Design ThinkingCAMPUS ISSUES

E D I P T

Stanford D School

COMMUN-ICATION

SOCIAL

FACILITIES

LOCATION

Many events, but nobody knows about them

could use more inpirational buildings interiors

printing facilities - limited and expensive which discourages prototyping

Students lose contact with others at the end of each semester. Lose contact post swinburne

difficult to make creative contacts (as students we look for

personal contacts)

only common area is also a lunch room. A distinction is important

Dashes to and from hawthorn

lack of study areas / common rooms

Geographical Location - Less opportunities for

students who don’t live locally

There are camps but nobody knows about them would only go to

camps / events if you already had a crew

E D I P T

Culture of

Excellence CULTURESTUDY

No opportunity to show-case work outside of grad. exhibition

More students could strive for excellence, rather than a ‘just get by attitude

Lack of whole class projects

No design projects run outside of class

Lack of a creative space resembling a real design studio

Lack of a real O-week. Benefits enforced from the start.

lack of quality feedback- discussion within and outside disciplines

lack of student unity

CAMPUS ISSUES

Brainstorm Session

Define - Stage 1

8.30 8.45 9.00 9.15 9.30 9.45TIME

0

5

10

WEEK 1 WEEK 2 WEEK 3

Class Observation and Student Interview over 3 weeks

Written Peer review begins

Language is an issue - finds it

hard to grasp the content

Feels intimidatedby other peers

Empathy - Stage 1

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Brainstorming and Research. Dividing time appropriately.

Subject Motivation Lowers: Personal life priority

Hasn’t done enough work: Confidence is low

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

User Journey over one week

Empathy - Stage 1

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

“I hold back in discussing ideas in class when there is a tough brief”

“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”

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.

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

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

“Its always the same people responding to questions”

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

“I’m scared to voice my opinions in class”

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

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

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

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

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

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

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

Students have a strong sense of individualism (MM)

“Some people have

no life”

“Language barrier is hard to

overcome”

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

my folio”

Distracted students turn

to their laptops or iphones

Say

Do

Empathy Map

Empathy - Stage 1

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

Impatience to get out of class (MM)

Pressure on some international students with reading tasks, as absorbtion of reading material can take longer, and must happen outside of class.

Nervous / shift in chairs when presentations are announced

The class has a really positive atmosphere to it so Im more encouraged to do work. (Chloe’s user)

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

Students feel lectures are not as important as tutorials

Uncertain about brief

Overwhelmed with coursework

Tutorials have a positive atmo-sphere to them (Chloe)

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

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

“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

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

that if she gets bettter at english and interacting with her peers then it will make it easier for her studies (Steph’s User)

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

“I wish i had more to show in class”

just do the work and get out/

A get-by attitude

curiosity to learn - but

not a hunger to

Peer review and feedback

makes students nervous but is also important

to them

Feel

Think

Empathy Map

Empathy - Stage 1

-

1 2 3

Just trying to get through

Can go very far. Will be challenged

Don’t know why they are here

=

Students are individualistic

Critical analysis is needed

Work in Work out

!

Students exhibit a “get-by” attitude

(Interview with tutor)

(re)Define - Stage 2

2x2 Empathy Matrix

Positive Behaviour

Negative Behaviour

MotivatedUnmotivated

-

-

2x2 Empathy Matrix

Empathy - Stage 2

All students contributing in tutorials and lectures

Students giving/receiving constructive feeback

Students making friends and being part of a creative culture

Being inspired during tutorials / seeing examples

Building a strong portfolio

Positive Behaviours Negative Behaviour / Low Motivation

Overwhelming Workload

Pressure from time restraints

Students falling behind lacking resources to help them out

Little contribution in tutorials

Intl. students struggling with language barriers

Ayla White3rd Year Comm DesignWorks part time - late at nightRents close to the university

• Getting feedback mid week will boost motivation

• Will be more likely to do work before the last minute

• Will come to class more prepared

• Will be encouraged by fellow peers

Persona

Empathy - Stage 2

University of Melbourne – Law Society

Three core aspects:

• Community Building specifically

through annual law camps

• Competitions

• Career opportunities

Case Study

Empathy - Stage 2

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>

University of Melbourne – Law Society

Three core aspects:

• Community Building specifically

through annual law camps

• Competitions

• Career opportunities

Case Study

Empathy - Stage 2

1. Informal Work-in-progress show at Wk 6

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

2. Studio-Like Collaboration Space

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

3. Communicating visually in tutorials

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

4. Speed Design Dating

Brainstorm Session

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

Ideate

5. PROTO Iphone App

ThreadlessOriginal Facebook

Draw Something

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

Interacts like

Works like

Positive Behaviour

Negative Behaviour

MotivatedUnmotivated

-

-

2x2 Empathy Matrix

Ideate

Wireframing

Prototype - Stage 1

Tesing the wireframes

Test - Stage 1

Refining the wireframes

Prototype - Stage 2

Testing the Wireframes

Test - Stage 2

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

• 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

Outcome

• 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

The Future of PROTO