by gloria ngiam and naroth murali - design incubation centre...- sandra blakeslee developed by...

Activity Resource Kit

By Gloria Ngiam and Naroth Murali Design Research / Workshop Facilitators

For personal use only. You may not copy, reproduce, distribute, publish, display, create

derivative works, transmit, or in any way exploit any content in this resource kit, nor

may you distribute any part of this content over any network,or sell or offer it for sale.

© 2015 Design Incubation Centre All Rights Reserved

Mine

DAY 1

LUNCH

BREAK

DAY 2

Discover Evaluate

> Teacher-centric > Getting to know > Understand and empathize > Gather insights

DIVERGENT

DIVERGENT

DIVERGENT

DIVERGENT

CONVERGENT

CONVERGENT

CONVERGENT

CONVERGENT

> Brainstorming > Rapid-fire rounds > Collaborative ideation

> Quick and dirty prototyping > Realising a concept

> Identifying problems > Framing a problem > Design opportunities > Priming strategies

> Sorting ideas > Relative comparison > Voting and feedback > Decision-making

Ideate Communicate

1

2 4

3 5

DESIGN PROCESS

The workshop follows through a 5-phase design process, starting with content generation and ending with concept communication. The 5 phases oscillate between divergent and convergent modes of thinking which encourages both open-ended creativity and imaginative thinking, as well as analytical skills in narrowing down and filtering concepts.

ACTIVITY 1 - WISH LIST

Activity Type: Content Generation, Group/Individual

Duration: 15min

TIPS

1. Decide on a context 2. Fill in the four quadrants as much as possible 3. Do not be concerned over the practicality or feasibility of “wishes” listed 4. If carried out as a group activity, provide incentives to encourage quantity 5. If carried out as individual activity, allow time for mutual sharing or discussion of “wishes”

The wish list activity helps to kickstart the entire design thinking process by allowing participants to contribute in a spontaneous and off-the-cuff manner. It is meant to be a preliminary means of familiarizing the participants with the design context while also doubling up as a warm-up activity.

ASK YOURSELF...

- What are the activities common in this context? - How would you like them to be different? - How would you like them to be better? - How can the current state of things be made more efficient or enjoyable? - What new activities would you suggest?

ASK YOURSELF...

- What are some of the existing interactions that exist within the context? - What types of new interactions could exist? - How can the current state of dynamics within the context be improved?

ASK YOURSELF...

- What is the environment like currently? - How can it be improved to better suit the needs of the people in the context? - How can the environment be made more enjoyable?

ASK YOURSELF...

- What are some of the common or even iconic objects that are integral to the context? - Do those objects suit the needs or tendencies of the people in the context well? - How can the objects exist in new forms and expression to improve the overall context?

ACTIVITY 2.1 - INTERVIEW

Activity Type: Content Generation, Group

Duration: 45-60min

TIPS

1. Designate a persona that will play the role of the interviewee2. Other roles required for the activity: Interviewer x1, Scribe x1, Time-keeper x1, Notetakers3. Use the interview guide as a facilitating tool for the activity 4. Try to keep to the recommended time and aim to cover all interview sections instead 5. The scribe is to fill in the persona board while listening to the interview 6. Note-takers can take notes to supplement the scribe in case he/she misses out on anything 7. You can choose to use the pre-set questions or set your own questions using the blank template

The Interview activity helps to draw out deep and rich insights about the designated persona.It allows participants to understand the design context through the eyes of the persona.

(Persona: Teachers)

(Empty Template)

ACTIVITY 2.2 - PERSONA BOARD

Activity Type: Content Organisation, Group/Individual

Duration: 45-60min

TIPS

1. Be as detailed as possible 2, The scribe may write in point form to speed-up the writing process3. Note-takers are important too as they are responsible for picking out important pieces of information that the scribe may potentially miss out on4. At the end of the interview, take some time for the scribe and note-takers to consolidate and compile their information

The persona board is to be filled in simultaneously as the interview activity is being conducted.Persona boards are profile boards that contain comprehensive information and insights about the persona.By reading through the completed persona board you should be able to get a clear understanding of the persona’s experience in the design context.

6am

10am

12pm

3pm

8pm

12am

motivations

interests

dislikes

quotes

goals

personality

likes

family & social

ABOUT

name age

,

ACTIVITY 3 - EMPATHY MAP

Activity Type: Content Organisation/Insights Derivation, Group

Duration: 15min

TIPS

1. Work on the top 4 quadrants with the focus of being as detailed as possible 2. Thereafter you may progress to the bottom 2 sections“Pain”and“Gain”where the detailed information from above can be translated into big-picture insights 3. You may transplant the information from the persona board and interview, but you may also include data from personal experiences or stories heard from people you know

Empathy maps are great tools to organize previously obtained persona data for further analysis. Apart from providing a framework for us to derive deeper insights about the persona, they also help us better understand their sensory and everydayexperiences.

ASK YOURSELF...

- Where do they work? - What does the environment look like? - What sights are they exposed to on a daily basis? - Who else do they meet in their surroundings? - What types of media do they use in their work?

ASK YOURSELF...

- What do they talk about with their colleagues? - How do they portray themselves in front of others? - How do they interact with the people around them? - What does their daily work entail? - What do they do in their spare time?

ASK YOURSELF...

- What challenges and obstacles do they face daily? - What vexes them and keep them up at night? - What are their future concerns? - What do they fear the most?

ASK YOURSELF...

- What do their colleagues or students say to them? - Who influences them? - What sounds are they exposed to on a daily basis? - How do they receive feedback? e.g.praises, criticisms - What does society think about the work that they do?

ASK YOURSELF...

- What are their fears and frustrations? - What are their preoccupations? - What motivates and fuels them? - What changes do they wish to see? - What do they dream of, what are their ambitions?

ASK YOURSELF...

- What are the goals that they wish to accomplish? - How do they achieve success? - How do they measure their success? - What motivates them to get up in the morning?

ACTIVITY 4 - PROBLEM STATEMENTS

Activity Type: Content Framing, Group

Duration: 15min

TIPS

1. Describe the user empathetically instead of just naming the stakeholder involved - instead of“Students need a way to ...”, try “Students who tend to use their electronic gadgets late into the night need a way to...” 2. Try to construct several problem statements instead of just 1 3. Aim for the statement to be as detailed and descriptive as possible

Problem statements highlight prominent concerns from the empathy map. You can use them to identify key areas that possess potentially interesting opportunities for design. Ultimately we can make sense of the voluminous amount of information gathered by framing it into problem statements.

ACTIVITY 5.1 - HOW MIGHT WE...

Activity Type: Content Framing/Design Opportunity, Group

Duration: 20min

TIPS

1. Design opportunity statements do not need to be highly detailed all the time 2. In fact, keeping the opportunity statements vague may allow more room for creative brainstorming later3. Write down the opportunity statements first before matching the priming strategy cards on the right

“How might we...”statements are design opportunities desconstructed from a single problem statement. They demonstrate how a single problem can be interpreted and tackled in various angles or perspectives. In addition they also help to expand the subsequent ideation process by providing a more varied design scope.

ACTIVITY 5.2 - PRIMING STRATEGY CARDS

Activity Type: Ideation Tool, Group

Duration: 20min

TIPS

1. Each page contains 2 strategy cards each 2. Cut along the horizontal dotted line and fold along the vertical dotted line for each card3. Give enough time for every group member to go through every card 4. Match the cards to your written design opportunity statements, you may assign 1 or more cards to each statement 5. You may either match the cards logically to suit the written design opportunities or match them at random instead - use them however you like

The priming strategy cards are meant to be used in conjunction with the “How might we...”worksheets. They are useful tools for the ideation process as they contain practical tips and suggestions related to priming. They are colour-coded according to the type of priming involved. Magenta: Physiological Priming Blue: Cognitive Priming Yellow: Environmental Priming

developed by ©2015 Design Incubation Centre (DIC),

Encourage the adoption of empowering postures and gestures.

strategy 1 TIPS

(ask yourself)

> How might the time of day affect the postures of users?

> What activities are associated with positive experiences, and how does body posture relate to them?

(example) Sitting in a collapsed, helpless position makes it easier for negative thoughts and memories to appear while sitting in an upright, powerful position makes it easier to have empowering thoughts and memories.

The Effects of Upright and Slumped Postures on the Recall of Positive and Negative Thoughts - Vietta E. Wilson and Erik Peper


Translate everyday physiological actions into vehicles for embodied experiences.

strategy 2 TIPS

(ask yourself)

> Instead of implementing big conspicuous changes, apply subliminal tweaks that can subconsciously influence perceptions or mood in a meaningful way.

> How might we make use of micro opportunities that exist even in the most unassuming or trivial situations?

(example) Carrying a heavy clipboard results in an in-creased sense of importance.

Mind Games: Sometimes a White Coat Isn’t Just a White Coat - Sandra Blakeslee


pay attention to what people wear and how it may affect their actions and behaviours.

strategy 3 TIPS

(ask yourself)

> How might clothing comfort contribute to the behaviour of a user?

> How might iconic elements of specific types of clothing make users assume new roles?

(example) Wearing a white coat that is believed to belong to a doctor sharply increases the ability to pay attention, whereas wearing the same white coat while believing it belongs to a painter will not.

Enclothed cognition - Hajo Adam and Adam D. Galinsky


Embrace natural behavioural quirks.

strategy 4 TIPS

(ask yourself)

> How would a quirk be triggered, and could they be time or activity-specific?

> How might we design affordances for behavioural quirks?

(example) Studies in the Perspectives Charter School in Chicago show that the more adjustable the furniture was, the more frequently students varies their postural behaviours, triggering far-above-average levels of concentration dur-ing test taking.

How We Learn; Case Study: Perspectives Charter School, Chicago, Illinois- Benedict Carey


Encourage positive facial expressions.

strategy 5 TIPS

(ask yourself)

> How might we incept the idea of positive facial expression through other sensory stimuli?

> How might we ensure that negative facial ex-pressions are not being portrayed?

(example) Changing one’s facial expressions, in particular, inhibiting one’s facial expressions, can influence one’s emotional experience.

How does facial feedback modulate emotional experience? - Joshua Ian Davis, Ann Senghas, Kevin N. Ochsner


Encourage meditative actions when needing to deal with stressful situations.

strategy 6 TIPS

(ask yourself)

> Can meditative techniques be primed using personal, intimate objects?

> How might we quantify the effects of meditation?

(example) Some specialized military and law enforcement personnel are taught techniques in which spe-cific patterns of breathing are used to enhance mental readiness for critical activities.

Cognitive Neuroscience of Human Systems: Work and Everyday Life - Chris Forsythe, Huafei Liao, Michael Christopher


Create outlets for people to confront their boredom.

strategy 7 TIPS

(ask yourself)

> How might we convert boredom into a useful resource?

> How might we have classes that can never be boring?

(example) Doodling may offer a mechanism to effective-ly confront boredom and allow the brain to remain engaged in external activities.

Cognitive Neuroscience of Human Systems: Work and Everyday Life - Chris Forsythe, Huafei Liao, Michael Christopher


Regulate activities so that people are not increasingly fatigued towards the end of the day.

strategy 8 TIPS

(ask yourself)

> How might we introduce strategic breaks to improve productivity?

> How might we combine both physical and mental breaks?

(example) The likelihood of being awarded parole was driven primarily by placement within the order of hearings within a given session, with a higher chance at the start of the day and immediately after a scheduled break in court proceedings such as lunch.

Judges are more lenient after taking a break, study finds - Ben Bryant


Enhance certain expected auditory sensations to make the activity more enjoyable.

strategy 9 TIPS

(ask yourself)

> How can we use sound to bolster and amplify the classroom experience?

> Does silence necessarily result in a more productive and focus-friendly environment?

(example) When background noise overshadowed the auditory crunch of eating chips, the overall experience including flavour of chips was found to be less satisfying.

The Tasting Experience: Our Five Senses and Some of the Ways They Influence Each Other - Lily Kubota


Combine cognitive tasks with physical exercise.

strategy 10 TIPS(ask yourself)

> How might we introduce brand new learning combinations to stimulate the mind and body?

> How might users teach or be taught with an additional physical/tactile approach?

(example) Students at an academically low-scoring elementary school showed improved test scores after taking part in an experiment that involved combining physical activity with classroom lessons. For example, a rock wall was outfitted with numbers to challenge students’ math skills while they climbed.

Combining Physical Activity with Classroom Lessons Results in Improved Test Scores- William S. Randazzo and James T. McElligott


instill positive habits through repeated practice.

strategy 11 TIPS

(ask yourself)

> Timing is key - to minimize disruption, habits are best practiced in strategic moments of common daily rituals.

> How might we reinforce habits in a natural way that does not go against instinctive preferences or the usual flow of things?

(example) It is easier to take medication alongside an existing routine, for example after meals, versus at arbitrary times in a day.

Priming, response learning and repetition suppression - A.J. Horner and R.N. Henson


Subtly influence people by unobtrusively exposing them to specific visual cues.

strategy 12 TIPS

(ask yourself)

> Apart from pictorial and verbal images, are there other forms of visual cues? What about shapes or symbols?

> Can visual cues be made implicit through other means?

(example) Children exposed to overweight cartoon characters tend to perpetuate the stereotype; they tend to gain weight versus those exposed to normal sized or healthy looking characters.

Kids, cartoons, and cookies: Stereotype priming effects on children’s food consumption- Margaret C. Campbell


Reinforce the sense of achievement by breaking tasks down into bite-sized milestones.

strategy 13 TIPS

(ask yourself)

> How might we make small accomplishments seem significant?

> How else might we interpret to-do lists to better reinforce goal-driven behaviours?

(example) Checking off to-do lists triggers a short burst of dopamine release (hormone responsible for pleasure).

The Neuroscience of Perseverance- Christopher Bergland


Help to instill in people a sense of individual purpose and agency behind their daily tasks.

strategy 14 TIPS

(ask yourself)

> How might users better understand their roles and relevance in the broader picture?

> Is autonomy the only way to give room for purpose to grow?

(example) Students were found to produce more creative paintings when their motivation was autono-mous as compared to students under controlled motivation.

Setting limits on children’s behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity

- Richard Koestner, Richard M. Ryan, Frank Bernieri and Kathleen Holt.


Capitalize on the natural human sense ofresponsibility towards the greater community.


> How can a sense of importance be established for members within a community?

> What other types of sub communities exist with-in a school, what about communities beyond the school?

(example) When learning activities were framed in terms of the intrinsic goal of helping the community, students learned the material more fully, performed better when using it, and persisted longer in learning about the topic, than when it was said to be useful for making money for themselves.

Self-Determination Theory of Motivation- Edward Deci and Richard Ryan


Adopt role-play as a means to influence behaviour and attitudes.

strategy 16 TIPS

(ask yourself)

> How can empathy be used as a tool for learning?

> How might we introduce different perspectives in a fun and engaging way?

(example)

RealCare baby, an electronic doll that students are given to take care of, which realistically sim-ulates the experience of parenting an infant, has proven effective in changing students’ attitudes toward parenthood.

“Baby” Helps Teens Think It Over!- Sharon Cromwell


Use appropriate priming of identity as a means of positive reinforcement.

strategy 17 TIPS

(ask yourself)

> How might identity be primed so as to spur intrinsic motivation?

> Conversely, in what ways would identity priming result in negative attitudes, and how might we remove or alter it to be value-adding instead?

(example) Asian womens’ performance on quantitative tasks was found to be higher, when their Asian identity was primed instead of their female identity.

The Role of Stereotype Threats in Undermiming Girls’ and Womens’ Performance and Interest in STEM Fields - Jenessa R. Shapiro and Amy M. Williams


Induce positive expectations as a means of motivation.

strategy 18 TIPS

(ask yourself)

> How might users get used to thinking in a posi-tive frame of mind by default?

> Under what circumstances would extrinsic moti-vation work more effectively than intrinsic motiva-tion, or vice versa?

(example) College students were primed with words such as smart, intelligent and clever just before performing a test. The students performed better after being primed with an affirmative message to induce expectations of success.

The Optimism Bias - Tali Sharot


create the impression of being surveyed on.

strategy 19 TIPS

(ask yourself)

> In what scenarios would the idea of an ‘omnipresent authority’ be useful?

> What would positive surveillance be like?

(example) An image of a pair of eyes was attached to a box used to collect money for drinks in a university coffee room. People paid nearly three times as much for their drinks when eyes were displayed rather than a control image.

Cues of being watched enhance cooperation in a real-world setting- Melissa Bateson, Daniel Nettle and Gilbert Roberts


Introduce the process of pre-committing before a specific Activity.

strategy 20 TIPS

(ask yourself)

> How might pre-committment be used as a form of insurance in terms of reward and punishment?

> In what ways can pre-committing be incentivised?

(example) Students who were required to sign a univer-sity’s honor code subsequently acted more

The Signature Effect: Signing Influences Consumption-Related Behavior by Priming Self-Identity - Keri L. Kettle and Gerald Häubl


Use positive peer and social influence to encourage desired behaviours and habits.

strategy 21 TIPS

(ask yourself)

> How might we use the multiplication/viral effect to induce positive behaviours?

> How can peer to peer interactions be encour-aged through activities or physical locales?

(example) Happiness tends to cluster. With a given individual, for every happy friend, his or her likelihood of being happy increased by 9%, whereas every unhappy friend decreases his or her likelihood of being happy by 7%.

Cognitive Neuroscience of Human Systems: Work and Everyday Life- Chris Forsythe, Huafei Liao, Michael Christopher


Reframe existing conventions to steer attitudes towards new directions.

strategy 22 TIPS

(ask yourself)

> How might a simple tweak in wording or labelling drastically change existing attitudes?

> How else can we thoroughly encourage and convince people to adopt new attitudes or change mindsets?

(example) The word “patients” is favoured over “customers” in a dental software program to predispose the secretary to think in a care giving mentality and not a business perspective.

How Reframing A Problem Unlocks Innovation- Tina Seelig


Introduce urgency and time constrain in small doses as a tool for boosting productivity.

strategy 23 TIPS

(ask yourself)

> In what scenarios would time constraints be beneficial to an activity?

> How might we gamify the use of time constraints to create more incentives?

(example) Short and deliberate time constraints in idea generation and creative thinking activities have been shown to boost the productivity of these sessions.

Time Constraints in Design Idea Generation - Liikkanen, Lassi A.; Björklund, Tua A.; Hämäläinen, Matti M.; Koskinen, Mikko P.


Embrace individual variability and personalizAtion.


> In what ways can individuality create value within the school community?

> How might we find a right balance between individuality and a common school identity?

(example) More companies in Silicon Valley are allowing employees to create their own job titles. About 85% of the employees in an interview revealed that self-named titles helped them cope with the emotional exhaustion of the job by provid-ing self-verification, psychological safety, and external rapport.

Why Your Job Title Means A Lot More Than You Think- Gwen Moran


Create rich experiences that engage individuals through a variety of sensory triggers.

strategy 25 TIPS

(ask yourself)

> Apart from the traditional 5 senses, what other special senses can be used in enhancing an expe-rience?

> What does it mean for an environment to be able to communicate with its users?

(example) The smell, taste, and touch of a product create an engagement level that is three to four times higher than the engagement level stimulated by merely seeing the product being displayed.

About Face: The Secrets of Emotionally Effective Advertising - Dan Hill


Redesign common everyday objects to be interacted with in novel ways.

strategy 26 TIPS

(ask yourself)

> How might the physical usage of an object simultaneously involve mental and cognitive processes?

> How might we encourage new ways of object interaction without necessarily involving digital technology? (e.g. there could be 10 different ways to physically hold a cup).

(example) The Albert Clock makes you calculate the time through a simple mental sums interface.

This clock doesn’t just tell you the time, it makes you work for it- Meg Miller


Play with spatial layouts to promote desired interactions.

strategy 27 TIPS

(ask yourself)

> How might we use different layouts to encourage different types of social dynamics?

> How might we allow a space to take on several different characteristics?

(example) Single-story finger plan schools were found to be more advantageous for fostering social interactions among students.

The Effects of Spatial Layouts on Students’ Interactions in Middle Schools: Multiple Case Analysis - Celen Pasalar


scatter goalrelated cues in the environment to reinforce commitment to the specific goal.

strategy 28 TIPS

(ask yourself)

> In what ways can cues be placed strategically in an environment?

> Do goal-related cues always need to be visual in nature, or can they take another form?

(example) Putting up a poster announcing a low-calorie recipe that was “good for a slim figure” primed subjects to stay resilient against temptation (a tray with small meat snacks was presented at the checkout counter).

Goal Priming and Eating Behavior: Enhancing Self-Regulation by Environmental Cues- Esther K. Papies and Petra Hamstra


Use colour appropriately as a stimulus.

strategy 29 TIPS

(ask yourself)

> What if the moods of people were to cause the colours around them to change?

> How might external conditions like the weather and time of day affect the colours used within school compounds?

(example) Painting the teaching wall of a classroom a deeper or brighter shade than is used on the side walls provides stimulation and motivation, while also providing a visual break for the eyes.

Light and Color Goes to School - Ellen Kollie


Create an environment of physiological and psychological comfort.

strategy 30 TIPS

(ask yourself)

> What kind of comfort can be derived from one’s environment?

> Apart from familiarity and nostalgia, what else might play a part in creating psychological com-fort?

(example) Hakemiya Nursery School is designed to remind children of their homes by embracing kids’ daily activities like eating, sleeping and playing.

Hakemiya Nursery School is designed to remind children of their homes- Amy Frearson


Use smells to influence and regulate mood and behaviour.

strategy 31 TIPS

(ask yourself)

> What would a calming scent be like, and what about a happy scent?

> How might smell be used in the context of reward or punishment?

(example) People exposed to a clean-smelling environ-ment were induced to act more fairly and char-itably toward strangers than people in a neutral-smelling place.

Clean environments encourage generosity and fairness- Richard Alleyne


Allow flexibility and dynamism in controlling the classroom environment to suit different activities and times of the day.

strategy 32 TIPS

(ask yourself)

> What does it mean to have a living and breathing classroom?

> How would subjects like math and literature require different environmental conditions to be taught and learnt most effectively?

(example) A year-long scientific experiment in schools across Hamburg, Germany showed that atten-tion span, concentration and the behaviour of pupils improved significantly under dynamic lighting conditions.

Effect of Light in Schools- M. Schulte-Markworth, C. Barkmann and N. Wessolowski


influence behaviours and attitudes through contextual immersion and make-believe.


> How might the element of make-believe make learning and teaching more enjoyable?

> How might we access various contexts while still being indoors in the classroom?

(example) Elderly volunteer subjects spent 5 days living as if they were 20 years younger; surrounded by magazines, music and movies from before, and were encouraged to speak in the present tense about these topics. After which, they performed significantly better on cognitive tests, and showed improved physical health.

What if Age Is Nothing but a Mind-Set?- Bruce Grierson

ACTIVITY 6 - IDEATION

Activity Type: Brainstorming/Idea generation, Group/Individual

Duration: 10min x Any number of rounds

TIPS

1. Go for quantity; aim high for each ideation round 2. Be visual; sketches and doodles speak a thousand words 3. Encourage wild ideas; the sky is the limit 4. Build on the ideas of others; use your groupmates’ideas as inspiration for yours 5. Defer judgement; there is no ‘wrong answer’in ideation, so keep opinions to yourself until the next round

Idea generation is the time to let loose and engage in lateral thinking. Go for quantity over quality; the purpose of brainstorming is to churn out as many ideas no matter how good or bad they might seem at first glance. The best tools for ideation include a big empty wall, sharpies, and lots and lots of Post-Its. Give yourselves a set time limit to churn out ideas, with a short break time in between to rest your braincells and to inspect what your groupmates have come up with for inspiration. e.g. 4 x 10min sessions with 5 mins break in-between

ACTIVITY 7 - EVALUATION

Activity Type: Evaluation/Analysis/Assessment, Group/Individual

Duration: 20min

TIPS

1. Use the Post-Its to maximum effect; they can be stuck on and taken off anywhere 2. Try to use the surrounding ideas as a yardstick for relative evaluation 3. For a more in-depth evaluation, use the“i like, i wish, what if”phrases to allow more specific feedback for each idea; they can be done using Post-Its as pictured below, or as general comments. When done as a group, they lead to more insights about the idea and how they might be improved on.

Evaluation can be done in several ways, but in this method we use a matrix to visually sort out the ideas relative to each other, based on“feasibilty vs appeal”. Using the Post-Its from the ideation round, sort the ideas out on this chart as a group, discussing why each idea belongs where it is. Be sure to get the input of everyone to ensure an honest assessment of the ideas.

Once sorted, use a voting system to decide on your final idea, or narrow down the focus to a couple of favourite ideas, and figure out as a group what can be done to possibly synthesize them,

ACTIVITY 8 - COMMUNICATION

Activity Type: Concept Communication, Group

Duration: 60-120mins

TIPS

1. Cardboard, penknives and tape are the easiest materials to create a mock-up design with2. Prototypes do not need to be life-sized; a scaled model works just as well3. Visually sketching out scenes makes a storyboard come to life; stick figures are welcome4. The more detailed the use-case scenario, the better; allow your audience to empathize with the idea or design

Communicating a design can be done in the form of quick and dirty prototyping, where groups make use of materials like cardboard and tape to make quick and dirty models of what they imagine their outcome to be. The objective is not to make something exact, but rather a physical, low-fidelity object that can be communicated with easily.

Storyboarding is another effective way of communicating ideas and designs, through a visual step-by-step explanation. Using frames to compose the story, go through the use-case of the product/service and explain thoroughly how it works. An audience will be better able to grasp the idea this way.

For personal use only. You may not copy, reproduce, distribute, publish, display, create

derivative works, transmit, or in any way exploit any content in this resource kit, nor

may you distribute any part of this content over any network,or sell or offer it for sale.

© 2015 Design Incubation Centre All Rights Reserved

by gloria ngiam and naroth murali - design incubation centre...- sandra blakeslee developed by...

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