DTAL Prototype and Test presentation
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Transcript of DTAL Prototype and Test presentation
Prototype and test
Design Thinking Ac5on Lab
Prototype #1 The yearbook for teachers
Idea: to make clear arrangements of when you are allowed to bother a colleague for advice or answers to ques5ons that you have.
I have make a rapid prototype of a book that will be handed to each new teacher when they start working at a school. It contains informa5on about things such as the vision of the school, the contents of the different years and an overview of all the teachers at the school. The teacher-‐pages contain informa5on about the teacher. There you can add notes about the first
mee5ng you had with this teacher, including his/her availability and preferred communica5on channel.
Prototype #2 Trick and treat
Idea: Let people pay for a cookie with a 5p or a trick based on their experience instead of money.
I have made a rapid prototype of my pay-‐with-‐an-‐idea-‐vending machine by using a jar of cookies, a ques5on and a blocnote-‐pen combina5on that people can use
to write down the ideas they have.
The tests The yearbook for teachers
I have tested the prototype with two different persons. Unfortunately, my stakeholder was on holiday, so I could not evaluate the prototype with him live. Instead, I have shown him the prototype via Skype and discussed the prototype with him. Besides, I have performed a live test with another person, in order to evaluate whether the prototype was clear with less instruc5ons and clarifica5ons as well. AOerwards, we have talked about the prototype and the idea that it embodies. Below you can see some pictures made during the test.
The tests Trick and treat
For this test I used a different set up. I have set up the prototype in the staff room of a school, with the ques5on next to it. I was curious to see how people would use it. I made sure that no-‐one saw that I put the prototype there and then observed how people used the product or how they commented on it. To prevent that I gave myself away, I could not take pictures of people using the prototype. But I made some pictures of the prototype in the context (some of which I also used to present the prototype).
The results The yearbook for teachers
The results Trick and treat
Reflec5on What did I learn by tes0ng the prototypes?
What would I do next 0me if I would con0nue working on the project?
-‐ Tes5ng is fun and gives a treasure of insights! -‐ Your ini5al assump5ons turn out to be not always right when you present your work to your stakeholder. -‐ You can never test too early in the process to prototype; I could have done it much earlier already. -‐ If you sincerely ask people if they want to help you, they are more willing to help then I expected and provide
beXer feedback than I expected. -‐ The more coarse your prototype is, the more people will focus on the func5ons instead of the details. -‐ By leYng people see, touch and interact with something you help them imagine what it will be like to use the
product. -‐ Before prototyping it is important to think carefully what you want to evaluate. Only that needs to be
prototyped with enough detail, the rest can be kept simple. -‐ It was easier than I expected to throw away the prototype aOer the test and start over with the good things
about the prototype. -‐ By failing fast, you can fail fast and try many approaches in a short amount of 5me. That is more valuable than
inves5ng much 5me in a slick prototype, only to find out is not really what the stakeholder is looking for. -‐ Whatever you use as prototype materials, it can always be even simpler without diminishing the value of the
prototype or not geYng across the point and feel of the prototype.
-‐ Test a number of aspects of the idea with various prototypes instead of using just one prototype to test all. -‐ Test the prototypes for a longer 5me, to also spot things that turn up over 5me. -‐ Experiment with different types of ques5ons for the “trick and treat” prototype and let people use the
“yearbook” for a longer 5me and report about their findings -‐ Go back to analysis and see what I can include/differ/change in the prototype. -‐ Iterate, iterate, iterate. -‐ Apply the idea5on techniques on how to con5nue with the prototype.