Reframing Academy workshop at the Dutch Design Week 2016 on Designing Behaviour. The aim of this workshop was to learn how to design the impact a product or service should have in the experience, behaviour or attitude of people. With 40 participants we worked on a fictive case about bullying for the Dutch Ministry of Education, Culture and Science.

1. let me
reframe
this.
Workshop at the Dutch Design Week 2016
Femke de Boer
Arjen Oenema
Emilie Tromp

2. www.reframingstudio.com

4. 20 min
Mini Lecture: designing for impact
60 min
Pressure Cooker
30 min
Pitches & Questions
today’s workshop

5. introduction
designing for impact

6. what is the impact of design?

7. attention
photo
www.unsplash.com

8. willpower
photo
www.unsplash.com

9. social relations
photo
Femke de Boer

10. but we are not pessimistic
photo
www.flickr.com

11. what design can do
should

12. temstem
by Reframing Studio

13. goedzak
graduation project at Reframing Studio by Simon Akkaya

14. organ donor registration services
by Reframing Studio

15. publipod
by Gran Studio & Reframing Studio

16. design for impact
=
improve quality of life

17. how to design for impact?

18. Vision in Design
by Paul Hekkert & Matthijs van Dijk

19. context driven
designing is about exploring what is possible
tomorrow, not about solving the problems of today
1

20. the core of designing is in making a deliberate decision on
the effect a product or service should have on the behaviour,
experience or attitude of people
2
human centered

21. context
start with mapping the future context you design for
stage 1

22. interaction
define the behaviours, experiences and attitudes a product should evoke
stage 2

23. design the appropriate product, service or policy
concept
stage 3

24. on responsibility
Can designers distinguish right from wrong?

25. 1 trial and error
Of course designing the effect a product
or service should have on people is not
enough. We believe design is always a
process of trial and error. And so every
concept should be first put to the test in
the real world. All the cases in this
presentation are a result of such an trial
and error process. However, having a
clear vision on the effect you want to
achieve will increase the chances you will
succeed.

26. 2 learn from science
Secondly, there is so much scientific
knowledge on how people function, on
how the brain works, on what makes
people happy and all this knowledge is
extremely relevant to the work of a
designer. So we think it is very valuable to
work in trans-disciplinary teams and
learn to incorporate scientific knowledge
into your designs.

27. 3 critical reflection
Lastly, designing is increasingly dealing
with ethical dilemmas. Who safety should
a self driving car prioritize for instance?
Or what do we do with ownership of data?
We think it is healthy to dive into these
dilemma’s, together with philosophers
for instance, and also make the norms
and values you put into your designs
explicit and debatable.

28. “Politicians are the designers
of the past. Designers are the
politicians of the future.”
Prof. Paul Hekkert

29. pressure cooker
how to design for impact
60 minutes

30. Reframing model

31. stage 1
explore the future (2020)

35. x Y
accelerating
downshifting
Behaviour a
Behaviour bBehaviour c
Behaviour D

36. stage 2
formulate your statement

37. We want people to …
Encourage / discourage / change / seduce / counteract, etc

38. stage 3
design your intervention

39. Product / service / policy

40. case:
Client: Ministry of Education, Culture and Science*
(Het ministerie van Onderwijs, Cultuur en Wetenschap)
Creating safe learning and working environments in education in 2020
Schools have a responsability in providing a safe social environment and to prevent
bullying. Schools are free to decide in what interventions or methods they use to achieve
this. However, schools are obliged to continuously sense how safe students feel. And they
must provide with a confidential point of contact for both students and parents. The
Ministry of Education wants to support schools with interventions that effectively create
socially safe environments. The Ministry approached you as a designer to design a new
meaningful intervention for the year 2020.
*this is a fictive case
How to design interventions for bullying?

41. case:
Bullying is unwanted, aggressive behavior among children. Research has shown that the
power differential between bullies and victims is a crucial component of the interaction.
Bullies go for admiration, for status, for dominance. Unlike friendly teasing bullying is
long-term, unwanted and doesn’t occur between social equals.
Despite their aggressive behaviour, bullies also want affection. They care about the
approval of their own in-group and want to be noticed. That means the reactions of
bystanders is another essential piece of the bullying puzzle. Peers are almost always
present during bullying episodes, but rarely intervene on behalf of the victim.
Bullying can cause poor school performance, depression and low self-esteem that
persists for years. It also increases suicide risk. But bullies, too, fall victim to their own
behaviour. For some kids bullying is just the tip of the iceberg. They may have other
problems with aggression and control and may be abuse victims themselves. They have
higher risks of delinquency, substance abuse and psychological problems.
Some background on bullying

42. wrap up:
On the next slides you will find short summaries of the results of the pressure cooker
workshops. For each group we start out with the statement they formulated during the
workshop. This statement defines the effect they would want to have on the behaviour/
experience/attitudes of people in the future context. Next follows a short description of
the intervention (product/service/policy) the group came up with to help establish the
behaviour intended in the statement.
Disclaimer: in the descriptions of the interventions we’ve tried to convey the essence of
the concepts presented, but we had to rely on scarce session notes and audio recordings
of the pitches. We are sure they do not represent the depth of the conversations you had
during the workshop. If we explain the concepts differently than intended we apologise.
summary of the workshop outcomes

43. “We want people to playfully explore different perspectives
and emotions”
group 1
This group came up with an intervention to be used in classrooms and that will help
children to experience social dynamics from different perspectives. They can experience
how it feels to occupy various roles (emphasis on bully/victim) by (1) role play: experience
different roles (e.g. leader or follower) or by (2) experimenting with the interior of the
classroom: feeling different dynamics by different positions and proportions (e.g. round
table, U-form table, big/small chair, close/far from teacher, etc.).
To reflect on, and discuss these dynamics an intuitive feedback system will be used
convey your feelings in an abstract way instead of talking: e.g. traffic lights (green good,
orange in the middle, red bad) or talking through objects with different shapes, textures
and colours (sharp, round, soft, hard, warm etc.).

44. “We want kids to make diverse groups as much as possible.”
group 2
This group’s intervention is a wearable to stimulate kids to interact more with one another
and avoid ganging up against other kids. The wearable has a starting point colour, grey,
and by spending time with a lot of different kids the it gets more colourful. Other feedback
is also given like time you spent, how much different kids, friendliness, etc. The wearable
includes an incentive with topics to talk about to help in social interaction. At the end of
the week the kid with the most colourful wearable gets an award!

45. “We want kids to get a thicker skin.”
group 3
This group came up with a game that teaches kids to deal with the harshness of society
because they notice that a lot of people are too sensitive for insults. The game contains
cards with insults on it. By answering different questions like “Does it hurt me?” “Who said
it?” “Why is this relevant for me?” “How can I make it less painful?” they learn to reflect
and grow a thicker skin.

46. “We want to change the way the group that surrounds the bully and
bullied (parents/school/children) reacts on those two.”
group 4
This group wants to change the way people look towards the bully/bullied by changing the
way we speak about the words bully/bullied. The teacher could start with this change to
not define them and put them in this box of ‘bully’/‘bullied’. Don’t say the words and put
the bully and bullied outside the box!

47. “We want people to respect diversity by cooperation.”
group 5
Celebrating differences
This group came up with a national day to celebrate differences. On this day one can do all
sort of activities: playing games, making artwork, etc. For example, people could do a
collaborative game, where you have to work together in order to win collectively. Or people
could make an artwork of different objects objects brought from home that they find
weird/different/silly. The team would be picked by throwing dice, instead of handpicking
teams, so that people wouldn’t feel left out. The theme of the day will be different every
year. For example focus on culture or clothing, or .…

48. “We want people to reflect on themselves and embrace differences.”
group 6
This group created is a new policy in the educational system in which static groups of
students are split up, have to work together with different students and reflect on their
own role and behaviour. In this development an environment is created of self-reflection
and it enables students to embrace their differences.

49. “We want people to acknowledge differences.”
group 7
This group’s intervention is an online social platform without likes or followers like
normally on social media. On this site students can post things that are unique to them:
“I’m the only one who has done …” , “I’m the only one who is …”, etc.. Since there are no
likes or dislikes, there is no judging. But the network will create connections all around the
world of people who share the same unique aspects: if there is someone who posted
something similar you see this popping up on a map. The platform can be global, but also
used to connect people within a community, school, etc.

50. “We want kids to develop a moral compass and act accordingly.”
group 8
This group’s came up with an engaging game to help kids develop a moral compass by
stimulating them find out about similarities between one another, especially if they’ve are
seemingly different. Every kid will have to fill in a digital questionnaire with various
questions about themselves (e.g. hobbies, family, talents, difficulties, etc.), the
questionnaires will then be scanned for matches. Every day/week/month kids will be
linked to another kid without disclosing the reason for their match. Then the kids are
challenged to find out on what aspects they match.

51. “We want to seduce people to act in order to appreciate themselves
and each other.”
group 9
This group came up with an intervention for classes: one person in the class decides what
activity everybody will do during the break. The other classmates will have to work
together and organise this activity. By picking and doing different activities every day
classmates can show who they really are. The idea is that kids can build the tools for
whatever activity they want to do. They can work and build together and learn from each
other what they like to do. If someone likes something very much (e.g. football), he/she
can be really enthusiastic to build and show that (e.g. building the goals and the whole
football playground). In this way you see his/her passion instead to say “i like football”, in
this way you will appreciate it for real.

52. “We want people to open up and share.”
group 10
This group’s intervention is a digital platform where children can share their personal life
in order to understand each other. The platform will be full of different stories and will
stimulate people to see other people’s perspectives; to find out similarities (you are not
the only one) and to give feedback to one another.