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Community Design
- 1. • Stimulate • Understand Creativity Needs Collaboration Motivations Methods Principles Support Prototypes • Design • Distribute bit.ly/transformedbyou #borderstocross @noelito
- 2. Build relationships to stimulate collaboration Students Entrepreneurs Professors Public service staff Social networks bit.ly/transformedbyou Local groups #borderstocross @noelito
- 3. Cultivate creativity to help… bit.ly/transformedbyou #borderstocross @noelito
- 4. …people make sense of issues bit.ly/transformedbyou #borderstocross @noelito
- 5. …and their motivations & skills Performers Supporters Learners Growers Organisers bit.ly/transformedbyou #borderstocross @noelito
- 6. Help young people tackle needs in their communities Understand bit.ly/transformedbyou Support #borderstocross Influence @noelito
- 7. Help people better understand… Storyboard bit.ly/transformedbyou Uncover Analyse #borderstocross Share @noelito
- 8. …how they can work together Collaboration Empathy Reconciliation bit.ly/transformedbyou #borderstocross @noelito
Notas do Editor
- Introduce R&D Model – “the washing machine”Icons by www.servicedesigntools.org
- Stimulate collaboration between public service staff, students, pupils, entrepreneurs and communities to develop collaborative researchWork with the next generation for whom many of the new ways of researching & designing services they don’t see as R&D methods but what come naturally to themAlthough at one workshop we worked with an intergenerational art group, one of the grandmother’s there was sketching ideas with her iPad, which I’ve never used, so sometimes the next generation is where you least expect it
- To understand how anti-social behaviours such as cyber bullying spread across young people’s social networks and how young people could spread pro-social behaviours across their networks To help young people understand these network dynamics and how they can use these to address concerns their local communities have about anti-social behaviour
- We trained young people up to become ‘social reporters’ to uncover stories in the neighbourhoods in which the schools were based to be able to share and disseminate insights across neighbourhood networks. This helped them understand people’s concerns about their own behaviour (such as about the vandalism of the school bus), spread stories of pro-social behaviour (such as organising a Christmas party for older people at the school) and understand how to get involved in pro-social activities in the neighbourhood (such as a book club in a community café). This helps develop the capacity for them to be more involved in neighbourhood networks to develop resilience through spotting and tackling issues together.These included how to shoot on DV (digital video), interview techniques, storyboarding, scripting and social networking. Other learning objectives were to develop an ongoing dialogue between young people and the local communities, with particular reference to anti-social behaviour. We created a shared site for the students to work on and this was to be shared with the school. Since the training, the students have reported on other local stories and many are keen to continue their roles as ‘social reporters’ for the Academy.
- Helps people identify what skills & assets they can access around them and uncovers the unmet needs and disconnected networks that need to be addressed.Helps identify the level of social resilience within different groups & communities, what they can and want to do together and what they need support with Starts from the perspective of what people want to do together rather than what they want public services to doHelps public services understand how people want to help each other and how they can engage them using technology