let me reframe this. Workshop at the Dutch Design Week 2016

Femke de Boer Arjen Oenema Emilie Tromp

www.reframingstudio.com

20 min    Mini Lecture: designing for impact

60 min    Pressure Cooker

30 min   Pitches & Questions

today’s workshop

introduction designing for impact

what is the impact of design?

attention

photo www.unsplash.com

willpower

photo www.unsplash.com

social relations

photo Femke de Boer

but we are not pessimistic

photo www.flickr.com

what design can do

should

temstem by Reframing Studio

goedzak graduation project at Reframing Studio by Simon Akkaya

organ donor registration services by Reframing Studio

publipod by Gran Studio & Reframing Studio

design for impact

= improve quality of life

how to design for impact?

Vision in Design by Paul Hekkert & Matthijs van Dijk

context driven

designing is about exploring what is possible

tomorrow, not about solving the problems of today

1

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

context start with mapping the future context you design for

stage 1

interaction define the behaviours, experiences and attitudes a product should evoke

stage 2

design the appropriate product, service or policy

concept

stage 3

on responsibility

Can designers distinguish right from wrong?

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.

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.

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.

“Politicians are the designers of the past. Designers are the

politicians of the future.”

Prof. Paul Hekkert

pressure cooker how to design for impact

60 minutes

Reframing model

stage 1 explore the future (2020)

x Y

accelerating

downshifting

Behaviour a

Behaviour b Behaviour c

Behaviour D

stage 2 formulate your statement

We want people to …

Encourage / discourage / change / seduce / counteract, etc

stage 3 design your intervention

Product / service / policy

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?

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

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

“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.).

“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!

“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.

“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!

“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 .…

“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.

“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.

“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.

“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.

“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.