April 4th 2014
Exam Canteen by
Henry He (0810831) Aaron Owens (0818099) Guido Klop (0819749)
Design, Social Innovation (7NCB0)
Tom Berckers (0807412) Rosa Hendrixk (0829955) Bart Tiemeijer (0824462)
Table of Contents
Design for Social Innovation is a project within the Basic Design Course of the TU/e Bachelor college. The project was focused on ‘the strategic area Health as a carrier to design for societal relevance’. The challenge was to design a service, system or product that makes the life of people more healthy guided with the reflective and transformative design process. With a multidisciplinary team we developed a service within this area.
Final Concept What?, Where?, How?, What?, Why?: 9
Cost research: 4, User Resarch: 5
We developed a service: ‘ExamCanteen’, which provides students with fast, healthy and cheap food within the exam-period. The service consists two parts: a cooking and a eating part. You can cook together with a professional cook for your fellow students, or you can eat. So besides the advantages of the meal, you can also learn how to cook healthy. To guide this whole process a website was built. Where students can sign up for Exam Canteen.
Cost, User Test, Other Initiatives: 12, Motivation, Community: 13
Bart, Guido 14, Henry 15, Tom 17, Rosa 18, Aaron 19 Website, Questionnaire 20
Research Before it is explained what the design is, we shall first specify the problem and the challenge we need to meet.
Table showing the average consumption of one person:
Students eat unhealthily during stressful times like for instance exam periods.
Develop a design that makes students eat more healthily during exam periods. Why have chosen this problem and challenge? Well, first of all, all of us are students which means that we can relate to the target group being students. Also this allowed us to design something out of the need for it. Second of all, we wanted to contribute to a more healthy society overall. The next step is to see if we can find a cause as to why students have such bad eating habits during stressful periods. The result? Bad eating habits mostly originate either due to a lack of time or, because students still are students, due to a lack of money. These are thus the most important things our design should cover.
Ingredient Amount Costs (€) Wraps 2 0,54 Chicken filet 140g 1,15 Tomato 40g 0,11 Paprika 20g 0,33 Salsa sauce 66g 0,26 Salad 60g 0,39 Sub Total: - 2,78 Yoghurt 150ml 0,14 Strawberry 63g 0,50 Raspberries 63g 0,46 Cherries 63g 0,40 Sub Total: - 1,50 Final total: - 4,28 Prices are taken from: http://www.ah.nl/ and may vary over time.
The total costs of 50 meals amount to: € 214 Costs of hiring a (professional) cook for 1 day: € 145 euro Total costs: €339 Costs per student head: €339/50 = € 6,78 This includes hiring a professional chef with a lot of experience in cooking (€ 34000 a year, source:http://www.missethoreca.nl/Restaurant/ Nieuws/2010/6/Chef-kok-verdient-gemiddeld-34800-euro-per-jaarHOR035218W/) This also includes using first class AH ingredients, so the price can be brought down by either using a less experienced and cheaper cook, or lower grade ingredients.
The user research consisted of a questionnaire. 17 students of the TU/e filled in the questionnaire. The students are a mix of different studies. The following questions were asked:
We aimed to create a social environment in which students can eat a healthy meal for a reasonable price. We looked at ourselves and agreed that our own eating habits are far from ideal. On top of that, we discussed that it could be improved rather easily. When we started to ask students about their eating habits, they agreed with our assumption that they should be able to eat more healthy.
1. What are your eating habits during an exam period? 2. How important do you consider eating together with other people? 3. Do these eating habits differ from the eating habits on other periods? 4. Do you have the idea that your choices in eating are determined by lack of time? 5. Do you have the idea that your choices in eating are determined by lack of money? 6. Would you participate in this program if it was available on campus? 7. If so, would you participate in eating cooking or both? 8. If so, how much are you willing to spend on a healthy, fast and warm meal? Question Answer Healthy Unhealthy 1 5 12
Important Unimportant Very Important 2 3 9 5 Yes No 3 10 7 4 12 5 5 8 9 6 12 5 7
Apart from the necessity the food has to be healthy, we think that, in order to attract students, the food we provide should be at a reasonable price.
Highest Lowest Average 8 €7,00 €3,00 €4,32
To find an idea which we could work with we all looked for a health issue which was relevant.
The idea would be interesting for students because of a couple of reasons. First of all they would be able to get a fast meal in between studying. Secondly this meal would cost not more and maybe even less then it would cost to cook it yourself. Thirdly is would be a good and healthy meal. And last but not least there was a social aspect about it.
Also it was important that it was an idea that would be possible to work with and not something that was done before. We wanted an issue for a target group that would be easy to understand for us, so we tried to look at health issues which were relevant for students.
Providing the fast service would be possible because a student doesn’t have to cook himself.
We came up with some issues like obesity, malnutrition, smoking and bad posture. We decided that obesity and malnutrition could be combined very well. We decided to set up a food service but knew that there wouldn’t be much interest in this so we specified it for the weeks of exams.
Also because all students get to eat at the same time the food would be ready at that time. The costs would be reduced because the meal was cooked for a lot of students at the same time.
And the ingredients could be bought at for example Sligro. We wanted to let a cook decide which dishes there would be and when with the only requirements being that I must be healthy and doesn’t cost much. Also we want to create a cantina along with the kitchen where the students can eat together thus creating a social aspect and also a social drive to use our service.
What? Provide a healthy and quick meal to students
To conclude, the service we are offering is a cheap, fast and social new way of enjoying a meal during the stressful exam weeks. In a canteen located somewhere on the campus, students can eat a freshly cooked dinner by choice of cook for these eating students.This will be a non-profit business because the money paid by the eating students will be invested in healthy ingredients used for cooking the meals. Any accidental profit can be compensated by either lowering the price of the dinners or improving the quality of them.
Where? Preferably in a kitchen provided by the TU/e*. Otherwise we will have to hire a mobile kitchen. It’s essential that the dinner takes place at the campus. How? We will use the ‘for students, by students’ idea. Students can sign up to either cook or eat. Cooking will give them coupons with which they can get free meals. One professional cook is hired to guide the students.
According to our research on the costs, it is not expected to make a loss. Students can sign up for the service either online or by buying a card which entitles them to a certain amount of
When? During exam periods. Monday night to Friday night. When successful, their might also be dinners on Saturdays and Sundays. Why? The eating habits of students are not as good as they should be. *If we want the Tu/e to cooperate with this design, we should figure out a way to make this concept promotable for the TU/e. Making TU/e the ‘healthy’ university, or the university that listens to its students’ idea’s.
The design we created isn’t the final product. Over time when the design has proven to be useful and welcome in the society there are certain improvements we can add to our design. We can expand our design to give people the option to share their own healthy recipes with other people. The recipes of the meals that have been cooked can also be added to this pool of recipes. We can expand this recipies with the functionality to rate them.
There are several points of discussion about our final concept. In the future this could be points to focus on to improve the service.
We can also expand our website with other functions like a rating system for the people that have cooked and integrate our website with an app on ios and android (maybe even windows phone!). In the long run if it’s really successful we can expand our service to other universities in the Netherlands. This is possible because our concept is easily applicable in other places, because all it needs is a community, the rest of the concept is almost self sustaining apart from a few starting investments.
The price could become lower by buying the ingredients in large quantities and hire a cheaper cook.
These are a few of the developments that might take place in the future, there are many more possibilities that will be discovered over time while the design is being used.
The cost calculation we did gave us a maximum price of €6,78, however the price students are willing to pay was €4,32. So to make this service work, the price should become lower.
However the cook is already not expensive at all, so the difference has to be made with the ingredients.
Another cost related discussion point is that students may think that a professional cook makes the food more expensive than it can be. However we think it is also important to make the cooking experience more attractive. But the price should not get to high because of this cook.
We asked students about their opinion. All the students wanted to participate in the service. However we didn’t test the service. This will make clear if the service really works out the way it should and where the points of improvement are. This should be the next step when this service is developed further.
We didn’t analyse into deep other initiatives within this area. For example there where Mensa’s, why did they go away? Or Eetlijst.nl which has also parts which overlap with our design. Or take a similar program in brazil as example.
An suggestion at the final presentation was to look at motivation theories. This could help to design the service in such way that people get motivated to join. This is an important part of our design, since when people are not motivated to cook nor eat, the service will fail immediately.
Even though this course doesn’t have much relevance to my study I did learn some important things. Mostly about aspects that are important when designing something. Also what are the values that you have to take in discussion when you want to know whether or not a design will be successful in the market and popular to the target group. I also learned the importance of different disciplines on our university in working together as a group.
A positive aspect of our service is the community angle. This creates a self-working environment. And gives opportunities to scale the service up. But also to add new things. Such as a ‘social cook-book’. Where recipes can be shared.
What I didn’t like about the course is the home assignments. I think they weren’t very educationally important and not taken serious by most people. Also the peer reviewing system was not good in my opinion. Mostly because everybody wanted to do it as fast as possible or just gave a random grade.
When I started this course I had no clue what to expect. I had all sorts of ideas about what design actually was and how it’s done, but I never actually participated in it. Afterwards I can tell that my ideas about what design was were way different than what it is in reality. It is way more abstract than I expected it to be. Even though it did not really have anything to do with my study IE I still learned stuff that might be useful in the future. Mostly when I get to work with other designers I will be able to understand their work process and with that I will be able to support them better inside of the company. I did not like the home assignments. I found them rather boring and not that useful in practice with our design. I also found that the peer review criteria were way too harsh. If you missed 1 criteria (which sometimes happens) you immediately got an insufficient, even though the rest of your assignment was top notch. All in all I specifically enjoyed the C part of the course and not the main part. I had a nice team to work with and everything went fluently.
the soul of a film indeed.
From this course: I learnt a lot form the lectures especially benefited from the formal design perspective, I am having DBL app development this quartile, which requires us to design an app, I followed the design techniques and procedures carefully in this course and ends up with desirable results.
Besides video making and making the site I also edited slides and took part in the design process, including handing out questionnaires which are important experience as well, in this project I actually gets to practice a lot of things prof. Hummel taught in her lectures. Working with multi-disciplinary team also is a bonus for me, before this course I never had to work with people from outside of computer science department, so mostly I just assume I do not have to explain technical details, but this time I am the only person capable of certain task, so I need to be far more careful, and needs to think of ways to explain to my fellow group mates, and also trying to figure out what my teammates or tutors trying to teach me from their own expertise.
From this project: I programmed 2 websites for this project, initially I thought to make a proper functional site but then I found out the TU/e student server does not support php properly, and I have no idea how to make by java or python with data security garneted, so I then decided to just make a markup site. I used html5 and css3 on the initial site, with more or less metro style buttons. It took me well above 25 hours to just make the initial site, though mostly I was checking why php does not work. However the site does not really look very well according to the tutor, for the color and shape does not match, I really have little idea about graphical design, so this arise my awareness of designing future website in a way that graphically appealing to the users. With the help of Tom, and thanks to his design, we made the second site, which took us around 2 hours. This time is without css, still a markup site, but thanks to Tomâ€™s designing we have properly designed buttons and logo, and I really realized I need to take lessons for graphical design if I wish to become a web developer. And at the envision stage it is really important to take the appearance of the product. Those are all thanks to my wonderful tutor Mr. Rene. This time we actually made a good site. Besides the website I also edited the movie for the midterm. And it is a quite important stage for a movie, if you look at the raw footage of the star wars new hope, you will find out it is completely irrelevant from the actual products, and yes that is the power of editing. We have good actor and nice script, it took me 10 hours more or less to do some revising for film editing and actually made the editing with some fast motion effects, and Tom picked a wonderful song as the background, with that song we made a quite good video. And I learnt the importance of the music sound track. It is
I also mentioned to bring up a rating system to build trust in this social media, however after I talked to my math teacher I found out I am far less capable to do that, I need to addend 2 other courses for risk trust in social media to be able to create this system so this is one of the reason we did not put that in this document. And again I realized I am far to call myself a decision theorist, which is kind frustrating. Overall I worked well beyond 32 hours the 5 ects course asked me to do for the projects, though there are indeed more things that could be implemented such as logins and the back ends. I could not do those in limited time, and that also reminds me how unskilled I am in this field, and thus I felt need to work harder on it so I will not suffer from lack of skills.
After a few weeks of settling in, switching groups and adjusting schedules, our project group was finalized and we started working on the design project. However, even though we were constantly switching groups, we already made a little design cycle. Though, the concept never got prototyped. However, this small design cycle did give us a better idea of what was awaiting us in the final project. Due to this shifting and arranging of groups and schedules, the mid-term arrived pretty soon. For this mid-term we created a 2-min video. It was up to me and Henry He to convert the raw film footage in a watchable video. This required a bit of directing, editing and thinking of ways to tell as much as possible, with as few words as possible. We used tricks like changing camera angles, switching back and forth between screens, close-ups and other twitches to make it as good as we possibly could. Fortunately, at the end, it proved not to be too hard to find suitable audio. After the mid-term we started on finding ways to visualize our concept. It is difficult to make a tangible prototype for a concept that largely consists of a service. In order to illustrate our concept properly, we decided that a dummy website might work. We also kept in mind that our video could help to make the concept clear. Apart from providing ideas and solutions to various problems to the group, like everybody did, I wanted to use this course to improve my visual design skills. I worked on the design of the logo, the website design and I’m responsible for making the final report look decent. This is a good mix of challenges and, not surprisingly, the first feedback I received was that the different visual designs should blend together nicely. They should have the same style of design. In order to achieve this, I closely worked together with Henry He to integrate the logo and website design into the website and replace the existing design. For the design on the report, I tried to give it a more professional look. This might proof difficult to go together nicely with the logo and the website, but the report has a different goal and different focus group than the other designs.
I followed the project of the Basic course design track: Designing for social innovation. Together with four other students of different faculties we focused on ‘the strategic area Health as a carrier to design for societal relevance’. The assignment was to design a service, system or product that makes the life of people more healthy guided with the reflective and transformative design process. Together we developed a service which helps students to eat healthy, cheap and in a social environment during their exam periods.
Within the group I was the only Industrial Design student. I stated as learning objectives that I wanted to have a leader role, focus on planning, prototyping and user testing. I took the leader role. On the one hand because I was already familiar with the ins and outs of the design process and on the other hand because I wanted to develop myself further in this. I led meetings, structured the design process and brought in methods. I became aware of the fact that being a leader means that you have to prepare meetings properly with an agenda and be pro-active. This will help to structure them and make them efficient. Furthermore it is important to divide tasks properly and focus on everybody’s strengths or learning objectives. You also need to focus on the professional skills. It is important to be strict towards appointments and otherwise let there be consequences to make people aware. Furthermore I gained insight of working with people of different backgrounds . This gives new viewpoints, skills, knowledge and expertises within a group. This helps to get the complete picture, but makes it also harder to communicate. It is important to take into account that you can’t expect that everyone knows the fundamentals, methods and language of design. Therefore good communication is a key. E.g. you can’t just start brainstorming, you first have to explain methods and make everybody think on the same level. However in the beginning I was too focused on the typical design process, but you have to be open minded for this new perspectives to get the best out of every team member. I didn’t had a big role within planning, prototyping and user-testing. Planning was not necessarily needed, this went naturally. Also I wanted to use everybody’s strength, and since our prototype was a website a computer
science student focused on it. Furthermore we didn’t do a user-test. We asked people for their opinion, but didn’t test the concept. However this could be good to do in future, because it will bring the points for improvement more clear in the picture and will make the design more valuable.
At last I did also two presentations, one within the track and one for the whole course. This made me aware that the structure of the presentation and preparation is even so important as the content or way of presenting. However I became more confident about my presentation skills, since it went well.
1 Links: Initial design: http://www.student.tue.nl/O/s.he/ExamCanteen/MainPage.html Final design: http://www.student.tue.nl/O/s.he/ExamCanteen2/mainpage.html
In short I developed myself within the competency Teamwork and Communication. Regarding to leader skills and working in multidisciplinary teams. However I didn’t met all my learning objectives, but I think I took the most valuable one and developed myself substantially regarding to this
1.2 Sources we used: The design techniques are mentioned in the lectures, we use the transformative design process, and experimental design method, as for evaluation we used the technique “in context”. We used google drive and dropbox as cloud facilities to share the deliverable works.
I did not really know what to expect when I started this track of the design course seven weeks ago. I just thought that this was the best choice of the three because of the bad stories I had heard of the other two tracks. It indeed turned out to be the best choice, not because of inferiority in terms of difficulty compared to the other two, but because, in my opinion, the contribution to society is the largest. You actually need to design something that contributes to, in our case, a more healthy society. Best of all is you’re completely uninhibited in what your design should be. This allows for you to be very creative in your approach and final design. Of course you need to be guided somewhat but that need was met in the form of a coach who helped and corrected us where needed. The only point of criticism that I do want to address, is the fact that I personally would have wanted to see overlap between the basic course and the specific course. By this I mean that the things learnt in the basic course by means of the lectures and home assignments were not really applicable in the process of coming to our final design. To end on a positive note though, I am a really glad I followed this course and specifically chose this track. I have learned a lot keeping in mind that my major is applied physics which is probably the furthest away from industrial design. The skills learnt here will definitely be of use in the future!
VideoPad Video Editor is the software use for editing the videos, and the camera is borrowed from the Eindhoven Technology University. The website is implemented in html5 and css format, the web server is provide by the Eindhoven Technology University.
Questionnaire we used: 1. Wat zijn uw eetgewoontes tijdens een tentamenperiode? 2. Verschillen deze gewoontes met uw eetgewoontes uit andere perioden? 3. Hoe belangrijk vindt u het om samen te eten? 4. Heeft u het idee dat uw eetkeuzes bepaald worden door tijdsgebrek? (bijv. gezond vs ongezond) 5. Heeft u het idee dat uw eetkeuzes bepaald worden door geldgebrek? (bijv. gezond vs ongezond) 6. Zou u hier aan deelnemen als dit concept op uw campus beschikbaar was? 7. Zo ja, zou u willen koken, eten of allebei? 8. Zo ja, hoeveel heeft u over voor een gezonde, snelle, warme maaltijd?