 1:
What kinds of information about the
everyday practice can play a role in insight
and design idea generation?
37
38. Information that can play a role in…
Understanding the everyday practice of different cultures
• Local context (climate, conditions of resource supply, economic and residence)
• Context of the everyday practice (timing, frequency, duration)
• Facilities and products
• Procedure
Generating insights and design ideas
• A variety of styles and their respective resource consumption
• Actions and their respective resource consumption
• Posture and product use
• Body movement
• Expectations for action with resource
• Feelings and emotions during the action
38
39. Recording units for culture survey
Local life Context
•Location
Action
General context •Procedure
•Timing
•Frequency
•Climate •Duration
•Duration (total)
•Resource supply condition •Posture
•Style
•Economic condition •Movement
•Social aspects
•Residential condition •Product
•Feeling &
Emotion
Expectation – Action link Action – Resource link
Bathing practice
Expectation Resource
action with bathing
water use Expectation – Resource link each action
39
40. Research question 3:
How to collect the information
about everyday practice from multiple
cultures?
40
41. Method used in this study
The three step survey method with self-observation
probes resulted in a rich source of data on the actions
involved in the bathing practice from people in three
countries. However….
41
42. Challenges in the survey process
• Finding participants and a contact person in unfamiliar countries
• Handling of the differences in communication means
P
P
P
R
Researcher
PP P
Participants
Face‐to‐face
C P
P
Calling
Contact
person
E‐mail
42
43. Challenges in the survey tools
• Reduction in the overall workload of participants
• Definition of ‘single action’
Handling of the differences in means for recording resource use
• Localization of distribution means and languages
= duration of shower (min) x 8 liter
= number of mugs x 0.5 liter
Definition of single action can vary Difference in the way of measuring
by participants the amount of water
43
44. Discussion
• A variety of different bathing practices may also be collected
through survey in one culture by looking at different people or past
• What is the incentives to change practice? (when and why people
have adopted new ways of doing practice in the past?)
• Small-scale experiment of insight and idea generation (depends on
researcher and designers)
• Estimation of resource consumption of the new ideas (how to judge
the idea is less resource-intensive than current practice)?
• Application of the approach to other everyday practices
• Ideas with radical innovations may be difficult to try out in context
of co-designer’s own home
44
45. Further directions
Validation of the effectiveness of culture-inspired approach
• Conducting more experimental information collection and
insight/idea generation
(mono vs multi culture, with info vs without info)
Method improvements
• Process and tools for collecting information (on-line survey?)
• Process and tools for communicating information with designers
Practical applications
• Application to other everyday practices (different resource)
• Incorporation into the practice-oriented co-design (scale and timing)
45