Design methods - Play User Lab

DESIGN METHODS

CREATE

generate knowledge based on experience

COLLECT

generate knowledge about what is

CO-CREATE

CONCEPTUALIZE

generate knowledge about how we can

COMPREHEND

generate knowledge through thinking

The design process will be performed in the Play User Lab based on the 6C model

(source: Co-creation Cards by Silje Kamille Friis), which is based on the concept of the mental opening and closing spaces. ‘Collect’ and ‘conceptualize’ are opening spaces, ‘comprehend’ and ‘create’ are closing spaces.

METHOD OVERVIEW

CO-CREATE

Icebreaker

Energizers

Check In, Check Out

Storytelling

Facilitation of Children and Adults

Recruitment of Experts

Icon Drawing

COLLECT COMPREHEND

Active Listening

Going on a Play Adventure

Constructive Feedback

Guided Tour

Pass It On

Grouping

Insights

Opportunity Spaces

Effect and Effort

The Learning Compass

Strategic Concept Selection

Colour Coding

CONCEPTUALIZE CREATE

Reverse Brainstorming

Idea Generation

Lotus Blossom

Idea Development

Mock Up with Children

Images of the Future

3D Mood Board

Play Blueprint

1:1 Feedback

Visual Design Narrative

Prototypes

Business Model Canvas

Value Proposition Canvas

THE MENTAL SPACES OF THE DESIGN PROCESS

The design process is not linear, i.e. it is not a predetermined path through the mental spaces, but rather a dynamic process, where you choose, as you go along, what rooms you need to enter, and what design tools you can apply to your advantage, depending on the needs that arise during the process.

The driving force in the design process is an interchange between the use of tools that can help to open up (diverge) and close (converge), respectively. An observation, for instance, can be an opening process in which you gather new knowledge and explore possibilities. You experiment with and are curious about new ideas.

Subsequently, mapping, grouping and analysis through insight definition are delimiting, closed-space processes that help to structure, find meaning, prioritize and make choices.

The design process can be divided into four mental spaces, which are interchanged throughout the development process. You move arbitrarily in and out of the spaces; Collect (open), Comprehend (closed), Conceptualize (open) and Create (closed) in order to explore the current situation and develop the desirable future. In the four mental spaces a number of different design tools can be applied, and there are also suitable methods of co-creation that can be used across the spaces. The supporting elements in the design process are collaboration and communication.

The design process can be chaotic and confusing. The design doodle is a fitting image of this process, which can be used by those who participate in the process as an initial matching of expectations and also in the course of the design process.

The two phases of the design doodle

The beginning: The start of the design process is marked by uncertainty and chaos. Through research insights and realisations evolve.

Conclusion: Realisations develop into a concept, and through prototypes clarity and a focus arises that culminates in a final design.

ICEBREAKER

A quick team building excercise

CO-CREATE

DESCRIPTION

An icebreaker is an initial exercise related to an activity with the purpose of establishing team spirit.

APPLICATION

Why

An icebreaker is intended to help people get to know each other and become more comfortable and safe in each other’s company and with the situation. It helps to ‘set the stage’ and create a pleasant atmosphere.

When

At the start of a workshop, a meeting etc., where the participants do not know each other and/or are in a new grouping for a new purpose.

How

Example of an exercise: The shoe game.

All the participants form a circle and, for instance, the person with a certain colour shoe lace begins. Participants take turns introducing themselves through the shoes they are wearing. The starting point can be where the shoes come from, their shape, comfort, colour, expression, etc. Each person concludes by telling the group where the shoes expect to be going.

Example of an exercise: Greet and Tell exercise

During the meeting everyone walks around and shakes hands with other participants. They take turns saying their name and telling a story about themselves that no one in the group knows. It could be, for example, that they play Tetris in their spare time, that they have travelled around India in a red bus, have had a job as Darth Vader in Legoland, that they only eat yellow gummies, etc. The next time they shake hands with another person, they have to tell their real name but with the previous person’s story! After the exercise, the search is on for the right person who, for example, only eats yellow gummies.

TIPS

An icebreaker should last no more than 5-10 minutes. You can find more ice breakers on the Internet.

ICEBREAKER

A quick team building excercise

CO-CREATE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

ENERGIZERS

A quick energizing excercise

CO-CREATE

DESCRIPTION

An energizer is an exercise that is meant to give the participants new energy. The exercise requires limited knowledge but might be quite complex. The most important thing is that everyone is able to participate.

APPLICATION

Why

Energizers stimulate our thinking, creativity and efficiency in a positive manner. Most exercises bring out something fundamentally playful in the participants and provide new energy.

When

When a team is getting tired, when focus is lacking and the flow of the process is broken, or when you need a change of perspective or an active break.

How

Example of exercise: Draw and guess

Divide the participants into at least 2 teams of 3-5 participants. The facilitator selects a number of drawing challenges that may be based on the work theme of the day. A person from each team, who is good at drawing, goes to the facilitator, who now shows everyone, at the same time, what to draw. Now it is a matter of who can make the best drawing and guess first! Do five rounds and finish with a round of applause for the winners. NOTE: Someone may actually want a return match!

Example of exercise: Build a copy Tools: Lego bricks and boards

Divide the group into teams of min. 2 and max. 6 participants. There must be an equal number on each team. The teams split in two and sit down with their backs to each other. One team gets a Lego board with bricks on it. They must now explain to the other team how the bricks are positioned so that they can make a true copy with the Lego bricks they are holding. The first team to shout “Done!” stops the competition and their boards are approved by the judges.

TIPS

An energizer should not last more than 5 minutes. Always have an energizer ready if the process slows down. Competitions are suitable as energizers for adults. You can find more energizers online.

ENERGIZERS

A quick energizing excercise

CO-CREATE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

CHECK IN, CHECK OUT

Hello-and-goodbye rirual to frame the day

CO-CREATE

DESCRIPTION

Check In, Check Out is an exercise with which you, as a group, start and end the day. An opening and a closing ritual indicate a clearly defined workspace and the opportunity to share thoughts, concerns and ideas big and small.

APPLICATION

Why

By checking in and checking out, you give all group members the opportunity to formulate their enthusiasm, frustrations and worries into words, and you acknowledge each other in an open and honest forum. It gives group members a starting point for their working day, and frames group work based on open communication and active listening as basic principles for the collaboration. It also provides an opportunity to write down day-to-day reflections that can be used later in the process.

When

Each day begins with a short meeting, where the group checks in together. The day ends with a short meeting where the group checks out together.

How

Example of exercise:

Check In, Check Out is meant as a short exercise, approximately 5-10 minutes. Write down relevant points, reflections or thoughts on Post-it notes or in a common notebook so that the group can go back to the good reflections.

Try the exercise either as a round-table exercise, where everyone, in turn, offers a comment, or as an ‘open mic’ where everyone, in a relaxed fashion, can offer their thoughts and opinions. Which format works best can be tested in the group.

Also invite the question, “What have we been thinking about since we last met?” and “What have we learned today?”

TIPS

Although it may seem negative, it can be beneficial to talk about what frustrations have been in play

TIPS

Although it may seem negative, it can be beneficial to talk about what frustrations have been in play and what can be done to overcome or correct these ‘tomorrow’. This addresses frictions in the group and could turn something negative into something constructive.

CHECK IN, CHECK OUT

Hello-and-goodbye rirual to frame the day

CO-CREATE

EXAMPLE OF TEMPLATE

WHAT HAVE WE ACHIEVED TODAY?

OUR FRUSTRATIONS •

WHAT’S OUR ‘TO DO’ FOR TOMORROW?

OUR VICTORIES

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

STORYTELLING

Storytelling method to gain deeper understanding of insights and each other

CO-CREATE

DESCRIPTION

Storytelling is a playful way of presenting, exploring and discussing matters in one’s team, such as values, work habits, visions, etc.

APPLICATION

Why

Storytelling is a powerful way to engage your listeners and co-narrators. The good story is indispensable when presenting results, but you can gain even better insight by thinking of your process as a living story.

When collaborating with children, the story can be the key to explaining the process and the results at eye level, but also to bringing the children into the ongoing process as active participants.

Studies that use storytelling techniques can open up new perspectives in a playful and evocative way. They can stimulate creative thinking and open up new conversations.

When

When a team needs to investigate complex issues without getting lost in long programme statements or negative, concrete examples, storytelling is an excellent tool. Also when a joint effort is needed to update and report on the process, this can be done with a focus on the narrative.

How

Example of exercise: Tell a scary story

Sit together in the team so that everyone can see each other. Each person has to think of the most horrible object, the scariest sound and the ugliest place the person knows. When everyone is ready, the story begins. The person wearing the most colourful socks starts with a sentence including one of his words and then hands the story over to the person to his right who adds a sentence with one of her words. The story continues for three rounds. The story begins as follows: “It was an absolutely ordinary day. I was getting ready to go out and play, when something strange happened. Suddenly the door opened… ”

TIPS

”Once upon a time....” a day in your group project. Tell a joint story about the experiences of the day – also try to include icon drawing (see the card Icon Drawing) in your story while you talk.

STORYTELLING

Storytelling method to gain deeper understanding of insights and each other

CO-CREATE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

FACILITATION OF CHILDREN AND ADULTS

Guidelines for when children and adults collaborate

CO-CREATE

DESCRIPTION

“Facilitation is the art of guiding people through a process and towards mutually accepted outcomes in a way that encourages participation, ownership and creativity from everyone involved”.

– Vagn Strandgaard, Acumen Consulting

APPLICATION

Why

When bringing children and adults with different interests and backgrounds together in a workshop, it is important to have a facilitator who can ensure process focus, who listens, poses more questions than answers and relates objectively to the material being worked on. The facilitator is responsible for management within the group as opposed to a project manager who is responsible for management upwards and outwards.

When

When there is a need to involve children as design partners in the phases of the design process to conceptualize and to create.

How

The involvement of children and adults differs from the facilitation of adults in the unequal power structure that is naturally present. When facilitating collaboration between children and adults, you need to have a strategy for equality, you need to stay focused and have a well-defined framework. The facilitation must be conceived so that the children are recognized for their play skills and are allowed to enter into the collaboration in the role of expert. Here ‘open’ methods have great relevance, since children, as opposed to adults, find it easier to adopt a playful experimenting role. In this context, play serves to equalize the power relationship between child and adult, because they play together on equal terms, and often it helps the children to take on a more proactive role in the collaboration.

Prior to the development of a workshop, the facilitator must be identified and the objective and the goals of the workshop must be agreed upon. Participants must be invited and a suitable venue must be booked.

When children are part of the process, it is important to have several short breaks with water and fruit. In addition, as a facilitator, you must be prepared for change and be able to freestyle if something does not go as planned.

The ideal situation is when all participants are in ‘flow’ – the place where there is the right balance between challenges and skills and everyone forgets about time and place (read more about the flow theory by the Polish psychologist Mihaly Csikszentmihalyi).

Be mindful of and have a strategy for the unpleasant. Say what you see, see what is happening.

FACILITATION OF CHILDREN AND ADULTS

Guidelines for when children and adults collaborate

CO-CREATE

GUIDELINES FOR SUCCESSFUL FACILITATION OF CHILDREN AND ADULTS

Select the team and create relevance

Draw today’s programme (see the card Icon Drawing) and display it for everyone to see. Start with an icebreaker game in which everyone is able to participate (see the card Icebreaker). Divide groups of children and adults; make sure the children are always in the majority. Possibly let an adult who knows the children well select the groups with a focus on positive dynamics.

Articulate an open/close mindset

Establish a safe atmosphere and tell the participants what is going to happen when, so that they can feel good, even if they are in a phase where they are not completely comfortable or things are unfamiliar to them. Use e.g. an opening exercise as a mock up. Withdrawing from an exercise should always be an option, if a participant feels uncomfortable!

Involve more, dominate less

Break with hierarchies and power structures. Try to adopt a holistic approach where everyone is heard.

Keep the workshop on track

It is not a struggle between your idea vs. my idea; it is our ideas. Remove obstacles along the way and minimize discussions – doing is thinking. Keep participants on track by communicating what is happening in the form of play/experiments/future scenarios, etc.

Comprehend first, evaluate later

There must be room for curiosity and understanding rather than agreement. The need to be judgmental must not dominate the work. Make room for listening to and appreciating people’s reasons for having the views/positions they have. Conclude each exercise with a reflection on the experience.

Fire up the boilers

Do an energizer exercise (see the Energizer card). Take a quick break in an exercise or between points in order to create new energy.

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

RECRUITMENT OF EXPERTS

Guidelines for practicalities and ethics when working with children

CO-CREATE

DESCRIPTION

When children/adolescents are part of the design process, there are some communicative guidelines and legal procedures that must be observed in order to ensure children’s rights, care and protection.

APPLICATION

Why

If children and adolescents are involved in a design process, one success criterion is taking them seriously and regarding them as competent in a visible way. When children are involved in qualitative work (workshops, etc.) a personal relationship should be established from the start, which requires communication at eye level in a simple and comprehensible fashion.

When

During all four phases of the design process and before, during and after the activity with the children.

How

When inquiring about participation and collaboration with children, specific and visual information about the project, its purpose and the approach must be provided, as well as the anticipated learning outcome/experience for the child/children.

If you want to establish contact with groups of children in schools, the first inquiry must be through the teacher/educator; subsequently it is the parents/guardians who should be contacted. During the actual activity with children, it is important to avoid appearing too youthful, as it may appear insincere. Also avoid irony and sarcasm, as these are complicated rhetorical tools to use with children. Subsequently it is customary to write thank you notes to the participants and share an immediate appreciation of everyone’s efforts. Further along in the process the families should receive visually easily understandable information about what the result of the children’s contribution has been including an invitation to come and see the result.

LEGAL MATTERS

Make sure to obtain written permission for children’s participation from parents and the school through consent forms, which parents/guardians must sign. These written agreements should always include the options for the subsequent use of the data!

When working with qualitative materials in a design process, data, images and videos must be anonymized: names and place names must be changed, facts about personal stories that could be identified should be obscured, and detailed information from a few participants should be assessed in terms of their recognisability. See further information about consent, anonymity and confidentiality on boerneraadet.dk and in the Danish Children’s Council’s Handbook on Child Involvement, 2016.

CO-CREATE

RECRUITMENT OF EXPERTS

Guidelines for practicalities and ethics when working with children

Excerpt from a statement of consent used in the Play User Lab 2017:

“The purpose of the Play User Lab is to help companies better understand play and thus design better products and experiences for play.

During the play/observation you/your child will be asked to follow some instructions. The process is expected to last 20 minutes.

All development rights and inventions emerging during the play belong to the Play User Lab.

Video recordings or pictures may be taken of the children in play situations. These recordings and pictures will not be used for commercial purposes, but only for the purpose of studying the children’s reaction to the play situation. All material will be anonymized.

Should the company wish to use texts, images or videos in a commercial or communication context, approval will be sought from the relevant teacher and parents. The material will be retained in accordance with applicable law”.

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

ICON DRAWING

A tool for everyone for collaborating in images

CO-CREATE

DESCRIPTION

Icon drawing is a simple way to draw with simple shapes and symbols that anyone can learn.

APPLICATION

Why

A drawing can supplement words and strengthen the communication of e.g. a problem, an idea or a strategy. Our brains are designed to read even the simplest visual images (just think of early cave paintings) and therefore it is much easier to understand drawings and images than words. Thus your message can be strengthened significantly if you draw what you want to express.

When

When you need to express yourself in ways other than text and speech.

How

When drawing icons, use very simple shapes and symbols, such as squares, circles, triangles, arrows, stick figures, etc. to visualize an idea or a situation without having to draw ‘correctly’. Icon drawing can be used in many contexts and on many media and platforms, for example in your notebook, on Post-it notes and in presentations.

TIPS

Find inspiration online. Search for “graphic facilitation” and bikablo® 2.0 Visual Dictionary

ICON

DRAWING

A tool for everyone for collaborating in images

CO-CREATE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

ACTIVE LISTENING

Method for evaluating and creating an overview of verbal information COLLECT

DESCRIPTION

Active listening is an observation technique where you write down main points, ideas, challenges, potentials and questions.

APPLICATION

Why

You are forced to reflect on what you experience and retain the most important insights by noting them down.

When

The technique is used in situations where one has an observational role, e.g. when listening to someone else’s presentation, a lecture or during a conversation with a colleague about an assignment. The method can also be used in connection with the observation of users who are testing a product, for example, and are talking loudly while doing so.

How

During a listening situation, write down what you are thinking on a Post-it note, for example based on the following system:

What I hear is written on green Post-it notes; challenges are written on blue Post-it notes and opportunities on red Post-it notes.

Questions can be written in any colour. Post-it notes are very useful as they make it easy to move the reflections around, put them in groups and combine them in different ways. In connection with feedback situations, it is possible to either give oral feedback or simply hand in your Post-it notes to the presenter, who can then read them later. The various Post-it notes can then be sorted according to category and theme. By categorizing Post-it notes, the opportunity arises for the creation of new associations.

TIPS

You can experiment with applying different rules or categories for what to write down. For example, during a product assessment, you can write down “what do I see”, “what do I hear”, “what do I think”. Use simple writing boards (thick cardboard) as a base for the Post-it notes you are writing on.

ACTIVE LISTENING

Method for evaluating and creating an overview of verbal information

COLLECT

EXAMPLE OF TEMPLATE

Board for ACTIVE LISTENING

Write what you hear and think on the Post-it notes. Everything you hear, see and think is relevant. Remember, the material is not going to be evaluated now. Write only one item on each Post-it note

WHAT I HEAR CHALLENGES

POTENTIALS

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

GOING ON A PLAY ADVENTURE

Method for giving yourself and others a new, perhaps forgotten, perspective through play

COLLECT

DESCRIPTION

Going on A Play Adventure is a method where you put yourself in the children’s shoes in order to analyse the play experience with or without the children.

APPLICATION

Why

When you are involved in the play you get a better understanding of the play experience that is the subject of the analysis. Children may find it difficult to verbalize play, and by playing yourself, you often discover that there are some hidden opportunities, barriers and challenges related to the product and the experience.

The method also provides a basis for understanding the children, because you can draw on your own experiences when subsequently studying the children’s stories.

When

You should go on a play adventure when you need to know what a given play experience is/is not, what it can and cannot do.

It may be a test of the final play solution, an investigation of competitors’ products or an attempt to acquire a better sense of what makes this play or game in particular interesting seen from the primary user’s perspective.

How

Invite yourself to play and do your best to be a good playmate at the child’s level. Identify with the situation and use materials that are relevant. Pay attention to your own experience and put away your mobile phone. Tell your playmates what you are doing and experiencing along the way and save your reflections until the game is over.

TIPS

Be aware that your experiences will never be quite the same as those of the children. Therefore, the method is a supplement to understanding and not a substitute for actual user involvement. It is a good idea to practice putting an experience into words. Another good idea is to “think aloud” in order to register thoughts and feelings.

COLLECT

EXAMPLE OF

TEMPLATE

GOING ON A PLAY ADVENTURE

Method for giving yourself and others a new, perhaps forgotten, perspective through play

Board for MY PLAY ADVENTURE

I EXPERIENCED Motivation, value, excitement .......

I FOUND IT EASY TO Potential, joy, flow .......

I WAS CHALLENGED Barriers, degree of difficulty .....

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

CONSTRUCTIVE FEEDBACK

Method for structuring feedback to gain the most from it

COLLECT

DESCRIPTION

Constructive feedback is a structured feedback that forces the listener to focus on potentials and opportunities in the presented material.

APPLICATION

Why

Working in a structured manner to provide constructive feedback may promote a positive feedback culture and can be used to advantage in situations where serious challenges are at stake. The recipient of the feedback will often have a positive experience and thus becomes better at receiving feedback in the future. Constructive feedback can also be perceived as motivating and both parties in the process will benefit from it. The one giving the feedback will become aware of other aspects of the project that is being discussed. And the recipient of the feedback will receive a lot of constructive input for the process going forward.

When

If a positive mood around a project is lacking, this method can help open the stakeholders’ eyes to potentials in the project. Constructive feedback can also be used if a project has stalled or is in need of development.

How

1. During a presentation of an idea or a project, the listener first writes three positive observations about the project/idea.

2. Then the listener writes suggestions for improvements and one very general constructive comment that can help the idea further in an important direction.

3. Finally, the listener submits his/her feedback orally or in writing to those who are making the presentation.

TIPS

One way of making suggestions for improvement could be to say “yes, and…” to the presented ideas. Use the word feedback as much as possible, as the word criticism is perceived by many as a negatively charged word.

COLLECT

EXAMPLE OF TEMPLATE

CONSTRUCTIVE FEEDBACK

Method for structuring feedback to gain the most from it

Board for CONSTRUCTIVE FEEDBACK

Name of idea/project

POSITIVE OBSERVATIONS

1) ...........................................................................

2) ...........................................................................

3) ...........................................................................

Feedback from:

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

SUGGESTIONS FOR IMPROVEMENT

GENERAL CONSTRUCTIVE COMMENTARY

GUIDED TOUR

Method used iteratively in the design process to gain deeper insights

COLLECT

DESCRIPTION

This exercise places the expert in front, and in this case you are following a child or several children around in order to experience their day-to-day perspective. The method originates in participant observation.

APPLICATION

Why

Participation in activities with children provides an opportunity to see and understand children’s needs from a point of view that emanates from children rather than adults. If you are faced with a task that requires a high level of understanding of the child’s motives, behaviours and interests in everyday surroundings, the Guided Tour is used to gather knowledge that you cannot acquire from reading, from asking a group sitting around a table, or experience through a screen.

When

Guided Tours are typically used to explore new topics in order to understand the users’ needs early on in a development process. It can also be used later in the process when the user is involved in developing and testing new ideas, concepts and prototypes. Finally, it can be used as a follow-up on how users welcome new products on the market after they have been launched.

How

Prepare a few open-ended questions that you want answered. Identify the context and the topics you want information about and make an appointment with the children through their guardian(s). If videos or pictures are going to be taken, this must be agreed upon in advance. Spend a moment on introduction and start-up so you all know each other. Remember, when children’s competencies are recognized, they can more easily step into the role of experts.

Let the children be in charge of the presentation, explaining and showing what, where, how and who. Ask them if they want to show you how they usually play on the playground, for example, play a game, build with different things, etc. Document the tour with pictures and make sure that the children are in the pictures.

Be open-minded and try to see things from new angles. Use a loose framework with points that can be combined. Focus on where, when, who, what, how and why.

TIPS

Do not spend too much time writing notes but take pictures of details that can help you remember the meaning you thought arose from the situation. Immediately after the exercise, collect all the information and write down thoughts and reflections. Notes and pictures should be linked (see the card Grouping).

GUIDED TOUR

Method used iteratively in the design process to gain deeper insights

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

PASS IT ON

Gain insight into what preoccupies children the most

COMPREHEND

DESCRIPTION

Pass It On is a method where the children themselves communicate the use of a solution to other children.

APPLICATION

Why

When we adults describe the use of a solution, we may overlook important elements that children want to emphasize. We thereby control their focus and their interaction, and that may influence a test, for example. When children themselves are in control, we not only acquire insights we would not have gotten otherwise into how children make use of a solution, but the presentation itself also tells us a lot about what they perceive as being important.

When

Can be used when you have a prototype, irrespective of whether it is finished or unfinished, to test your solution.

How

Briefly introduce the solution to a group of children; let them explore the solution and then ask them to explain what it is and how to use the solution for the next group of children (preferably someone they already know), before they are allowed to explore the solution. Consider where you place yourself if you are going to observe, so that your presence is not too obvious. That way it is the children who have the opportunity to take control.

TIPS

If it is a complex solution, be present to guide the first group, and then let them be present at the second group’s test.

PASS IT ON

Gain insight into what preoccupies children the most COMPREHEND

EXAMPLE OF TEMPLATE

Board for PASS IT ON

Write everything you hear them say. Everything you hear, see and think is relevant. Remember the material is not going to be evaluated now.

Write only one situation in each row and in the chronological order you experience them.

THEY SAY

THEY DO

THEY DON’T SAY/DON’T DO

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

GROUPING

Create an overview of collected data and material

COMPREHEND

GROUPING

Comprehend

DESCRIPTION

A grouping is a categorization and a thematization of obtained material.

APPLICATION

Why

Groupings disclose patterns and connections that may contribute to creating insights and hence direction for the process going forward.

When

After having mapped a large amount of material of which you want to have an overview.

How

Prior to the start of a grouping, map all the collected material by posting it on a board or the like. All this material now belongs to your group, i.e. you are allowed to not only move your own contribution around but others’ as well. Next, group the material based on what at first glance seems to fit together. Talk to each other along the way and explain to the others why you want to move some material to a specific place, ensuring that knowledge is shared and that there is a collective understanding of the issue. After that, give each group a short header based on a common theme that emerges in the group. If needed, you can subsequently divide each theme into smaller sub-themes. Finally the group can work with insights and opportunities (see other Comprehend cards).

TIPS

If several people are involved in the grouping and there is little progress in the work, you can introduce a 5-minute silent grouping.

GROUPING

Create an overview of collected data and material

COMPREHEND

EXAMPLE OF TEMPLATE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

INSIGHTS

Method for identifying deeper learnings

COMPREHEND

DESCRIPTION

An insight is a realization and a more in-depth study of the collected material.

APPLICATION

Why

Insights highlight important and sometimes unexpected discoveries in the collected and analysed material. Insights bring together the knowledge gathered in a given process. Clarifying insights sheds new light on the challenges and the opportunities of a project.

When

Once you have collected a large amount of notes, sketches, stories, knowledge, images, etc. and grouped the material, insights are used to identify the most valuable knowledge that will be part of the project going forward.

How

After having established an overview of a material, e.g. through a grouping, one or several segments of the grouping is selected. It may be a Post-it note with a specific text, a good story, a suitable quote, an observation or an entire theme that is interesting, surprising, or otherwise valuable.

Through analysis you gain insight by jointly asking, ‘why (this grouping)?’ When an answer has been given once, the question ‘why is that?’ is asked two more times. That is a way to go deeper into the underlying elements that make the grouping interesting, and it also creates insight into the dialogue among the participants. Write down the insight and substantiate it with ‘because’. Example: ‘The girls in the after school club rebuild their dens into small 2-person rooms because they need intimacy and a feeling of being shielded and protected’.

TIPS

Insights are an excellent way to conclude an open process, e.g. a workshop or a research process. Remember that insights are general knowledge that can also be shared and used in other projects. Insights can easily be communicated to others who are not part of the specific project.

INSIGHTS

Method for identifying deeper learnings

COMPREHEND

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

OPPORTUNITY SPACES

Create direction and overview for idea development

COMPREHEND

DESCRIPTION

An opportunity space is a structured question that defines the framework of a subsequent idea generation.

APPLICATION

Why

An opportunity space, in the form of a question, creates a direction for the development of e.g. processes, products, services, platforms, etc. Opportunity spaces also provide a more accurate basis for prioritizing the direction the work should take.

When

Opportunity spaces can be used to open up a process for new development. An opportunity space can e.g. be formulated before embarking on an idea generation task. It is easier to generate ideas in an opportunity space that has been formulated as a question than directly based on insights or challenges.

How

You create an opportunity space on the basis of one challenge, one problem and/or insights that collectively create an interesting area for further development. Then you formulate a question. An appropriate opportunity space contains ‘users’, ‘purpose’ and ‘context’.

Example: ‘How can we help patients (users) retain their social affiliations (purpose) in the patient building (context)?’ It is a good idea to formulate different questions for the same opportunity space and then select the most suitable one. You can also create several opportunity spaces based on different combinations of insights.

TIPS

When identifying an opportunity space, it should not be formulated too broadly. Test the wording of the opportunity space to see if it is too difficult or too easy to generate ideas based on the question. If it is too difficult, then the wording should be broader. If it is too easy, try to make the wording more focused.

OPPORTUNITY SPACES

Create direction and overview for idea development

COMPREHEND

EXAMPLE OF TEMPLATE

OPPORTUNITY SPACE

INSIGHT

HOW CAN WE...

Purpose, users, context

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

HOW CAN WE...

Purpose, users, context

IMPACT AND EFFORT

Roughly sort ideas to create an overview and determine which ideas to take further

COMPREHEND

DESCRIPTION

An idea sorting matrix, where ‘Impact’ is the vertical parameter and ‘Effort’ the horizontal parameter. In other words, how much impact do you estimate the idea will have on your users and the company, and how much effort do you have to expend in order to make it happen?

APPLICATION

Why

This is an efficient way of sorting things out so you can identify which ideas can most advantageously be carried forward.

When

Introduce the matrix right after an idea generation, in order to get a clear overview of the ideas and screen out the less useful ideas right away.

How

Place your ideas in an IMPACT AND EFFORT matrix, preferably in a mutual dialogue. Then choose 3–5 of the best ideas.

IDESORTERING

TIPS

This exercise also allows you to sort your TO DO list. Write all your assignments on small pieces of paper. Place them in the IMPACT AND EFFORT matrix. That way, you can quickly prioritise your tasks.Original, the ‘IMPACT–EFFORT MATRIX’ by Dave Gray.

IMPACT AND EFFORT

Roughly sort ideas to create an overview and determine which ideas to take further

COMPREHEND

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

THE LEARNING COMPASS

Break down play and learning potentials into understandable bitesized pieces

COMPREHEND

DESCRIPTION

The Learning Compass is a method to obtain an overview of the potentials of play experiences in relation to children’s learning/development.

APPLICATION

Why

You get an overview of the development potentials in the play you are working with, which enables you to generate ideas within other aspects of learning.

When

The method is used both reflexively to think about learning/development in the current situation, and also as a management tool to think about other aspects going forward. It can therefore be used both early in the design process (with a focus on reflecting on existing experiences/products/scenarios and generating new ideas) and later in the process, when the analysis is based on your own concepts.

How

Based on a concrete play experience, start by filling in the Learning Compass as best you can based on the four squares; Me, Us, the World and Create, as well as the total of 8 subcategories: Identity, Body, Relationship, Understanding (us), Exploration, Comprehension (world), Creation and Imagination. How does the product/experience/scenario in question affect the child’s development within these areas? How could you strengthen a particular category by changing your design?

TIPS

You can experiment with the model from many different angles, for example it might be interesting to start from the outside with a specific learning goal, and generate ideas for how that learning goal could unfold in relation to the various development aspects.

COMPREHEND

EXAMPLE OF TEMPLATE

THE LEARNING COMPASS

Break down play and learning potentials into understandable bitesized pieces

Body

Identity

Exploration

Comprehension

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

Relation

Comprehension

Imgination

Creation

STRATEGIC IDEA SELECTION

Overview of challenges and potentials for your idea

COMPREHEND

DESCRIPTION

Strategic idea selection is based on an organisation’s strategic opportunities and maps how a possible idea fits/does not fit into the strategy.

APPLICATION

Why

It creates an overview of the potentials and the challenges of the particular idea in your organisation and hence identifies what is required to implement the idea.

When

When you have developed some potential ideas (see the card Idea Development) and must now decide whether to go forward and develop these ideas further.

How

Start by describing the areas of your business that are related to people (needs and trends), meaning (strategy and financial aspects) and potentials (resources and technology). What is characteristic of each area and why?

Put an idea out there and present it to the participants. Then describe with Post-it notes next to each of the fields – people, meaning and potential – which one is the most suitable, which one is incomplete, and which one is the weakest in terms of the factors that apply to the individual areas. We recommend that you review between 3 and 6 ideas. Subsequently, assess which ideas look promising from a long-term and a short-term perspective.

TIPS

Also consider adopting ‘disruption’ as an alternative approach. Which of your ideas seems most innovative? Which one already exists in some form or other?

D E SI G N S T R AT E G IS K VA LG A F I D EE R

1/ Kortlæg jeres aktuelle virksomhedsfaktorer ud for menneske, mening, muligt

2/ Placér ideen midten. Start et vilkårligt sted (menneske, mening, muligt) med at skrive feedback. Del jeres feedback med hinanden inden I går videre med næste ide.

Overview of challenges and potentials for your idea

STRATEGIC IDEA SELECTION COMPREHEND

EXAMPLE OF TEMPLATE

Incomplete Weakest Best

MY NOTES AND SKETCHES

Mennesker - Hvor meget har brugeren behov for det? - Hvad motiveres brugeren af? - Hvilken tendens i tiden rammer ideen?

What is the method for?

Mening Hvordan kan ideen ses som en del af vores strategi?

Incomplete Weakest Best

Incomplete Weakest Best

Hvordan kan det give økonomisk effekt i vores forretning?

When is the method relevant?

Muligt Hvad har vi brug for at gøre for at realisere ideen?

Hvilke ressourcer/ teknologier har vi brug for?

Disruption! Hvilken af jeres ideer virker mest nytænkende i verden?

Hvilke eksisterer allerede på en eller anden måde?

COLOUR CODING

Group and understand a large amount of data

COMPREHEND

DESCRIPTION

A way of organising an observation or a recording that is fast and flexible and provides a solid overview of the emerging trends.

APPLICATION

Why

When observing or analysing activities, it may be difficult to grasp all the nuances. Often you will either have a few short statements about what happened or a large amount of data of which it is difficult to get an overall view. Colour coding is a useful middle ground.

When

In any kind of interaction between people, objects and/or systems, where you would subsequently like to be able to draw conclusions.

How

There are two ways to approach colour coding. Either you have already defined important topics you want to study (the only option if it has not been recorded) or you look through the recordings first, find topics with potential insights and use them, and then watch the same recording again. Each topic you select must be assigned a colour. Divide the topics between you, preferably some of the same ones, have a marker in each colour ready as well as a notepad with a timeline or other kind of visual representation, e.g. a sketch of the area or something similar. Make a dot for each time you experience one of your topics, preferably with a brief note attached if time permits. When the group reassembles, you are able to identify where there was a predominance of that particular topic, and use that to find insights.

TIPS:

Aim at a maximum of two areas per person. So if there are three of you, you must have up to six topics. That could be critical situations, expressions of joy, confusion, social interaction, frustration, etc. If the three of you have selected four topics and colours, then choose the two most important topics and assign more of you to just those topics.

COLOUR CODING

Group and understand a large amount of data

COMPREHEND

EXAMPLE OF TEMPLATE

Help and Guidance

Con icts

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

REVERSE BRAINSTORMING

Utilize off-beat perspectives by focusing on ‘wrong‘ answers

CONCEPTUALIZE

DESCRIPTION

Reverse brainstorming is an idea generation approach that aims to achieve the opposite of what one’s goal/intention is. It could be, for example, something bad, something terrible, something useless, something destructive, etc.

APPLICATION

Why

Reverse brainstorming removes the pressure to find the ‘right’ answer and creates an easy-going and fun atmosphere. Novel, bizarre ideas emerge that help to view the question, the challenge, the opportunity space, etc. from new angles.

When

When you want to bring out new, radical ideas that are ‘outside the box’. It can be in the start-up phase of the project, if the process has stalled or as a warm-up exercise for further idea generation.

How

Rephrase the objective so that it reflects the opposite of the intended project, e.g. ‘How do we provide poor service?’ or ‘How can we lose a lot of money on the product of the future?’ Next, each of you start generating ideas for the new challenge using Post-it notes. Feel free to set a time frame of two minutes and see who can come up with the most ideas. After the reverse brainstorm, the ideas may be reversed and viewed from a positive perspective.

TIPS

Come up with several scenarios by imagining unpredictable events that go beyond what is normally expected of a situation and that have potentially serious consequences. The more ideas the better/No idea is too crazy or unrealistic – everything must be written down/Build on each other’s ideas – no one can refuse to participate/The ideas should not be evaluated during the process, since that may hamper the originality of the ideas that have emerged.

CONCEPTUALIZE

REVERSE BRAINSTORMING

Utilize off-beat perspectives by focusing on ‘wrong‘ answers

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

IDEA GENERATION

Mental opening-space for generating a large amount of ideas

CONCEPTUALIZE

DESCRIPTION

Idea generation is a method of generating a large number of ideas in a short time.

APPLICATION

Why

Idea generation is an excellent tool for creating space for quirky and creative ideas that may make you adopt novel and innovative perspectives. It is an important tool, since we humans tend to think realistically and rationally in professional contexts and hence dismiss potentially valuable ideas too fast.

When

As a kick-starter in an idea generation and development process based on an issue, a theme, collected knowledge, insights or a developed opportunity space (see the card Opportunity Space).

How

Based on a challenge, a need or an opportunity space select one of the following methods:

• ‘Yes and ...’ is an improvisation exercise where you start a conversation about the selected topic in conversation with 1 or 2 people. You must build on the other person’s sentences and the focus must be on moving the idea away from the familiar and into new, fun/quirky combination of possibilities. Write or sketch the ideas along the way.

• Brainstorm on solutions in the form of ideas. Use background music to create a dynamic mood.

• Role switching is a method where you put yourself in another person’s shoes and answer questions such as, ‘What ideas would Gyro Gearloose, the Queen, a 5-year-old girl etc. come up with? If you run out of ideas, change to another role.

• Use images to kick-start ideas. Take a stack of pictures and start generating ideas based on what you see or the associations that emerge. Do not linger too long on one picture; move on to prevent the flow from slowing down.

When generating ideas, remember: ANYTHING is possible; you have all the money and all the resources you need! Inspire each other and start with a silent brainstorm, where the participants write down their ideas on Post-it notes. Then share with your group

TIPS

The more ideas, the better. No idea is too crazy or unrealistic – everything has to be written down. Build on each other’s ideas – no one can refuse to participate. Do not evaluate the ideas during the process, as this may hamper the originality of the ideas that emerge. The person who facilitates the brainstorming may be writing down the ideas is not allowed to participate, as he/she can easily prioritize and omit ideas that he/she either favours or disagrees with. Preferably everyone writes down their ideas; thus everyone is involved and given the opportunity to contribute on an equal footing.

IDEA GENERATION

Mental opening-space for generating a large amount of ideas

CONCEPTUALIZE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

LOTUS BLOSSOM

Systematic idea generation

CONCEPTUALIZE

DESCRIPTION

A Lotus Blossom is a tool for systematic idea generation.

APPLICATION

Why

The Lotus Blossom is an excellent tool for creating structure and an overview during an idea generation process. It acts as a motivating framework for creating a large number of ideas.

When

When you want to create new ideas and would like to have a framework, a structure and an overview of the process.

How

Print out the Lotus Blossom on a large sheet of paper or draw it on e.g. a white board. First write a challenge, an idea or an opportunity space on a Post-it note and place it in the middle of the Lotus Blossom. Then do the following:

1. Based on the challenge, the idea or the opportunity space, generate ideas on Post-it notes. Place the ideas in the eight surrounding fields.

2. When the eight fields are filled in, the ideas should be moved to the corresponding fields: A is moved to A; F to F, etc. Do another round of idea generation, this time based on the eight new ideas. The first eight ideas are thus elaborated in round 2.

The goal is not to fill in all the fields in the Lotus Blossom. The most important thing is that ideas are in flow and have not been evaluated yet. No more than 3-5 people should participate in each Lotus Blossom.

TIPS

Write the ideas on Post-it notes so they can be moved around. Feel free to continue working with the template and design it to suit your project. It is best to run this exercise in silence; that makes it more effective.

LOTUS BLOSSOM

Systematic idea generation

CONCEPTUALIZE

EXAMPLE OF TEMPLATE

LOTUS BLOSSOM

Place your opportunity space in the centre field and generate ideas in the eight surrounding fields. Then move the ideas out into the outer fields and generate more ideas by asking the question; ‘How can we ...

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

IDEA DEVELOPMENT

Developing and expanding a chosen idea

CONCEPTUALIZE

DESCRIPTION

Idea development is a method for developing a specific idea and working on refining it and detailing how the idea can be implemented and become a reality.

APPLICATION

Why

Idea development is used to systematically think through the entire process and consider all aspects to see if the idea can work. At the same time, you also search for different guidelines for how the idea will unfold, i.e. what the solution should look like in concrete terms.

When

When you have conducted a brainstorming session or a Lotus Blossom and have chosen an idea you would like to continue working on. At this point, the idea is far from finished and you need to systematically work through the design of the solution.

How

Brainstorm, for example, on the words who (the user), why (the need), how (the experience), when (the meeting with the user), material, ergonomics, function, scale, technology, etc. You can collect pictures, make drawings, prototypes, storyboards, etc., which help to describe the idea in detail.

TIPS

Remember that you can create several versions of the same idea – e.g. Internet shopping. Here, the experience (how) of Internet shopping can change if the user changes (who) from e.g. young to older people.

IDEA DEVELOPMENT

Developing and expanding a chosen idea

CONCEPTUALIZE

EXAMPLE OF TEMPLATE

THE IDEA WHEEL The title of the idea:

Description of the idea

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

PRODUCTION

QUALITY

USERS

MATERIALS

SERVICE

VALUES

MOCK UP WITH CHILDREN

Through materials children and adults can collaborate on equal footing

CONCEPTUALIZE

DESCRIPTION

Mock Up with Children is a method to develop and quickly build physical models of an idea together with children.

APPLICATION

Why

Co-creation with children around mock ups can provide direction and fast clarification about the form, size and function of a product. Children know how to develop, just like adults, and during the process they can provide valuable insights about their perspective on the idea and the play potential.

When

Once you have selected one or more ideas after an idea generation (see the card Lotus Blossom), the idea can be built and be subject to experiments together with children. The purpose is to gain a quick clarification regarding the motivation for the idea. A mock up resembles a prototype (see the card Prototype). The difference is that you work with mock ups earlier in the development process, when the process is not as guided by many insights and you can experiment and play more freely with the models.

How

Gather a small sample of materials. Ask parents/teachers for advice regarding an acceptable level for children to use scissors, knives, saws, etc. Form groups of 2-4 people, where the children are in the majority. Do a warm-up exercise where you have to build a tower, make an animal etc. together within a specific time frame (3 minutes). Then briefly discuss the idea and start building a mock up together. The focus may be on shape, size, location, ergonomics, etc. Once the idea has been implemented, try to play with the model. If there is a need to work to scale, this can be determined by having a piece of cardboard designed as a standing person, which you can all refer to when you build.

TIPS

The more models the better. Respond to the insights/suggestions for improvement that arise along the way – and then quickly make another mock up, which includes the improvements. Recognize the children’s approach and involve them on an equal footing with adults, for example by giving everyone badges with the same title, e.g. designer, expert, etc.

CONCEPTUALIZE

MOCK UP WITH CHILDREN

Through materials children and adults can collaborate on equal footing

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

IMAGES OF THE FUTURE

Visualize future potentials through well-known images

CONCEPTUALIZE

DESCRIPTION

Images of the Future is a development technique that envisions an idea based on several visual inspirational images that form the basis for a creative sketch.

APPLICATION

Why

When ideas are visualized they become more concrete and easier to develop further together with others, adults as well as children. Images of the Future is a useful method for creating a common language among the participants, since images, associations and sketches that you have in your head are put into words.

When

Images of the Future can be used to develop an idea that needs to be realized after an idea generation, where the idea typically takes the form of written words on a Post-it note.

How

Choose an idea and select three inspirational images based on what you know so far about the idea. Each image presents an association to something that can be brought into play in the idea. Talk about your choices in the group and at the same time draw some possible scenarios of how the idea can be better realized and become concrete. When the sheet of paper has been filled in, you can start over and select three new images and from here outline another potential scenario for the idea. When everyone is done, you can present the different Images of the Future to each other. Add words and notes next to each image, if you want.

TIPS

It is a good idea to hang up the Images of the Future so that everyone can see them. They can be the starting point for new ideas.

Remember: The images do not have to be pretty! If you want, you can reflect afterwards on which elements consciously/unconsciously are placed next to each other and why.

CONCEPTUALIZE

EXAMPLE OF TEMPLATE

IMAGES OF THE FUTURE

Visualize future potentials through well-known images

IMAGES OF THE FUTURE

Name of idea:

1-3 inspirational images

Make a sketch of the idea as you imagine it

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

3D MOOD BOARD

Visualize ideas through mood, texture and images

CONCEPTUALIZE

DESCRIPTION

A 3D Mood Board is a sensory, tactile collage of a specific challenge, question or theme. Working with tactility, textures and emotions can facilitate the communication of mood, emotion or more abstract concepts.

APPLICATION

Why

Every decision about a design concerns the senses and can lead to powerful experiences. A mood board is prepared in order to explore the user’s perspective on a subject or to strengthen the aesthetic design intention. A Mood Board is an excellent tool for creating a common language among the participants, since the words in your mind are converted into pictures, material and text.

When

The Mood Board exercise can be used to develop the more tactile/visual aspects of a user perspective or an idea within the devising but also in the creating phase. It can concretize the connection between expressions, materials, aesthetics, etc.

The method can be used with children, where they express their perspective on a subject, or in the concretization of design parameters through visual and tactile materials.

How

Start by formulating a challenge, a question or a theme. It can be e.g.: ‘my best play experience’, ‘what do you like best in your (the user’s) everyday life?’, ‘what elements best strengthen our brand?’, or ‘what can improve the product’s user experience?’ Subsequently, look for pictures, sketches, photos, materials, etc. which fit this context. The material should be mounted on cardboard, in a box, etc., in the most relevant setting.

TIPS

The Mood Board can be used to kick-start a conversation with children, since it represents concrete elements and images that can be taken as a starting point. If you want a more nuanced perception of the children’s perspective, make the children analyse another child’s card to see how the visual elements are interpreted by the target group. Reflect afterwards on which elements are consciously/unconsciously placed next to each other and why.

3D MOOD BOARD

Visualize ideas through mood, texture and images

CONCEPTUALIZE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

PLAY BLUEPRINT

Create an overview of different aspects of play present in your concept

CREATE

DESCRIPTION

Play Blueprint is a method of working with operational aspects of the play experience, including what makes the play meaningful and what makes it playful.

APPLICATION

Why

You gain insight into and an overview of the experience the product provides/should provide – and you can process specific elements of the experience separately.

When

It is used both reflexively to think about the experience in the current product/situation and going forward as a management tool to include other aspects. Therefore, it can be used both early in the design process (with a focus on reflecting on existing experiences/products/scenarios and generating ideas for new ones) as well as later in the process, where the analysis is based on your own concepts.

How

The starting point is the operational model for understanding the elements of the play experience (see the back). The various elements of the model can be defined analytically, but can also be used as a starting point for idea development, if, for example, you want to include more ‘playfulness’ in the play experience.

The key concept of the method is to focus on explicit learning but based on the specific elements of play, which will ensure coherence between learning and the play experience. Once the elements of the play experience have been described, the learning goals you want to consider should be outlined. Try to create a connection between them and the elements of the play. When that is done, you can define the ‘game play’, i.e. the framework and the structure that ensure the learning aspect of the play experience.

TIPS

You can experiment with the model from many different angles. For example, it could be interesting to start from the outside with a defined learning goal and then generate ideas for how the learning goal could unfold in relation to the different elements of the experience. Hence the model can be used as a blank canvas to set up an experiential goal based on which you can generate entirely new ideas.

PLAY BLUEPRINT CREATE

Create an overview of different aspects of play present in your concept

EXAMPLE OF TEMPLATE

Describe the play activities

Playfulness

Chance

Disruption

Virtue

Describe the motivational drivers

Humor

Describe ’playfulness’

Imagination

Play blueprint

Jesper Falck Legaard Assistant professor Designskolen Kolding

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

Construction Investigation

Activities

Pleasure

Bodily activity

Autonomy

Storytelling

Relatedness

Motive orientation

Achievement

Explicit learning

What is the intended learning?

The current perception level of the target group

1:1 FEEDBACK Model for user trials of prototypes CREATE

DESCRIPTION

1:1 Feedback provides an opportunity to observe the children’s immediate reactions and experiences with a concrete prototype. It is an effective way to identify opportunities, barriers and mistakes, since children (unlike most adults) more openly express their opinions and thoughts through interactions with models.

APPLICATION Why

In the process of developing products for children, you can seek answers to research questions that are meant to ensure the relevance of the product to the selected target group. Observing the children’s use of the product can give an indication of the direction for further development and play value.

When

In the design phase ‘Create’, where the direction of the idea development is more specific and you need to specify the idea further. By continuously conducting user trials with children you make sure that first-hand experiences and observations are integrated into the development process. The trial thus becomes a method for improving and developing the idea.

How

Before: Clarify a number of facts: The objective of the trial, the research questions and assumptions. It is important to be aware of how the trial is actually carried out. Make a tentative schedule and imagine what should happen within the allocated time frame (see the template User Trial Plan).

During: Stick to the division of roles as far as possible. The prepared timeline is a guideline. Be prepared for change if something does not work as intended. Let the children try out the product with as few explanations as possible. Make room for the children to explore and surprise you. Be neutral and observant and register what is actually happening during the play (for more information on gathering knowledge, see the card Observation).

After: Stay where you are and note down the last important observations. Avoid interpreting; just finish writing down and registering. Afterwards, analyse the material by grouping the data (see the card Grouping) and make a note of the insights (see the card Insights).

TIPS

Fill in your assumptions regarding your chosen research questions ahead of time. Repeat this after the user trial. Then you can compare your expectations to what you actually observed and thus have a clear picture of what changes user trials can create.

1:1 FEEDBACK

Model for user trials of prototypes

CREATE

EXAMPLE OF TEMPLATE

PLAN FOR THE USER TRIALS

What

What do we want to test?

Why

The objective of our user trial, the insights it is based on

When and where

What time of day and in what environment (known/unknown to the user)?

Who Where will we collect the data?

How Practical things we need to prepare (models, questions, etc.)

Output

How do we document the results? (quotes, pictures, video, Go-Pro, etc.)

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

Potential areas of exploration in relation to use: Emotions, ergonomics, aesthetics, interaction, technology

Open research questions:

What opportunities for play does the model have?

How long can the model keep the play going?

What do the children like about the model?

What are the children not interested in about the model?

Why should the children return to the model/the play at a later date?

VISUAL DESIGN NARRATIVE

Create an exact overview of knowledge and experiences

CREATE

DESCRIPTION

A visual design narrative describes a concept/an idea to the recipients through visual and sensuous means.

APPLICATION

Why

Creating a visual design narrative summarizes and retains knowledge of a concept/idea. The visual approach ensures better conditions for the recipient to comprehend the message and the potential. At the same time, you also become much more aware of what your intention with the set task is, thus facilitating communication and dialogue with the person or persons who are going to be informed about or involved in the design process.

When

When you want to communicate an idea/a concept to children and young people as clearly and in as much detail as possible in the Create phase, making sure that the recipient is not in doubt about what you want to achieve. All the knowledge you have created so far in the process is summarized in the design story as a brief overview, so it is easy to share knowledge with other stakeholders.

How

Summarize what you know about an idea/a concept by describing it with the words: what (the idea), who (the user), why (the need), how (the experience), when (the meeting with the user). Create visual images that describe these words. It can be sketches, icons, collages, photos, etc. You can also incorporate physical materials and models as a way to describe specific qualities even more clearly. In that way, all the senses are put into play.

TIPS

Creating a narrative that uses more than words, right on the spot, can be a difficult exercise for some, but give it a shot anyway. The more visual you become, the more concrete you also become with your design intentions, so if you are stuck in the design process, a design narrative can help you along.

VISUAL DESIGN NARRATIVE

Create an exact overview of knowledge and experiences

CREATE

EXAMPLE OF TEMPLATE

DESIGN NARRATIVE

What: Concept name and mission:

How Demonstrate the experience visually through a model, an illustration, a sketch, a picture, materials, etc.

WHO WHY WHEN

Target group of children, single/ multi use

Constructive feedback:

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

Needs, motivation, value and emotion seen from the user’s perspective

Situation(s) where the concept is used

PROTOTYPES

Making ideas tangiable to create a collective understanding

CREATE

DESCRIPTION

A prototype is a physical/visual model of an idea/a concept that requires no or minimal introduction to understand. The physical realization of an idea is the essential transition from research, via idea generation over mock ups to prototypes.

APPLICATION

Why

Prototypes make ideas and thoughts tangible/concrete, which enables the involvement of other people thus ensuring the further development of an idea. The prototypes also provide an opportunity to test an idea early in the process, so that errors can quickly be detected and corrected. Unlike a mock up, prototypes are made later in the process once the selection/rejection has taken place. A prototype is a more comprehensive model, which not only focuses on e.g. size, shape, etc. Choice of material, weight and ergonomic considerations for children, for example, are also taken into account.

When

The method is used when you want to try out several ideas in order to select the best one, or when you want to concretize a selected idea, both to yourself, your colleagues, customers and users.

How

Based on an idea/a concept or a mock up model, a prototype is built, which can be a drawing, a physical model, a video, etc. Feel free to contact potential subcontractors of materials and order some material samples in order to have the best possible criterion for being acquainted with the options that are available in the construction phase.

It is important to be aware of the objective of the prototype. If e.g. it is going to be used for physical tests, durability is important; if it is going to be tried out in a specific environment, this issue must also be considered.

TIPS

If you want others to comment on it or assist in the further development, a prototype must not appear too finished and neat. Commenting on something that already seems to be completed can have a restrictive impact on people. For physical models, simple, easily accessible materials are often used.

PROTOTYPES

Making ideas tangiable to create a collective understanding

CREATE

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

BUSINESS MODEL CANVAS

Create an overview of your concept in relation to the company’s main commercial areas

CREATE

DESCRIPTION

Business Model Canvas is a tool for analysing, developing and testing business models.

APPLICATION

Why

Business Model Canvas is a dynamic way to develop and visualize business models that demonstrates, in a logic fashion, how a company intends to make money. The business model thus becomes a map of the strategy that can be implemented in the organization.

When

As a starting point for any conversation, workshop or meeting that discusses the development or the analysis of business models. It can be your own or another company’s business model. Business Model Canvas is an excellent tool for creating an overview of barriers and potentials, e.g. where knowledge or resources in a project are in short supply.

How

By filling in the Business Model Canvas, you map out the company’s four main focus areas: users, product, infrastructure and economic viability. Those four main areas consist of nine building blocks: User segments, value propositions, channels, user relationships, revenue streams, key resources, core activities, key partners and cost structure. In a strategic design process, the starting point will typically be to uncover knowledge about user segments, value propositions, channels and user relationships. This information forms the basis for designing new concepts driven by the users and the product, while at the same time illustrating how the concepts can be integrated into the company’s infrastructure and financial profitability. This can create more innovative, holistic and sustainable business models.

TIPS

Use Post-it notes to fill in the model since they can be moved around and removed, which enables a more dynamic process. Download Business Model Canvas here: www.businessmodelgeneration.com/canvas * Business Model Generation, 2012, Osterwalder et al. Reference www.businessmodelgeneration.com

CREATE

EXAMPLE OF TEMPLATE

BUSINESS MODEL CANVAS

Create an overview of your concept in relation to the company’s main commercial areas

THE BUSINESS MODEL

Describes the business model for: Prepared by:

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?

THE PATH TO THE USERS

VALUE PROPOSITION CANVAS

Create an overview of which values your concept creates (use with Business Model Canvas)

CREATE

DESCRIPTION

Value Proposition Canvas is a tool to develop and test the segment of your business model that concerns the value proposition.

APPLICATION

Why

Value Proposition Canvas is a way to visualize and hence create an overview of your value proposition, so that you can develop and test in an iterative process with continuous improvements. The method strengthens the understanding of the user needs in a specific concept/product or service. Value Proposition Canvas is related to the Business Model Canvas (see the card Business Model Canvas).

When

Value Proposition Canvas can be used throughout an entire development process. The method works best as a dialogue tool in a group, but can also be used individually.

How

Value Proposition Canvas comprises two main areas: The user profile and the value card. The user profile describes a specific user segment and divides it into the tasks that the user wants to solve as well as the benefits that the user seeks and the inconveniences that the user experiences. It is important to assume the user’s perspective during the development of the profile.

The value card describes the elements of the business model that create value for the user. The three elements are: the products and services on which the value proposition is based; the elements that create value for the user, and the elements that alleviate inconveniences. It is important that the user profile and the value card fit together, so that what you offer actually matches what the user needs.

Draw the model on a large piece of paper and use Post-it notes to fill in the different areas. You can start anywhere you like.

TIPS

The method can also be used to map material from an observation or a conversation. Value Proposition Canvas is described in detail in the book by the same name, written by Alex Osterwalder et al. Further reading: https://www.strategyzer.com/canvas/value-proposition-canvas

EXAMPLE OF TEMPLATE CREATE

VALUE PROPOSITION CANVAS

Create an overview of which values your concept creates (use with Business Model Canvas)

MY NOTES AND SKETCHES

What is the method for?

When is the method relevant?