Ontwerp. Onderzoek. Cultuur! Maar hoe optimaal te coachen/ - - PowerPoint PPT Presentation

• Ontwerp. Onderzoek. Cultuur!

Marco van Hout MediaLAB Amsterdam Maar hoe optimaal te coachen/ evalueren?

ROCKPAPERSCISSORS

Research and design with a focus on current, relevant design challenges, using digital media and technology to create meaning and impact.

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What We Do

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Fast paced 20-week agile design programme for multidisciplinary student teams in collaboration with academic and industry partners.

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What We Offer

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Autonomous teams coached by MediaLAB team members, supported with design and tech consultants, design methods, workshops and masterclasses.

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Our Programme

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U-TURM

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Creative Amsterdam

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To enrich the design field with a common language (of design methods) to build upon each others work. To understand the cultural context in which we design, and the influence of the context on design. To educate T-Shaped professionals, that are able to

• perate in multidisciplinary teams.

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Mission

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Love digital media and creative technologies Care for others and have a desire to help them Enjoy exploring their world and finding their ways to improve it Love to make stuff Have an open mind and not afraid to fail Like to be challenged

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We Like to Work With People Who…

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DESIGN. when research joins

“Today, integration, rather than raw technology, has become the pressing problem of our world. This is what designers, above all else, are good at.”

Belinda Lanks - FastCompany

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Integration of Tech

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“We don’t design for the sake of designing. We design for a purpose.”

MediaLAB Amsterdam

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Integration of Tech

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What is design?

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BREAKOUT #1 genius design

Breakout

Design a chair that evokes a specific combination of 2 emotions Design Emotions. 5’

Joy Desire Interest Satisfaction Sadness Aversion Boredom Dissatisfaction

Breakout

Place stickers on your neighbour’s design, how does it make you feel? Design Emotions. 5’

Joy Desire Interest Satisfaction Sadness Aversion Boredom Dissatisfaction

Educate for 21st Century

Multidisciplinary Project-Based Education (MDT’s)

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Teams are Central Focus

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Advantage MDT-Education: REAL

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Advantage MDT-Education: Introduces Other Disciplines

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Challenge MDT-Education: Communication & Collaboration

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Challenge MDT-Education: Complexity of Decision-Making

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Challenge MDT-Education: Complexity of Evaluation of Individuals

26 Deliverables Process Learning Curve

1 2 3

Team vs. Individual

Agile Work Method: SCRUM

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SCRUM knows specific roles and rituals which makes the teams perform very autonomously, and provides ways for peer reflection (opportunities for evaluating the individuals of a team).

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SCRUM roles & rituals

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Tension: Productivity vs Creativity

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How to be Successful both in Performance & Creativity?

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BREAKOUT #2 empathy

Breakout

Breakup Letter - break up with a product or service you used to love USER & CONTEXT 15’

Create Know User

Break up letter

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Well-Being in Dutch Context: Technostress

Breakout

STEP 1: break up with an app that gave you ‘technostress’ USER & CONTEXT 10’

Create Know User

Break up letter

Breakout

STEP 2: Highlight commonalities between letters within your group USER & CONTEXT 5’

Create Know User

Break up letter

SCREAM!

SCreaM!

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Best of Agile, SCRUM Fostered CREATIVITY Seemless MULTIDISCIPLINARY team work

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How to integrate creactivity, productivity and applied research in design education

How it Works

Design Process - Focus on TRANSLATION

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AGILE

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3 Main Interventions

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IDEATION (& Planning)

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Try and ideate and sketch a lot with your

• team. Visualising your thoughts is crucial

for common understanding + communicating your ideas.

Manual&instruction&MediaLAB&Amsterdam

3 Main Interventions

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A common design language for teams Design Method Toolkit

www.designmethodtoolkit.com

BREAKOUT #3 from goals to methods

SCHIPHOL: How can we create an airport that is completely (or for the most part) ‘bagageless’?

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CASE

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1. Make groups of 4 2. Define a Sprint Goal (sprint 1) and subgoals for that

• sprint. Have at least 3 subgoals

3. Choose 3 methods individually from the Design Method Toolkit for each subgoal 4. Present within group. Choose 3 methods for the case as a group and write down on the Sprint Template

4 Going from Goals to Methods 49

BREAKOUT #3 from goals to methods DISCUSSION

Most often chosen methods by our students: Lotus Blossom, Actors Map, 1-1 Interview, Survey, …. Why is it hard to get more variety? How can we coach/ assess method selection? Please discuss within group and fill in template

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SCREAM!

3 Main Interventions

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Translate Sessions

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“Complexity is your enemy. Any fool can make something complicated. It is hard to make something simple” Richard Branson

Translating the raw & complex into the clear & simple

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The translate session is about:

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• 1. Making the complex simple and translating results into insights
• 2. Understanding the main story in your results
• 3. Create team consensus on the main insights
• 4. Communicating that story so that you have material to backup your

choices to your industry partner and being able to explain it in a story

SCreaM! - evaluated 14/15

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• 1. Team performance increases

• 2. Easier decision-making

• 3. Creativity is better fostered (methods, ideation)

• 4. Applied research is planned and better controllable/ validated

• 5. Changing role for educators > coaching on translation and process

SOURCE: SCREAM! – AN INTEGRATED APPROACH FOR MULTIDISICIPLINARY DESIGN TEAMS IN HIGHER

• EDUCATION. Marco van Hout, Gijs Gootjes (EDULEARN15 Proceedings, pp. 2157-2167, Barcelona, Spain).

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Create focuses on having a tangible object (report, visualization, prototype, etc) that you can show. The output of the create methods may propose new research material.

Create

Research focuses on gathering information and making sense of it. The results of the research methods will give you insights that will supply new design criteria.

Research

translate

In an ideal design process there is a constant flow between researching and creating. That is why these cards are divided into two types, Research and Create.

Translate as main focus for education

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• 1. Students have access to all knowledge

databases and resources

• 2. We facilitate them with (design) methods that

they can execute autonomously

• 3. We facilitate them with space, materials,

hardware and software to Create

• 4. Our role: translate and transfer

So…

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Biggest challenge is how to evaluate on an individual level in team context How do you engage all stakeholders (students/ teachers and industry) to work together on evaluation How can we prevent extra work (e.g. documentation, descriptions, etc.) How can we use (or modify) the tools that students and teachers are already using?

But…

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BREAKOUT #4 from results to insights DISCUSSION

Most often students fail to really comprehend research

• utput. Especially in a design process where it feels it is

not about the research, but about the solution…. How can we guide this process beyond the session? How can we assess translate & transfer capabilities? Please discuss within group and fill in template

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Going from results to insights

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BREAKOUT #5 Our challenge today

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When students work on team projects in collaboration with industry partners, there might be challenges and opportunities in the evaluation of their deliverables, process, individual performance and learning curve.

Challenges

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Currently

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Evaluation tools/ methods create a lot of extra work. They also distract from and are not integrated into the actual work (process). They mostly don’t take team dynamics into account. They do not involve input/ insights enough from the various stakeholders (very teacher oriented).

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Our Design Challenge

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How can we design a digital solution that will enrich the coaching & evaluation process

• f individuals & teams

without creating extra work (for both students and teachers)?

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Goal & Methods

4 67 Actors Map Harris Profile Concept Sketch

1 2 3

Use the suggested methods to funnel your ideas

3 4 68 Actors Map

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Output is a map of actor relationships and a list of requirements per actor

Method

3 4 69 Actors Map

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Method

• 1. Determine the actors and their relationships
• 2. List the possible goals/ attitudes/ standards per

actor (e.g. “Student: I need to be able to link it to my social media where I comment a lot on issues”,

• r “Teacher: I want to see the complete process in
• ne click” or “Teacher: I want to have open or

multiple choice questions”)

• 3. Then: Choose two possible conflicts of concerns
• 4. Then: Discuss and choose the most prominent

conflict

15’

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Method

4 70 Concept Sketch

1b

Output is 2 concepts you think can help neutralize the concept (and more)

10’

3 4 71 Harris Profile

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Output is a matrix showing how successful each concept could be per requirement In determining your requirements, please use elements from: SCREAM Behavioral Capabilities and our coaching guidelines

Method

5’

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Method

4 72 Concept Sketch

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Output is a concept

15’

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Present ideas

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Concept Title:

BREAKOUT #6 If time: Indiv. Team. + deliverables DISCUSSION

WRAPUP

DesignMethodToolkit.com @medialab020 @demadera m.van.hout@hva.nl