idp lab/co-operative 2010 course presentation

SCHOOL OF DESIGN STRATEGIES | INTEGRATED DESIGN PROGRAM | SPRING 2010

IDp Lab/Co-operative | Course Presentation | Jan 27th 2010

Jan. 27th 2010

Shana Agid

Eduardo Staszowski

Anna Meroni

Course Presentation



X 2

This course has two sections

● Section A: afternoon 3.00pm – 5.40 pm (Agid)● Section B: evening 6.00pm – 8.40pm (Staszowski, Meroni)

Joined sections in the evening:

Introduction, Launches of the Assignments, Conclusion



Designers >< Non-Designers

Collaborations with non-designers.



Key Words

Co-design > Participative Design > Collaborative Design > Diffused Innovation > Empathic Design



Cooperation & Collaboration

● Participative media and technologies > people can create, aggregate and distribute contents

● Co-designing in multidisciplinary environments > most contemporary way of working

● Collaborative services > the best possible future in public and private offering

● Consumers turn out to be producers > “prosumers”



Cooperation & Collaboration

Creativity is diffused

●A way to create areas of collective identity and meaning for one’s own experience as it links to others’ lives.

●A way to spread innovation capacity and, for companies and other organizations, to collaborate with clients, designers and other experts.

a worthwhile concept to explore



“But we are moving into a time when with the help of cheap, distributed

technology there will be more production by the masses, for their own ends. As a consequence, innovation will become more like a mass activity, often involving large collaborations of

professionals and amateurs, designers and consumers,

sharing their ideas. Increasingly we will think together.”

(Charles Leadbeater)



Engaging with otherness >>

> engaging with otherness > learning about the contexts in which people and systems exist > having a sensitivity towards the alterity > getting in touch with the others > understanding their positions > learning from what they know > discern their expertise and actively seek it out, to gain their trust and to find a common ground and language to work together.



Designerly speaking

Cooperation has two meanings:

●as a process: here we consider the way to design

●as a result: here we consider the solutions resulting from a design activity and having a collaborative nature.



Outcomes

Two kinds of outcomes to explore and produce:

●Tools: conceptual and material artifacts that help to design in a collaborative way, that’s to say in teams, involving other competences, and/or involving the user.

●Solutions: service ideas that imply collaboration as working principle. i.e., collaborative services that will be dealing with different everyday situations and problems to be solved, involving various actors.



4 modules

1 observing / understanding

2 co-creating 3 developing

4 prototyping

each stages have tools, cases, theories and methods for

cooperative design and produces

original results.



>> 1

observing / understanding

Understanding and depicting contexts and the people we will be working with/for, in order to develop empathy within the audience/constituencies/stakeholders involved in a project and learn from their expertise and experiences.

>> Tools used in this phase:, empathic conversations, interviews, participative storytelling, knowledge maps, EBD experience based design, in context immersion, self documentation, design documentary, video blog, independent contextual research, e.g., histories of community or geographic spaces, relevant social science research re: topic of your design, etc.

>> What you get from this activity in terms of design process: design challenge identification users requirements, design opportunities, context understanding…



>> 2

co-creating

Generating ideas in a collaborative fashion and of a collaborative nature, involving the different stakeholders

>> Tools used in this phase: brainstorming, scenario building, 2x2 matrix, creative techniques, sacrificial concepts, glimpses, emphatic design, sharing stories, affinity diagrams/frameworks, stories collection

>> What you get from this activity in terms of design process: scenarios, concepts …



>> 3

developing

Developing ideas through collaboration and participatory sessions, and creating the conditions to develop empathy among the different actors collaborating in a service.

>> Tools used in this phase: design cards, role playing, feedbacks gathering, capabilities and elements abacus, stakeholders motivation matrix, interaction storyboard, journey map, constraints imposition, system map

>> What you get from this activity in terms of design process: contextualized solutions



>> 4

prototyping

Experimenting with a solution or a tool, via a real activity put in place in a real context, with real users.

>> Tools used in this phase: experience prototyping, track indicators, outcomes evaluation, feedbacks capture map, living lab

>> What you get from this activity in terms of design process: pilots projects, tests and responses from the context.



4 Assignments

1 observing / understanding

2 co-creating 3 developing

4 prototyping

ASSIGNMENT 1Precedents

ASSIGNMENT 2Observing/Understanding

ASSIGNMENT 3Co-creating ASSIGNMENT 4

Developing/Prototyping



Assignments

1. Precedents (individual work)

>> outcome: a short case description and presentation (pecha kucha style), following a common template, that will create the "database of cases" of the course

2. Observing / understanding (team work)

>> outcome: the design of a tool: the invention of a narrative format (visual essay, blog, movie…), describing the collective experience of a certain context and situation.

3. Co-creating (team work)

>> outcome: the design of both a solution and a tool: a service of a collaborative nature and the main tool that can facilitate its design

4. Developing & prototyping (team work)

>> outcome: a real activity experience to put in place and test the service developed in the previous stage. The activity has to be documented.



Co-teaching: Students’ Text Seminar

X. Reading and listening assignments linked to each of the three modules.

Once in the semester, each student group will have the responsibility of presenting one of these assignments, addressing the following areas of critical analysis:

● The author's purpose● The proposed theories● The conclusions reached● Your analysis of the text



Food, Bodegas and the Lower East Side

Bodegas are inherently part of this system in the urban North American context

> they are the crossroads of a variety of persons, stories, needs, and intentions.

Food is part of everybody’s everyday complex life

> we are what we eat.



Bodegas >>

A bodega is a small store specializing in groceries, often defined as a corner store or a convenience store.

Healthy Corner Stores Movement:Bodegas as one of the key points of a neighborhood’s everyday life. Encourage people to buy fresh produce from there and more neighborhood stores to sell fresh fruits and vegetables

Seeking to transform Bodegas into a sort of local “hub” for different services.



“A convenience store is a small store or shop that sells items such as candy, ice-cream, soft drinks, lottery tickets, cigarettes and other tobacco products, newspapers and magazines, along with a selection of processed food and perhaps some groceries. Stores that are part of gas stations may also sell motor oil, windshield washer fluid, radiator fluid, and maps. Often toiletries and other hygiene products are stocked, and some of these stores also offer money orders and wire transfer services or liquor products. They are often located

alongside busy roads, in densely-populated urban neighborhoods, at gas/petrol stations or near railway stations or other transportation hubs. In some countries most convenience stores have

longer shopping hours, some being open 24 hours”.(Wikipedia)



“Most corner stores sell primarily liquor, cigarettes, and prepackaged

convenience items; few offer fresh produce or other healthy food options, such as whole-grain baked goods or low-fat dairy products.”

(Healthy Corner Stores. The State of the Movement)



“Across the United States, communities are recognizing the connection between the local food environment and residents’ nutrition and health. Communities also are recognizing the potential to improve access to healthy food in low-

income areas by adding healthier items to corner stores, the small grocery stores that fill the gap where supermarkets are missing but typically sell only packaged foods high in fat, sodium, and

sugar. Investing in expanding corner stores’ capacity to sell healthy foods is a promising mechanism for alleviating the negative health consequences of food deserts.”

(Creating Healthy Corner Stores in the District of Columbia)



_ Bodegas

http://www.youtube.com/watch?v=11nsZ3lEWD0

http://www.youtube.com/watch?v=dKvWfmoMajo&feature=related http://www.youtube.com/watch?v=FKcf5nIvTVU



A Challenge

Bodegas as a possible challenge through which the quality of people’s everyday life may be impacted or improved through collaborating in creating and delivering everyday life solutions.



A Challenge

Several opportunities to creatively co-design:

> empathically understanding the stories of the community that gravitate around it > collaborating with these individuals and groups in imagining new stories > understanding the backstage of the management of the store > helping the manager to co-design with his/her customers new services that will be provided by the store.

Lower East Side (with some north extension)


IDp Lab/Co-operative | Course Presentation | Jan 27th 2010http://en.wikipedia.org/wiki/Lower_East_Side

The context



Learning by doing

●Work in teams and improve ability to work collaboratively;

●Develop critical approaches to perception, observation and understanding, beginning to develop proficiency researching design contexts;

●Learn to identify, question, and address assumptions, framing design objectives and opportunities as part of a strategic problem setting;

●Learn to use and frame methods and tools for participatory and/or co-design, beginning to develop proficiency in designing with others;

●Apply the knowledge gained towards the development of original service concepts;

●Learn to put in place and test an idea, organizing a pilot prototype.



WEEK DATE CLASS TOPIC & ACTIVITES Homework01 27 Jan Introductions & Course Overview

_ Discussion_ Launch Assignment 1

Individual work

02 03 Feb _ Assignment 1 Presentations Critical Readings + hear: This American Life "By Proxy"

03 10 Feb Observing & Understanding_ Guest Lecturer: Nevin Cohen_ Discussion_ Launch Assignment 2

Group Work

04 17 Feb _ Students’ Text Seminar_ Discussion

Group Work

05 24 Feb _ Field Trip/Observation Group Work06 3 Mar _ Assignment 2 Presentations Critical Readings07

10 Mar Co-creating_ Guest Lecturer: CUP (TBC)_ Discussion_ Launch Assignment 3_ (Mid Semester Evaluations)

Group Work

17 Mar _ NO CLASS, SPRING BREAK 08 24 Mar _ Students’ Text Seminar

_ DiscussionGroup Work

09 31 Mar _ Group Work Group Work10 7 Apr _ Assignment 3 Presentations Critical Readings11 14 Apr Developing & Prototyping

_ Guest Lecturer: Katie Salen (TBC)_ Discussion_ Launch Assignment 4

Group Work

12 21 Apr _ Students’ Text Seminar_ Discussion

Group Work

13 28 Apr _ Group Work Group Work14 5 May _ Assignment 4 Presentations15 12 May Conclusion of the course:

_ Presentation of the results_ Discussion of the results and lessons learnt



Grades (?)

Students must complete on time all the assigned tasks and actively participate in classroom discussions and critiques.

Expectations for each assignment will be clearly defined.

Each assignments will be evaluated on the following basis:●if the work fulfills the requirements and objectives of the assignment ●if the student demonstrates initiative and inventiveness in the exploration ●if the student has improved from previous assignments ●if the work is carefully considered and consistently developed



Grades (?)

Grading (A-B-C-D-F)

Your grade is determined as follows:

Class participation / personal progress: 10%

Assignment 1 (individual work): 15%

Assignment 2 (team work) : 25%

Assignment 3 (team work): 25%

Assignment 4 (team work): 25%



Rules …

Attendance Policy

Class attendance is mandatory. Students must return to class promptly after breaks. Undo tardiness following a given break and leaving class before it is over will result in an absence.

Absences

Classes meeting 1 time per week: 3 absences are grounds for failure.

Miss 1 date of presentation and you fail this course.

Attendance for this course will be considered over the entire semester.

Tardiness

Two (2) tardies will be counted as one absence. 5 minutes is considered tardy. Over 20 minutes is considered as an absence.



Let’s start.

idp lab/co-operative 2010 course presentation

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