Ontwerp. Onderzoek. Cultuur! Maar hoe optimaal te coachen/ evalueren? Marco van Hout MediaLAB Amsterdam
ROCKPAPERSCISSORS
What We Do 4 5 Research and design with a focus on current, relevant design challenges, using digital media and technology to create meaning and impact.
What We Offer 4 6 Fast paced 20-week agile design programme for multidisciplinary student teams in collaboration with academic and industry partners.
Our Programme 4 7 Autonomous teams coached by MediaLAB team members, supported with design and tech consultants, design methods, workshops and masterclasses.
U-TURM 4 8
Creative Amsterdam 4 9
Mission 10 4 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 operate in multidisciplinary teams.
We Like to Work With People Who… 11 4 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
DESIGN. when research joins
Integration of Tech 13 4 “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
Integration of Tech 14 4 “We don’t design for the sake of designing. We design for a purpose.” MediaLAB Amsterdam
What is design? 15 4 3
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) 20
Teams are Central Focus 21
Advantage MDT-Education: REAL 22
Advantage MDT-Education: Introduces Other Disciplines 23
24 Challenge MDT-Education: Communication & Collaboration
25 Challenge MDT-Education: Complexity of Decision-Making
26 Challenge MDT-Education: Complexity of Evaluation of Individuals 2 1 3 Deliverables Process Learning Curve Team vs. Individual
Agile Work Method: SCRUM 27
SCRUM roles & rituals 28 4 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).
Tension: Productivity vs Creativity 29
How to be Successful both in Performance & Creativity? 30
BREAKOUT #2 empathy
Breakout Breakup Letter - break up with a product or service you used to love Break up letter USER & CONTEXT 15’ 30 MINUTES Know Create User
Well-Being in Dutch Context: Technostress 34
Breakout STEP 1: break up with an app that gave you ‘technostress’ Break up letter USER & CONTEXT 10’ 30 MINUTES Know Create User
Breakout STEP 2: Highlight commonalities between letters within your group Break up letter USER & CONTEXT 5’ 30 MINUTES Know Create User
SCREAM!
SCreaM! 38 Best of Agile, SCRUM Fostered CREATIVITY Seemless MULTIDISCIPLINARY team work
How it Works 39 How to integrate creactivity, productivity and applied research in design education
Design Process - Focus on TRANSLATION 40
AGILE 41
3 Main Interventions 42
IDEATION (& Planning) 43 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 44
45
www.designmethodtoolkit.com 46 Design Method Toolkit A common design language for teams
BREAKOUT #3 from goals to methods
CASE 48 4 SCHIPHOL: How can we create an airport that is completely (or for the most part) ‘ bagageless ’?
49 4 Going from Goals to Methods Make groups of 4 1. 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
DISCUSSION BREAKOUT #3 from goals to methods
51 4 Going from Goals to Methods 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
SCREAM!
3 Main Interventions 53
Translate Sessions 54
55 Translating the raw & complex into the clear & simple “Complexity is your enemy. Any fool can make something complicated. It is hard to make something simple” Richard Branson
The translate session is about: 56 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 57 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).
Translate as main focus for education 58 Research Create 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. Research focuses on Create focuses on having gathering information a tangible object (report, and making sense of it. visualization, prototype, translate etc) that you can show. The results of the research methods will The output of the create give you insights that methods may propose will supply new design new research material. criteria.
So… 59 4 3 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
But… 60 4 3 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?
DISCUSSION BREAKOUT #4 from results to insights
62 4 Going from results to insights Most often students fail to really comprehend research output. 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
BREAKOUT #5 Our challenge today
Challenges 64 4 3 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.
Currently 65 4 3 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).
Our Design Challenge 66 4 3 How can we design a digital solution that will enrich the coaching & evaluation process of individuals & teams without creating extra work (for both students and teachers)?
Goal & Methods 67 4 3 2 1 3 Actors Map Harris Profile Concept Sketch Use the suggested methods to funnel your ideas
Method 68 4 3 1 Actors Map Output is a map of actor relationships and a list of requirements per actor
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