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Design Thinking CAMPUS ISSUES


Stanford D School

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D

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Define - Stage 1 Brainstorm Session Dashes to and from hawthorn Geographical Location Less opportunities for students who don’t live locally

LOCATION

There are camps but nobody knows about them

COMMUNICATION

only common area is also a lunch room. A distinction is important difficult to make creative contacts (as students we look for personal contacts)

printing facilities - limited and expensive which discourages prototyping

SOCIAL

would only go to camps / events if you already had a crew

FACILITIES

Students lose contact with others at the end of each semester. Lose contact post swinburne Many events, but nobody knows about them

CAMPUS ISSUES

No design projects run outside of class

Lack of a creative space resembling a real design studio

could use more inpirational buildings interiors

lack of student unity

Lack of whole class projects lack of quality feedbackdiscussion within and outside disciplines

lack of study areas / common rooms

STUDY

Culture of Excellence

CULTURE

Lack of a real O-week. Benefits enforced from the start. More students could strive for excellence, rather than a ‘just get by attitude No opportunity to showcase work outside of grad. exhibition


Empathy - Stage 1 Class Observation and Student Interview over 3 weeks

Written Peer review begins

TIME

8.30

8.45

9.00

9.15

9.30

9.45

Language is an issue - finds it hard to grasp the content

10

5

Feels intimidated by other peers 0

WEEK 1

WEEK 2

WEEK 3


Empathy - Stage 1 User Journey over one week Feeling inspired to do work from her seeiing what her peers had achieved. Peers are motivated in class. Motivation is high to get work done so she doesn’t fall behind

Brainstorming and Research. Dividing time appropriately. Subject Motivation Lowers: Personal life priority

Monday

Tuesday

Wednesday

Thursday

Hasn’t done enough work: Confidence is low

Friday

Saturday

Sunday


Empathy - Stage 1 Empathy Map

“Too much work for a student who has to work part time too much to think about projects in depth.”

“I’m excited about this project because I can relate to it”

“I work hard on something that I will be able to use in my folio”

“I hold back in discussing ideas in class when there is a tough brief” “I’m scared to voice my opinions in class”

“Its always the same people responding to questions”

I find that most people in the class want to do well so everyone seems to be asking questions and when asked to comment on peer ideas there seems to be a big input.

Say

“Comparing my work to others made me think that i had wasted time thinking up too many concepts - I was too shy to ask in front of class if that was true”

“Language barrier is hard to overcome”

“Some people have no life”

Students completed feedback sheets with time, great care and honesty to give constructive feedback

Do “I’m ok voicing things I do know about, but not things I dont understand”

“I am motivated because I want to produce a piece of work I’m really proud of”

Pay attention / sit upright when key information such as due dates are given

International student wants to make friends and be part of the australian culture

Reluctant to speak up in front of a group, especially conversational questions from tutors. (MM) (COMM)

Multi talking – not fully engrossed in the tutorial (MM)

Distracted students turn to their laptops or iphones

Students have a strong sense of individualism (MM)

Nervous / shift in chairs when presentations are announced (COMM)

Some international students would rather ask other stu- dents for clarification than speak to tutors / in tutorials

International Student knows she is a smart student but still struggling in a new country

International Student wants to do well but doesnt have the services to help her out


Empathy - Stage 1 Empathy Map

Think There is far too much work given for a student who has to work part time to get through uni.”

just do the work and get out/ A get-by attitude

Feels inferior because of little working experience in australia (Steph)

“I wish i had more to show in class”

curiosity to learn - but not a hunger to

Students feel lectures are not as important as tutorials

“I feel as though i have gotten adequate feedback but i’ve got too much work to really think about every project in depth.”

what services are out there to help me be a better student (Steph’s User)

Behind in their subjects – Students struggling with language barriers, slower process due to translation less time for project work.

“I manage to do enough to get by but not enough that i am happy with the quality or concepts be- hind my work.” Reasoning

that if she gets bettter at english and interacting with her peers then it will make it easier for her studies (Steph’s User) Impatience to get out of class (MM) Nervous / shift in chairs when presentations are announced

Feel

Pressure on some international students with reading tasks, as absorbtion of reading material can take longer, and must happen outside of class. The class has a really positive atmosphere to it so Im more encouraged to do work. (Chloe’s user)

Uncertain about brief Overwhelmed with coursework

I try my best to keep up to date each week (COMM)

Peer review and feedback makes students nervous but is also important to them

Tutorials have a positive atmosphere to them (Chloe)


(re)Define - Stage 2 Students exhibit a “get-by” attitude -

1

2

Don’t know why they are here

!

Just trying to get through

3

Work in

=

Work out

Can go very far. Will be challenged

Critical analysis is needed

Students are individualistic

(Interview with tutor)


Empathy - Stage 2 2x2 Empathy Matrix

2x2 Empathy Matrix

Positive Behaviour

t4UVEFOUTTUSJWJOHUPEPUIFJSCFTU

t*OU4UVEFOUTNBLJOH GSJFOETBOECFJOHQBSUPG UIF"VTUSBMJBODVMUVSF

t4UVEFOUTFYDJUFECZB t"MMTUVEFOUT CSJFGUIFZDBOSFMBUFUP DPOUSJCVUJOH JODMBTT t4UVEFOUTHJWJOHSFDFJWJOH DPOTUSVDUJWFGFFECBDL

t#FJOHJOTQJSFE EVSJOHDMBTTUJNF

t/PUFOPVHIUJNFUP CFIBQQZXJUIUIF RVBMJUZPSDPODFQUT CFIJOEXPSL

t4PDJBMMJGF HFUUJOHJOUIFXBZ

t&YDJUFECZBCSJFG CFDBVTFJUXJMMCFHPPEGPS GPMJP t1BSUUJNFXPSL HFUUJOHJOUIFXBZ t4UVEFOUTCFJOHPCOPYJPVTBOEMPVEJODMBTT

Positive Behaviours

t*OUFSOBUJPOBM TUVEFOUTBTLJOH PUIFSTUVEFOUTGPS DMBSJGJDBUJPO

Motivated

t4UVEFOUTIBWJOH BTUSPOHTFOTFPG JOEJWJEVBMJTN

t6ODFSUBJOUZ BCPVUCSJFG

t4UVEFOUXBOUTUPEP XFMMCVUMBDLTSFTPVSDFT UPIFMQIFSPVU

t4USVHHMJOHUPUPPWFSDPNFMBOHVBHFCBSSJFS t6ODPNGPSUBCMF DPNQBSJOHPXO XPSLXJUIPUIFSTJO GPSOUPGDMBTT

t4JUVBUJPOTXIFSF POFTUVEFOULFFQT POGBMMJOHCFIJOE CVUOPPOFIFMQT UIFNPVU

All students contributing Unmotivated t)PMEJOHCBDL EJTDVTTJOH JEFBT in tutorials and lectures

t0WFSXIFMNJOH XPSLMPBE

Students giving/receiving t4UVEFOUTTDBSFE UPWPJDFiXSPOHw PQJOJPOT constructive feeback t.VMUJUBTLJOH t4UVEFOUTGFFMJOH JOGFSJPSCFDBVTFPGMJUUMF XPSLJOHFYQFSJFODFJO BVTUSBMJB ti+VTUEPUIFXPSL BOEHFUPVUw

ti4PNFQFPQMF IBWFOPMJGFw BUUJUVEFUPPUIFS TUVEFOUXPSL

Little contribution in tutorials Overwhelming Workload

EVSJOHUVUPSJBMT

Students making friends t%JTUSBDUFETUVEFOUT UVSOUPUIFJSMBQUPQT and being PSJQIPOFT part of a creative culture Being inspired during tutorials t4UVEFOUT / seeing examples

Pressure from time restraints Students falling behind lacking resources to help them out

CFIJOEJOXPSL

Building ati0OMZBMFDUVSFw strong portfolio Negative Behaviour

Negative Behaviour / Low Motivation

Intl. students struggling with language barriers


Empathy - Stage 2 Persona

• Getting feedback mid week will boost motivation • Will be more likely to do work before the last minute • Will come to class more prepared

Ayla White 3rd Year Comm Design Works part time - late at night Rents close to the university

• Will be encouraged by fellow peers


Empathy - Stage 2 Case Study

University of Melbourne – Law Society Three core aspects: • Community Building specifically through annual law camps • Competitions • Career opportunities


Empathy - Stage 2 Case Study RCA London Mid-Semester Exhibition: Communication Art and Design

Strengths: Exposure, Student Pride, School Publicity Weaknesses: No opportunity for feedback

Royal College of Art - Work in Progress Show 2010, Youtube <http://www.youtube.com/watch?v=ynArAHn6EP0>


Ideate Brainstorm Session 1. Informal Work-in-progress show at Wk 6

Figure 1: Royal College of Art Work in Progress Exhibition <http://www.youtube.com>

2. Studio-Like Collaboration Space

Figure 2 : Design School Bangkok. 40 Images each on walls <http://happygraff.wordpress.com/page/4/>

3. Communicating visually in tutorials

Figure 3: David Carson in the Studio in the Film Helvetica <http://www.helveticafilm.com/stills.html>

4. Speed Design Dating

Figure 4: Speed dating <http://www.reallyrich.com/wpcontent/uploads/2009/11/speed-dating-for-beginners.jpg>


Ideate 5. PROTO Iphone App

Works like Threadless Original Facebook

Interacts like Draw Something

http://cdn.pocket-lint.com/images/FBBT/draw-somethingreview-android-iphone-ipad-0.jpg?20120326-181415


Prototype - Stage 1 Wireframing


Test - Stage 1 Tesing the wireframes


Prototype - Stage 2 Refining the wireframes


Test - Stage 2 Testing the Wireframes


Outcome • Student login and profile builds sense of community

• Students have the opportunity to share their design in a non comfrontational manner

• increase accountability to execute quality responses to briefs


The Future of PROTO

• Expansion to Andriod, iPad and web devices. • Online and offline platform. Eg: Speed Design, Portfolio Masterclasses and other specific trainings. • Incentivising the program. Eg: Uploading 6 works wins student a ticket to semi permanent

Design Thinking - Campus Issues - Presentation  

Hayley Warren, Chloe Rees, Dan Salkowski and Steph Lee Using Standford's D-School design thinking process using empathy, defining, ideation...

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