Monday, May 23, 2011

Reflections on the Design Process

In the design school process, there are six steps.

1. Understand - become an expert quick. Here, we come to a quick understanding of the focus area by doing background reading, figuring out who you need to talk to, looking at past interventions, and trying to figure out what the problem area is. The big goal is to talk to extreme users -- people who are deeply immersed in one or the other end of your target area -- to get an idea about the area from the people who know and care the most about it.
We started.
We settled into the focus area of STEM education.

2. Observe - deepen your insights. An insight is something that we wouldn't have assumed before the exercise. We interview and visit users. We capture their experiences. We figure out what makes them tick by finding common threads. We don't stay at the surface ideas of what they say and do - we try to find what they think and feel.
We synthesized insights.
We drew graphs.
We cut before measuring.

3. Point of View - capture the meaning. There are a lot of insights from the previous step, but why are those insights there? This step is most deeply about empathy. It is about understanding the user's worldview better than they do, and certainly better than they say. What does the user need? Deep down, why does the user care? What makes the user get up in the morning and keep on fighting?
We refocused on user needs.

4. Visualize - generate compelling solutions. Here, we choose a point of view, ask how we might solve a piece of that point of view, and come up with solutions that answer those how might we questions. The goal is to generate tons of ideas that you can test out later.
We questioned ways to address those needs.
We answered those questions.

5. Prototype - make the idea physical, tangible. The goal here is to answer questions about what ideas are good. A prototype is not a solution; a prototype is a question. That might involve a physical prototype, a near implementation, or a rough 'low resolution' prototype (ie, a sketch or a skit), but any way, it will test some part of a potential solution.

6. Test and Iterate - get feedback and make changes. This is what many people try to skip to when they have an idea. This is about the polish. After prototypes have answered questions about what works, what doesn't and what needs more work, the testing and iteration will tell you whether or not you truly are solving the needs identified in your point of view. It will guide you as you move forward into the real world.

Of course, the process isn't linear. In the process of polishing a statue, you might discover that the whole thing crumbles and you need to go back to visualizing.

The breadth varies across the design process. When understanding, you are choosing your target area, which narrows the focus down from all of the world's problems to one problem area. When observing, you expand your thoughts to everything involved in that problem area. A point of view narrows it down to one specific user group and their emotional needs. Visualization expands to many potential solutions. Prototyping brings forward the more promising solutions. Testing and iterating brings it down to the one solution onto which you attach your standard.

As time progresses, the number of ideas goes down from everything in the world to one concrete solution, and the cost of failure increases at each step. That's why it's a good idea to fail early and fail often so that it's easier to succeed when it counts.

Concreteness varies also. You might start with a concrete idea of the problem that you wanted to tackle. Then, you depart from the concrete and find out the big picture ideas that live around the problem. You begin to get more concrete as you visualize solutions, and it keeps on getting more concrete as you build solutions and build the entire institution around one particular solution.

User needs permeates it all. That is what I love most about the design process. People are at the center, the middle, and the edges of it. You interview people every step of the way. You figure out what people need. You abandon a solution if it doesn't address a real need that people have. You refine until people are satisfied. This is what the world is about.

Moving Forward With JunkMail, Interviews, and the Makers Faire

We presented the few solutions that we had come up with to the class on May 16, 2011. We decided to go with JunkMail because we could incorporate the best parts of the other ideas (creativity, community) into it. The feedback that we got on it was to focus on the system rather than on the kits themselves. How can we create a community around it? How can we leverage the NetFlix type model where we consistently send parents kits? How can we make sure that existing kits are educational?

We went to the Maker's Faire in San Mateo on 5/21. There, we gained a much more visceral appreciation of the truth of the suggestion to focus on the system. We saw dozens of kits. We even saw one kit that involved putting junk in a box, putting a scenario on the box, and selling it for $5. In other words, someone had already implemented the kit part of JunkMail. However, we didn't see a ton of well thought out systems, and the people that we talked to there seemed to agree that a system could have a high impact. Another big thing that we noticed in our interviews at the Maker's Faire was that everyone there was already well integrated into the tech world, and most of the organizations there were targeting techy people. The unique thing about our system is that it's attempting to target non-techy parents.

At this point, we were getting JunkMail polished up.
We put together a website, the center of our recurring model and our community: http://stemengine.wordpress.com/.

We made some fancy informational slips after getting some tips from a PhD in education (getting parents to teach by asking questions is good. Getting them to learn is good too).

We continued interviewing people. But at this point, our project was mostly done and ready for the final turn in on May 25.

Interview with Karin and Nika on JunkMail:
  • Description
    • high tech and stem are not the same as hands on learning, which is not the same as digital learning. Many low tech parents encourage digital tools.
    • Framing the issue is hard. Whatever wording you choose is fine. If you want to say tinker, say it.
    • Many engineers would be into this. Are you sure that you want to limit them out?
    • Seeing the home page makes me ask: how are you different from other services that exist?
  • Ordering
    • When ordering, I would ask my child even if I might think "mechanical is good and educational"
    • I would probably give the kit to my kid at home on a weekend since I work full time and she is in bed at 7:30
    • I would order several kits if it was cool enough. I have a few kids that interact with me. Maybe Grandma would have time to do them with the kids.
    • Netflix idea -- recommendation queue or pick
    • Many boys are passionate about a particular interest. Their themes may be weird. You need to allow tagging because there is no way that you'll get all of the connections they make.
  • Community
    • Uploading the pics is annoying extra work. If they came extra month but came faster with a reply or photo, it would be nicer.
    • a photo or a comment is better than both a photo and a comment
  • Teaching
    • I want to be able to teach the mechanical principles in winding stuff up!
    • Maybe add a puzzle-like rating system. How hard?/ For what ages?
    • Even opening stuff has teaching/bonding moments!
    • Info Slip Particulars
      • I like the info slip idea. The trick is different versions for different ages.
      • Map the info to school curricula
      • big text and colored pics → good, clear directions
      • there are a lot of languages on this slip. you could customize that. But I think that languages is a cool learning opportunity
      • Prepare questions
      • Transfer Questions: would metal work the same? How would nails versus glue work? What if there was a longer rubber band? Guess together, and then check your work online.
      • Can go further than the answer: "you know that there's a parabola... why does it behave like a parabola?"
      • examples, questions, tie-ins, academic bridge, opportunity to extend it to your own world
      • Form factor: try different stuff. brochure, cards, full size paper...
    • it's unintuitive to have to go on the computer to a hands on kit. Put the tutorials, printed, inside of the box. the computer might be a desktop that is in a separate room from the craft room. You don't want a kid with paint getting their hands all over the computer.
    • Making Parents Better Teachers
      • avoid parents doing it for their kids. Ask the kids questions, don't give them answers.
      • In case parents don't know the correct answer and would feel embarrassed if they gave the wrong answer, you could structure it such that parents have their kids guess and then let the parents show them the answer online
    • What part is learning and what part is building? There is a correct way, but I still let my kid explore. That's why ginger bread houses allow for more creativity. Exploration and openendedness is good. Don't constrain it to a how-to. Show how the principle works.
    • Use analogies for explaining stuff to parents.
    • Tell parents why and how to ask good questions
      • get them to observe, notice stuff.
      • what is a hypothesis?
      • don't talk down to parents
      • give parents vocabulary. Define. Insight.
      • can be general: "talk more about …"
      • I don't generally read "how to teach" stuff when I get it in the mail. How can you integrate it so that people will read it?
      • embedding teaching in the activity is cool. Teaching teachers. It's hard to make it respectful, but it is good when it works.
    • Think about the space. Where is this physically happening? Community center? In front of my garage? If community center, maybe it won't be parents who are teaching the kids. Who will buy, who will implement, and why will upload?
    • If there is a special time and place for crafts, it's easier to fit stuff in. Know the space. Then, you can answer whether it would be more fruitful to focus on cooking or on crafts. Knowing who will implement will help you figure out if the uploads will ever happen.
    • Among affluent families, people will buy this because they have to leave their kids alone with their nannies all day.
    • Have enough supplies. Ie, give several paint brushes if there are several colors of paint.
Pics:






















Sunday, May 22, 2011

Prototypes

We made four prototypes.

JunkMail:
Inspired by NetFlix, this would send parents junk in the mail so that they could build stuff out of the junk with their kids. There would also be scenarios (for creativity) on the box and information to ensure that there was a clear connection between the thing that they build and knowledge about the world.

Build a Bike:
We wanted something that used personal expression and was useful. This idea was inspired by Build a Bear Workshop, and it would allow parents and kids to build and customize a bike together.

Connectible Utensils:
This idea would bring together creativity and the dinner table by having kids customize their utensils.

Community Skills:
This idea would bring together people in the community to share their skills. If one person knows how to carve stuff, they might have a carving workshop. If another parent knows outdoors skills, they might take a group camping.

Some Feedback:
User Test: Aaron Ehasz, father of Paul (7) and Zelda (3)

Highlighted Lines are ones we found most insightful
Red is our thoughts! :)

General Information:
  • doesn’t do much LEGO projects with son because difficult to maintain and motivate son for 45 minutes.
    • Our thoughts: may be age-related issue
  • would throw away a broken lamp rather than attempt to fix it
  • took Ice Skating lessons with son - picked it up because son wanted to pick it up and so wanted a general working knowledge and comfort level with the activity “so that I can be involved in/engaged in what he’s doing”
  • found “engineering topics” too jargon-y, {afterwards as clarification: we defined it as thinking with hands and honing spatial reasoning/problem solving skills}
  • Spring is sports mode, not kit mode (Our Thoughts: maybe involve sports)
  • when think of “engineering topics”, immediately thought of museums and science centers, “places” in general
    • didn’t originally think of it as in-home activity
  • have done easy-build model plane kits,
    • think its crucial that kids can gain satisfaction quickly during construction process to maintain interest
    • hook them in the project early on
  • Comfortable with letting kids do dangerous physical activities, he allowed his 3yr old daughter to climb over a fence (our thoughts: interesting that he has a sense of adventure for his kids’ physical activities, but didn’t carry over into hands-on building projects)


Wind-Powered Car Kit:
Things he liked:
  • easy to follow instructions
  • step-by-step so easy for him to follow child’s progress on project and allow kid to work on a particular step to the point of failure before jumping in
  • 80% building/20% functionality (use after completion)
    • (our thoughts: this left something to be desire after the completion)
  • value in the kit looking homemade
  • had not crossed Aaron’s mind to take it apart and build it into something else
    • (our thoughts: emphasis on ability to rebuild)
  • if kit with no instructions and just pictures, aaron responded “I would be intimidated -- probably wouldn’t have bought it...”

Paul’s Reaction to Car:
  • seemed more interested in the fantasy story he created around the toy rather than the experience of building it
    • “batmobile” “with jet boosters in the back”


Prototype Feedback:

1) Community Skills (social networking site) {pictures on picasa}
  • “Not for people like me”
  • “I rather do something I know how to do”
  • concerned about other’s expectations, that they would figure he knew more than he actually did. being unable to contribute and “What if they talked over my head”
  • not comfortable with the “unknowns” of the idea, like what the person is like, how long project would take, what he would get out of it
  • would rather have explicit instructions and materials list for projects
    • Our thoughts: prototype really suggest that instructions would be part of the website, so the utility he initially perceived in the idea was not what we intended.
    • So for non-technical parents, they need more confidence that they can help in the project, would want very clear and well-defined instructions


2.) Build-a-Bike {pictures on picasa}
  • “loved the idea”
    • liked customization and saw that as a secondary benefit to kid being able to build it
  • had very parental concerns, i.e. training wheels, parent steering bar
  • became preoccupied with it being child’s first bike, sustainability of business (our thoughts: not exactly what we were concerned about)
  • price...? feasibility as gift
  • Paul reacted “that would be so funny”, “I would build a bike that looked like a jet with a cockpit and lots of buttons”


3.) Utensil Construction Set {pics on picasa}
  • really like idea of incorporating everyday household objects into constructions, transforming common items to complete other functions (our thoughts: it validates our assumptions!)
  • “a kit that connects the world”
  • would like “helper objects” that make everyday objects more functional and have multi-use


Additional Thoughts of His
  • in response to question about what will get him to access/purchase hands-on building resources: “get my kids to beg for it” + education = “i will buy it”
  • parents and grandparents are the main impetus for getting kids these kits, it would be more powerful if the desire for kits came from kids
  • crucial that kid’s can use fantasy and creativity to get excited and engaged in hands-on projects (i.e. Paul’s excitement in his “bat-mobile” fan car kit”
Some Photos:




















Brainstorming Answers to How Might We's

After a How Might We question is posed, we try to answer it in as many ways as possible. This is where brainstorming really comes in. The rules of brainstorming are:
  • Quantity, not quality
  • Gleefully accept every idea; don't judge until later
  • Be visual
  • Build off of each other's ideas
  • Encourage wild ideas
  • One conversation at a time. Don't be rude.
We use post its, set a timer for 5-15 minutes, and try to get as many ideas up on the wall as possible.

We brainstormed on how we might use everyday junk to get kids and parents exposed to engineering topics, and our ideas clustered into the following categories:
  • NetFlix Model
  • Reducing Waste
  • Productive Uses of Junk
  • Different Junk Sources
  • Artsy / Creative uses of Junk
We brainstormed on how we might use personal experience to help parents and kids get excited about engineering topics, and our ideas clustered into the following categories:
  • Toys/Sports
  • Dinnertime
  • Chores into Games
  • Doing stuff that needs to get done
  • Building stuff

Our brainstorm sticky notes: