Although we all know fifteen minutes is not enough to consider and review a complex subject like design & education or design education, I will try to answer your question ‘What do you see as the key challenges to higher education in art and design?’ in a nutshell.
A key-note presented at Rotterdam University of Applied Sciences in february 2014 about how philosophy of "embodiment of human being" can help design the Smart City. Instead of making the city digital, how can we use digital processing to make for a better experience in the actual, concrete world in which our bodies are situated?
Introduction to the Learning Analytics Data Sharing Workshop at EC-TEL 2014LACE Project
Slides presented by Adam Cooper to introduce the Learning Analytics Data Sharing Workshop held on the 16th September 2014 at EC-TEL Conference in Graz, Austria.
Although we all know fifteen minutes is not enough to consider and review a complex subject like design & education or design education, I will try to answer your question ‘What do you see as the key challenges to higher education in art and design?’ in a nutshell.
A key-note presented at Rotterdam University of Applied Sciences in february 2014 about how philosophy of "embodiment of human being" can help design the Smart City. Instead of making the city digital, how can we use digital processing to make for a better experience in the actual, concrete world in which our bodies are situated?
Introduction to the Learning Analytics Data Sharing Workshop at EC-TEL 2014LACE Project
Slides presented by Adam Cooper to introduce the Learning Analytics Data Sharing Workshop held on the 16th September 2014 at EC-TEL Conference in Graz, Austria.
Summary of my User Experience Research-Practice Interaction conversation at the Decipher 2018 conference. My intro slides and notes from the discussion.
In addition to classical services and product, Tsunagaru is building a social movement called ENdemic that aims at bettering society with mutifaceted approach and diversity in education. Therefore, we designed a series of methods and trainings that we provide through ENdemic workshops.
We are not teachers but we are diverse, curious and intensely practicing an original approach to design that we are willing to share with everyone.
Learning programme design of M1
- Training Facilitators; M2 Training
Facilitators-to-Youth and M3 Training
Youth-to-Seniors. It also includes detailed
activity planning for each module 2 - 3 and
templates for local contextualisation.
Scientific and Academic Research: A Survival Guide PayamBarnaghi
Payam Barnaghi
Centre for Vision, Speech and Signal Processing (CVSSP)
Electrical and Electronic Engineering Department
University of Surrey
February 2019
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
This presentation about Universal Design Learning will help viewers gain a better perspective behind what it truly is. Users will also gain knowledge about technology resources that support UDL.
This presentation will use a number of digital stories produced by students in the architectural technology and interior design departments at the Cape Peninsula University of Technology, to illustrate how learning can be fun. Rather than writing essays, students produce all the required written and graphic work (precis, story board, script etc.) towards producing a short (3-5 minute) multi-media artefact. These projects show how interesting unintended outcomes are achieved, through authentic and fun learning practice.
Designing new online support services for woman that have experience violenc...Mariana Salgado
Designing new online support services for
woman that have experience violence or threat
of violence. This is the presentation for the day 1 of a one week workshop to design New Media concepts for the Third Sector. February 2015
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
Documentation from EUBIC Learning Camp that was the final event of a ESF funded project to provide new operation models to enhance univeristy-business-cooperation.
Personal understanding and publically useful knowledge in Social SimulationBruce Edmonds
There are two different ways in which social simulation can help a researcher - by honing their intution about how certain models and mechanisms (roughly what Polanyi meant by "Personal Knowledge") and in demonstrating hypotheses that might be interesting and relevant to other researchers in the field (roughly what Popper meant by "Objective Knowledge"). Both are valid goals and useful, indeed I would argue both are essential to real progress in social simulation. However, too often, these are conflated and confused, to the detriment of social simulation. This talk aims to clearly distringuish between the two modes, including the different ways of obtaining them, their different (and complementary) uses as well as when and how these are appropriate to communicate to others. In short a "model" of simulation usefullness is outlined with implications for the method of social simulation.
Summary of my User Experience Research-Practice Interaction conversation at the Decipher 2018 conference. My intro slides and notes from the discussion.
In addition to classical services and product, Tsunagaru is building a social movement called ENdemic that aims at bettering society with mutifaceted approach and diversity in education. Therefore, we designed a series of methods and trainings that we provide through ENdemic workshops.
We are not teachers but we are diverse, curious and intensely practicing an original approach to design that we are willing to share with everyone.
Learning programme design of M1
- Training Facilitators; M2 Training
Facilitators-to-Youth and M3 Training
Youth-to-Seniors. It also includes detailed
activity planning for each module 2 - 3 and
templates for local contextualisation.
Scientific and Academic Research: A Survival Guide PayamBarnaghi
Payam Barnaghi
Centre for Vision, Speech and Signal Processing (CVSSP)
Electrical and Electronic Engineering Department
University of Surrey
February 2019
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
This presentation about Universal Design Learning will help viewers gain a better perspective behind what it truly is. Users will also gain knowledge about technology resources that support UDL.
This presentation will use a number of digital stories produced by students in the architectural technology and interior design departments at the Cape Peninsula University of Technology, to illustrate how learning can be fun. Rather than writing essays, students produce all the required written and graphic work (precis, story board, script etc.) towards producing a short (3-5 minute) multi-media artefact. These projects show how interesting unintended outcomes are achieved, through authentic and fun learning practice.
Designing new online support services for woman that have experience violenc...Mariana Salgado
Designing new online support services for
woman that have experience violence or threat
of violence. This is the presentation for the day 1 of a one week workshop to design New Media concepts for the Third Sector. February 2015
At the Center of Academic Innovation: Two Examples from UCLAAnnelie Rugg
A presentation to the 2017 Computing Services Conference (UCCSC) at UCSD on August 9, 2017. I propose the importance for technologists in higher education to be in the important discussions of academic innovation in teaching and research BEFORE decisions are made, to ensure that the innovation is better. I provide two examples of ways to create communities where technologists and academics work as partners on innovation and gradually change the culture of innovation to be more inclusive of IT sooner in the discussion.
Documentation from EUBIC Learning Camp that was the final event of a ESF funded project to provide new operation models to enhance univeristy-business-cooperation.
Personal understanding and publically useful knowledge in Social SimulationBruce Edmonds
There are two different ways in which social simulation can help a researcher - by honing their intution about how certain models and mechanisms (roughly what Polanyi meant by "Personal Knowledge") and in demonstrating hypotheses that might be interesting and relevant to other researchers in the field (roughly what Popper meant by "Objective Knowledge"). Both are valid goals and useful, indeed I would argue both are essential to real progress in social simulation. However, too often, these are conflated and confused, to the detriment of social simulation. This talk aims to clearly distringuish between the two modes, including the different ways of obtaining them, their different (and complementary) uses as well as when and how these are appropriate to communicate to others. In short a "model" of simulation usefullness is outlined with implications for the method of social simulation.
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Experience-Driven Design with Playful Experience Targets
1. Sep 5th
2013 @Newcastle
Reflections on Experience-Driven Design:
a Case Study on Designing for Playful
Experiences
Thomas Olsson, Kaisa Väänänen-Vainio-
Mattila, Timo Saari
Andrés Lucero, Juha Arrasvuori
DPPI 2013DPPI 2013
Tampere University of Technology
Department of Pervasive Computing
Unit of Human-centered Technology (IHTE)
www.cs.tut.fi/ihte
Nokia Research Center, Tampere
research.nokia.com
2. Experience-Driven Design (EDD)
• Takes (user) experience as a starting point, “valuing the
whole person behind the ‘user’” [Wright & McCarthy]
• User needs and values reflected in the experiences
• The targeted experience(s), and stories around them, are
used as a central concept of the design vision [Hassenzahl]
• Focuses on the key design elements: context,
interpretation, participation
Experience as a target vs. ”traditional” targets
2Thomas Olsson – TUT/IHTE
3. Our Case
• EDD in practical assignment of a post-grad seminar
course
– Explorative approach for conceptual design
– ’Quasi-EDD’: targets given but innovation required
– One research problem, several groups with different targets
• Some boundaries were set
– A video or interactive prototype as the main outcome
– Interactive technology with novelty value
– User involvement at some point
However, no business-critical requirements
5. Playful experiences as starting points
• Playfulness: something that is not
serious (and does not have real-world
consequences)
– Approach of making the activities enjoyable
• PLEX framework [Korhonen, Lucero, Arrasvuori
et al.]
– Room for exploration and brainstorming
– Allows considering different sources of the
experiences
Thomas Olsson – TUT/IHTE 5
8. Resulted Concepts 1/5
• Blinky Hearts
– a collaborative and reciprocal caretaking
system for helping out people in
practical matters and small emergencies
– social ecosystem where ‘white knights’
with ‘Magic ball’ devices can assist
people around with ‘Blinky heart’ devices
[Nurture, Sympathy, Control]
Thomas Olsson – TUT/IHTE 8
9. Resulted Concepts 2/5
• Samba Tram
– a collective experience of avoiding misery
during the long winter
– bringing social media elements into more
physical and local form in public
transportation
– interactive materials & surfaces, video
projection and 3D audio to project ’avatars’
in the samba tram
– provides people with a breakaway from the
hectic work life and turns dull social norms
in public transportation upside down
[Humor, Subversion, Thrill]
Thomas Olsson – TUT/IHTE 9
10. Resulted Concepts 3/5
• SeekThrough
– a wearable interaction device
concept (a winter glove) for social
augmented reality games, with
embodied and tangible interactions
– provides location cues for real-
world locations called ‘stashes’ and
other players
– team formation and team-based
challenges
[Competition, Fellowship,
Submission]
Thomas Olsson – TUT/IHTE 10
11. Resulted Concepts 4/5
• Snow Angels
– a smart jacket with tactile
guidance, augmenting the user’s
journeys in the winter landscape
with physical sensations
– proactive suggestions about
nearby points of interests, e.g. nice
winter sceneries
– gestural input from the user
[Fantasy, Expression, Simulation]
Thomas Olsson – TUT/IHTE 11
12. Resulted Concepts 5/5
• Story Cap
– a winter cap that encourages
users to exercise outdoors by
telling an audiobook-like
interactive story
– narration proceeds only when
moving
– provides choices to the
narration based on the route,
to allow discovering new routes
[Discovery, Exploration,
Captivation]
Thomas Olsson – TUT/IHTE 12
13. In summary
• Resulted in a nice spectrum of concepts…
– (Wearable) interaction devices
– Application concepts
– Services based on social aspects
• Also in terms of origins of the experiences:
Thomas Olsson – TUT/IHTE 13
14. Benefits and roles of EDD with PLEX
1. Guiding and framing
– Ultimate purpose, design dream
– Helped maintain focus
1. Inspiration
– Surprising combinations catalyzed idea creation
1. Evaluation
– Constant and concrete reminder
– Helped prioritize and assess solutions
– Measures for user validation
1. Communication
– Sharing design vision internally & communicating it
to stakeholders
– Scriptwriting the video
Thomas Olsson – TUT/IHTE 14
“The PLEX Cards
pushed and pushed
us to do better and
better; but in a
natural way”
“The PLEX Cards
pushed and pushed
us to do better and
better; but in a
natural way”
“…If we would have been able
to define the target experiences
ourselves, it would most
probably have lead to ‘obvious’
or too easy target experiences”
“…If we would have been able
to define the target experiences
ourselves, it would most
probably have lead to ‘obvious’
or too easy target experiences”
“Eureka on how much
people are able to
create from very little!”
“Eureka on how much
people are able to
create from very little!”
“Having the target
experiences given to us
was limiting but
definitely forced us to
actually design
experience-drivenly”
“Having the target
experiences given to us
was limiting but
definitely forced us to
actually design
experience-drivenly”
“Realizing that an
experience can be used as
an inspiration for design,
and kind of also to set
some criteria for the
design.”
“Realizing that an
experience can be used as
an inspiration for design,
and kind of also to set
some criteria for the
design.”
15. Considerations & future work
• Grouping several PLEX-cards seems like a good idea
– To consider: semantic overlap vs. contradictions
• From an approach to more concrete methods?
• Experience as a target vs. any other target?
– How to validate that a target is met?
• Limitations in generalizing results from a seminar
course
Thomas Olsson – TUT/IHTE 15
16. Conclusions
• Different targets did produce relatively different results
• Groups of PLEX Cards served well as design targets
– Rather concrete and specific but leave space for subjective
interpretation
– Nice contrasts in the problem domain vs. the types of targets
• So what is EDD actually?
√ Design philosophy
√ Approach
? Method
16Thomas Olsson – TUT/IHTE
17. Q & A
TUT:
Thomas Olsson (thomas.olsson@tut.fi)
Kaisa Väänänen-Vainio-Mattila
Timo Saari
NRC:
Andrés Lucero
Juha Arrasvuori
Tampere University of Technology
Department of Pervasive Computing
Unit of Human-centered Technology (IHTE)
www.cs.tut.fi/ihte
Nokia Research Center, Tampere
Research.nokia.com
Acknowledgements:
Sanna Eklund, Jani Heikkinen, Tomi
Heimonen, Tuuli Keskinen, Kati Kuusinen,
Tiina Kymäläinen, Matti Luhtala, Piia
Nurkka, Jarno Ojala, Jaana Olsson,
Jarmo Palviainen, Farrukh Sahar, Katja
Suhonen, Mikko Väätäinen, Heli Väätäjä,
Roderick Walsh
Editor's Notes
To begin with, let me briefly define how we saw the concept of EDD
- Experience Design; Experience-Centered Design; (Empathic Design)
2: experience as the primary target; experience as a “Design dream”;
Over the last few years, a lot of interest in Experience-Driven Design as an approach but fairly little knowledge on and methods for how in practice to design for specific user experiences (role playing, body storming, user stories) – one of the motivations why we wanted to explore this
Traditional targets: persona, user segment, user needs, usability goals, technology-driven goals, pragmatic problem solving… exploring how a rather abstract experience can actually serve as a design target
1.1 students’ backgrounds mainly in engineering, UCD or interaction technique research ”designerly” way of working on conceptual design
16 students altogether (8+8), ages varying from late-twenties to early forties
”How to support moving and navigating in the Finnish winter”
Coldness, limited visibility, snow covering roads, routes changing…
- design problem was timely, but also broad as a design space
1.1: A general trend in product design to focus on enjoyability and pleasure
The 22 PLEX categories cover a broad spectrum of experiences, some of which are ‘evident’ in play activities, while others may appear surprising in this context (e.g., ‘Suffering’ and ‘Eroticism’) or common also outside this context (e.g. Sympathy, Expression)
By grouping these based on semantic similarities we expected to
broaden the design space
make the students think about several aspects in the designs;
also to see how they make selections based on the group of three targets
- multiple groups with the same design problem allowed us to see the diversity in the solutions as a result of having different target experiences
4-hour workshop with 5 stages of idea creation/refinement activity with varying stimuli and tasks
- Around subtopics of the problem domain
- E.g. keeping warm & equipment, change of landscape and routes
- And with different methods of brainstorming
- E.g. Visual sketching, VNA-cards, collage creation
- The groups’ own PLEX Cards were carried along
Clear novelties cf. to ”traditional” results of practical assignments
Expanded the design scope (not only about solving wintery challenges but also taking advantage of the possibilities)
- Product features: by a designer, e.g. functionality, content, interaction style, and presentation style
- Apparent product character: high-level description of the personal perception of the product features (e.g. novel, interesting, useful)
- Consequences are judgments about the products emotional and behavioral consequences (e.g. pleasure, getting inspired by using the product)
1: ”fundamental WHY”, ”guiding star”
- e.g. snow angels started off with a rough idea of an interactive jacket but needed focusing to understand what to do with it
4: Who are the users, what’s the context, consequences of usage etc.
Regrouping: groups of similar or mutually contradictory experience categories
- perhaps, the more out-of-scope the experiential targets are, the more ”disruptive” or ”revolutionary” the concepts might become
Approach:
We perhaps did not give the students enough methods to choose from
especially engineers often want clearly documented and step-by-step processes
Targets:
Can inspire, guide and help communicating
But can be harder to ’guarantee’ or measure in the first place (being subjective, subjective and more open-ended)
Some might say that a target is not a good one if you cannot measure if it has been met
Would benefit from coupling with other types of targets that can be more easily validated
PLEX:
broad/abstract enough to allow various interpretations
concrete enough to be ”measurable”
What:
Philosophy related to UCD and complements it nicely, but more vision-driven whereas UCD is more analysis- and empiria-driven
Approach in terms of what to put in the focus, what are the fundamental goals
Although serves well as stimuli in idea creation, is not (yet) a method in terms of providing concerete how-to instructions or processes for later phases in the design processes, especially concerning new designers’ needs for specified processes and methods