Design Discovery
Introduction to Human Computer Interaction & Design
Hao-Hua Chu
National Taiwan University
March 1, 2016
*** Adapt teaching materials from the Stanford HCI course (with permission & many thanks to Prof.
James Landay of Stanford)
Install pollev.com on your phone
9/22/2015
1
Interface Hall of Fame or Shame?
Muji CD Player
by IDEO
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
2
Interface Hall of Fame!
+ Perceived Affordance (string) 可操作暗示
how to create affordance design, i.e., new users understand what to do?
+ Directs user towards major function
- Does not have functionality of other CD
players
- If unfamiliar w/ fans, may not be obvious
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
Guides
the user
with a
familiar
action
3
Hall of Fame or Shame?
Alessi Juicy Salif Citrus Juicer
By Philippe Stark, a famous industrial
designer
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
4
Hall of Shame!
Aesthetically pleasing but...
Does not perform it’s only
function well: To make Juice.
Amazon review:
You’ll get almost as much juice on the wall and
counter as you do in the glass since the juice
will spray in every direction.
An example of where beauty can
overpower purpose
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
5
Design Discovery Lecture
Introduction to Human Computer Interaction & Design
Hao-Hua Chu
National Taiwan University
March 1, 2016
*** Adapt teaching materials from the Stanford HCI course (many thanks to Prof. James Landay of
Stanford)
9/22/2015
6
Lecture Outline
•
[student feedback, undefined vocabulary]
• Why Design Discovery (called Needfinding)?
• Needfinding Technique: Contextual Inquiry (CI)
Are you the Customer?
•
Why not?
–
–
–
•
Different experiences
Different terminology
Different ways of looking at the world
Identify needs at the start avoids these mistakes
–
–
September 24, 2015
Designing for “me”
Build without a need, Trail and error innovation [?]
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
8
Trial-and-Error Innovation – test luck?
NEEDS
unlucky
lucky
ＥＶＡＬＵＡＴＥ
EVALUATE
ＮＥＥＤ？
Needs
9
DESIGN
DESIGN
IMPLEMENT
IMPLEMENT
Design Process: Discovery
Needfinding
Discovery
• Assess needs, latent needs. Not
solutions.
Design Exploration
Design Refinement
Production
– Say if someone follows you for a
day to discover needs?
• Understand client’s
expectations
• Determine project scope
• Characteristics of customers &
tasks
• Evaluate existing practices &
products
your 1st group assignment
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
10
Understanding the Customer
• How do you learn how your customers work?
– interviews, self report, experience sampling (ESM), & observation
• How do you learn how your customers think inside their
heads?
– observe users performing tasks, think-aloud protocol
• How do you learn how your customers interact with UIs?
– analytics & logging, observe
• Important to carry out in naturalistic settings
– outside the lab → “ecologically valid”
– study behaviors in real-life situations
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
11
Two Needfinding Techniques
• Today: Contextual Inquiry (CI)
• Tomorrow: Empathize (Variation of CI)
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
12
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
13
Contextual Inquiry
• Specific needfinding method for understanding
customers’ needs & work practices
• Master / Apprentice model allows customer to
teach us what they do! ?
– master does the work & talks about it while working
– we interrupt to ask questions as they go
– Hybrid approach: direct observation + interviewing to
elicit more details
• The Where, How, and What expose the Why
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
14
Master/Apprentice relationship with the
participant
Participant is doing stuff
• Participant explains what they’re doing to the
researcher
• Researcher asks a clarification question, the
participant answers, keeps doing
• Researcher’s goal is to develop understanding
– of what the participant is doing
– in partnership with participant
researcher
15
master
Also not quite a master/apprentice
relationship
• Researcher’s goal is not to learn to do the task
• Instead, goal is to learn enough how the participant does
the task, so that you can learn how to support it with
technology (光劍)
• And to enlist the participant’s active assistance in
understanding the task
16
Direct & In-Situ Observation
In-Situ: 在原本位置
Observe participants engaged in the desired activity
• In the typical context of that activity
• Doing the activity along with the participant
• First-hand experience
• Actively engaged, and allows questions along the
way
• What may be the problems if not in-situ?
17
What questions to ask?
•
•
•
•
•
18
Confirming understanding
How do they feel about…
What is frustrating them about…
How they compare one thing with another
Why did they just do that?
Asking open-ended questions
•
Confirming understanding
– Did you just delete all your messages?
•
How do they feel about…
– How do you like the organization and colors of
this interface?
•
What is frustrating them about…
– It looks like you can’t do something, what are
you trying to do?
•
How they compare one thing with another
– What are the reasons you prefer searching
rather than foldering?
•
Why did they just do that? (but try to phrase without “Why”)
– It looks like you just deleted 10 messages,
what was the reason for doing that?
19
Avoid asking about
• Predicting what they would do / like / want
• Imagining a hypothetical scenario
• Whether they would like a certain feature or
product
• Estimating how often they do things
20
Decide how you’re going to record the
inquiry
•
•
•
•
•
•
•
•
21
Written notes
Audio record
Pictures
Video
Usage logs
An additional observer
Combination of methods
Privacy and informed consent (more later)
Good method only part of the answer!
•
•
•
•
22
Good participants
Good setting
Good timing
Flexibility
Good participants
• Screen participants you’re targeting
– List attributes you’re looking for
• Wouldn’t go to a senior center to study Facebook
• Can learn from why people aren’t good subjects
• Some people tell you what they think you want to
hear
• Some people tell you more than you want to
hear!
23
Good settings
• In situ – Latin phrase for in the place
– Location and circumstances where they will
engage in the desired activity
• Relaxed, natural, no distractions
– Dissuade interruptions (cell phones)
24
Good timing
• Avoiding hectic times
• Sometimes can schedule during times of
high concentrations of activity
• Respect the schedule
– State duration in advance
– Stick to it (unless they give permission)
– Honor scheduled appointments
25
Contextual Inquiry example
• Say you want to design an on-line dating service
• You want to improve the process of finding dates
– It’s a social networking topic
– It’s a topic where people act very differently than they
say they act
– Hopefully fun (without offending anyone)
26
Picking people to observe
• People who find dates very easily (expert)
• People who have a hard time finding dates
(problem child)
• People who have never been on a date
before (novice)
• People who said yes when you asked them
27
Picking a place
•
•
•
•
•
28
Senior Center?
Bar?
Dorm dances?
Student centers?
Perhaps best informed by your participant
When’s a good time to observe
• Finals week?
• During classes?
• Weekend
29
How are you going to observe
• Make it a double date?
– Informed consent less of an issue
• Passively observe with follow-up
– But if Bob is successful, it might be hard to
follow-up with him for a while!
– How would you get informed consent?
• Have Bob explains the situation
• Inform afterwards
• Limit data collected on others
30
How are you going to record it?
• Written notes? Could be awkward
• Audio record? Maybe in just momentary
dictations
• Pictures? Perhaps you could work a few in as a
double date with a cameraphone
• Video? That’s a (bad) reality TV show
• This inquiry may rely heavily on your own
memory and reconstruction
31
Actually observing
• Picked the person: Bob
• Picked the place: Pub near campus
• Picked the time: Friday/Sat night
Why direct observation?
32
The interviewer says…
Why not just ask Bob how he gets dates?
• But Bob might not entirely know…
• When he summarizes it for you,
– he might not remember vital details
– he might gloss over important difficulties
– he might conveniently forget blunders
– he might be making it all up
• Indirect memories are filtered
33
The experimental psychologist says…
Why not design a test for finding dates under
different conditions in a lab?
• But what if the lab task omits important features
of the actual real-world situation?
– Like the jerk also competing for a date?
– Or the range of candidates in the pub?
– Or the influence of alchohol?
34
In a Contextual Inquiry…
• If you’re studying dating behavior, go to the
local dating scene
• That way you’ll see what really happens,
and how people really make decisions.
35
You’re at the pub with Bob
• First start with a conventional interview
• Introduce self, explain interview procedure
(consent, recording, how CIs work)
• Ask Bob to summarize what goal he will be
working towards during the CI
• Don’t take too long on this
36
Switch to observation mode
• Researcher should clearly and very explicitly
end the interview and invite them to proceed
with their activity
• Important, because if it’s not completely
clear, encounter may devolve into a
traditional interview (this relationship is more
familiar to people)
37
OK…
• Now have Bob go about his normal tasks, exactly
as he would if you weren’t there: pretending to look
at the menu, scoping the place, trying to start
conversations, eating, drinking
• As he’s doing it, ask him to explain whenever it’s
not 100% obvious (or note for later follow-up)
• And take lots of notes
38
Context
• Even in context, people will drift into generalities
and abstractions (even fantasies)
• You can bring the user back to the important (and
often more true) details by drawing their attention
to concrete objects or events
39
Follow-up interview
• Best if prompted with concrete details from
activity
– Stories from written notes
– Pictures or clips from recordings
• Try to reconstruct how they were feeling at
the time
40
How many participants?
•
•
•
•
Depends on what you’re doing
Statistical power needs ~50
Richer feedback more like ~12
Intuitive feel / diminishing returns
– When you start hearing similar themes
– When you stop learning new things
• We’ll be asking for specific numbers (3-5), but in
working world, you’ll need to decide based on
experience and constraints (time, $)
41
Appreciate your participants!
• Some companies hire from temp agencies, paid
for usability study
• Even token appreciation is helpful
–
–
–
–
–
42
Lunch vouchers
Company SWAG
Early access to technology
Social status
What you think may work at NTU?
Thoughts
• Use recording technologies
– notebooks, digital/phone recorders, still & video images
• Structure
– conventional interview (10 minutes)
• introduce focus, deal with ethical issues, get summary data
– transition (30 seconds)
• state new rules – they work while you watch & interrupt
– Observation & contextual interview (20-60 minutes)
• take notes, draw, be nosy! (“who was on the phone?”)
– wrap-up (15 minutes)
• summarize your notes & confirm what is important
• Master / apprentice can be hard
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
43
Users: Unique or One of Many?
“Take the attitude that nothing any person does is done for no
reason; if you think it’s for no reason, you don’t yet
understand the point of view from which it makes sense.
Take the attitude that nothing any person does is unique to
them, it always represents an important class of customers
whose needs will not be met if you don’t figure out what’s
going on.”
(p. 63, Contextual Design)
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
44
Analyzing Data
• What are we going to do with all this data?
– Analyze
– Reporting
Goal: Gain understanding of users
Understanding of user (資源與障礙)
• What resources are used to accomplish
task?
• What hindrances encountered in
accomplishing task?
Analyze data to get better description and
understanding of resources and hindrances
Example Resources used
• Tools, devices
– Cell phone, computer, shovel
• Information
– Web page, phone directory
• People
– Expert, peer, grad student
Example Hindrances encountered
• Not having the right tool
– Workarounds
• Unable to access resources needed
– Can’t find information
– People unavailable
• Unaware of important information
– Confusion
Analyzing data is collaborative
•
•
•
•
•
Researchers involved in CI
Designers
Project leads
Software developers
Users
Multiple perspectives elicit details
Analysis session
• Each researcher presents each CI case
–
–
–
–
Resources used to accomplish activity
Hindrances encountered
Things that surprised you
Things that seem unusual, interesting
• Other participants ask questions, share
similar or contrasting examples from their
data
Analysis session (2)
After all cases are presented, team looks for
patterns across cases
• Commonly used resources
• Commonly encountered hindrances
• Common themes, patterns, sequences
• Try out possible design ideas
– What if…?
Report
• Descriptive understanding of activity
–
–
–
–
Common resources used
Common hindrances encountered
Common patterns
Illustrated with stories, pictures, clips
• Design implications / insights
– (What system / function to build?)
Revisiting Bob and dating
• Resources (資源)
– Great looks
– Witty stories
– Good listening skills
• Hindrances (障礙)
– Shaved head
– Matching story with prospect’s interests
– Noisy environment
Group effort
• Each group member should do at least one
contextual inquiry
• Analysis done by whole group
• Report
Task analysis (office work)
• Use this to organize field data
• Goals
– A state of the system that the user wishes to achieve
• Tasks
– The activities required, used, or believed to be
necessary to achieve a goal
• Actions
– Simple tasks that involves no problem solving or
control structure
ACTIONS
TASKS
GOALS
Task analysis example
Communicate
with family
Ask for $$
student@berkeley.edu
MomandDad@home.net
Add
personality
Write email
Open
Compose
window
Type
text
Add to
email
Type
text
Add
emphasis
Starting the school year
Hi Mom and Dad,
The school year has gotten off
to a fast start. I’m in a great
Human-Computer Interface
class!
Oh, by the way, please send
more money for books. Gotta
go!
ACTIONS
TASKS
GOALS
Task analysis example
Communicate
with family
Ask for $$
student@berkeley.edu
MomandDad@home.net
Add
personality
Write email
Open
Compose
window
Type
text
Add to
email
Type
text
Add
emphasis
Format
text
Starting the school year
Hi
Hi Mom
Mom and
and Dad,
Dad,
The
The school
school year
year has
has gotten
gotten off
off to
to aa
fast
fast start.
start. I’m
I’m in
in aa great
great HumanComputer
Computer Interface
Interface class!
class!
Oh,
Oh, by
by the
the way,
way, please
please send more
money
money for
for books.
books. Gotta
Gotta go!
go!
luv u bunches, student
TASKS
GOALS
Task analysis example
Communicate
Identify bundles
with family
Ask for $$
Add
personality
Write email
Add to
email
Add
emphasis
ACTIONS
Elicit breadth of tasks and goals
Open
Compose
window
Type
text
Format
Type
text
text
Use standard actions
student@berkeley.edu
MomandDad@home.net
Starting the school year
Hi Mom and Dad,
The school year has gotten off
to a fast start. I’m in a great
Human-Computer Interface
class!
Oh, by the way, please send
more money for books. Gotta
go!
luv u bunches, student
Caveats of User-Centered Design
• Politics
– “agents of change” can cause controversy
– important to get buy-in from all those involved
• Customers are not always right
– cannot anticipate new technology accurately
– job is to build system customers will want
• not system customers say they want
• Design/observe forever without prototyping
– rapid prototyping, evaluation, & iteration is key
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
59
Further Reading
• Books
– User and Task Analysis for Interface Design by
Joann T. Hackos, Janice C. Redish
– The Inmates are Running the Asylum by Alan Cooper
– Don Norman, The Design of Everyday Things
– Kuniavsky, Observing the User Experience
• Institute of Design at Stanford
– lots of online materials at
http://dschool.stanford.edu
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
60
Summary
• Know your user & involve them in design
• Needfinding
– observe & listen to them to discover interesting
insights
– empathize with customers
• Contextual inquiry
– interview & observe real customers in situ
– master-apprentice model
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
61
Design Discovery Studio
Introduction to Human Computer Interaction & Design
Hao-Hua Chu
National Taiwan University
March 1, 2016
*** Adapt teaching materials from the Stanford HCI course (with permission & many thanks to Prof.
James Landay of Stanford)
9/22/2015
62
60-min Crash Studio on Design Process
Stanford d.school
Instead of talking about design process, you
will experience it in the coming hour, as a
preview to what you will work on for one-semester project
Warning: fast-paced. Not enough time to do things.
Don’t worry about being rushed/crashed innovation work.
No one will grade / judge your work.
Feel safe.
Goal: Have fun in innovate!
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
63
Brief Intro Vocabularies & Linear Process
(1) EMPATHIZE: Interview your partner
partner up in pairs
call partner A/B
Your challenge is to redesign the gift-giving
experience . . . for your partner．
design something to improve your partner’s (not your) experience
of realizing (or not realizing) – finding – buying – giving – (not) receiving
thanks … gifts
not designing a gift for your partner
The most important part of designing for someone
is to gain empathy for that person.
ｏne way to do this is to have a good conversation
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
65
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
66
(1) EMPATHIZE: Partner A Interviews B
As a starting point, ask your partner the last time/experience
they gave a gift．
To whom did you give it?
Why was it meaningful?
How did you come up with the idea for the gift?
What was difficult about finding and giving this gift?
Ｔａｋｅ note of things interesting or surprising.
You have 4 minutes (then switch)
Let’s begin
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
67
(1) EMPATHIZE: Dig Deeper!
Partner A Interviews B
Follow up on things that are particularly interesting during
the first interview.
Dig more for stories, feelings, emotion, motivation, …
Try to get your partner to cry!
Reason why we are doing this twice.
You have 3 minutes (then switch)!
Let’s begin.
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
69
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
70
(2) Define: Capture findings
Collect your thoughts & reflect on what you have learned from your partner.
Organize your learning into two groups
your partner’s needs (goals & wishes they are trying to accomplish by
giving gifts, verbs)
insights you discovered (unexpected findings)
Think about both physical and emotional needs.
Example of need show love, express themselves, be appreciated, feel importance, ...
Example of insight handmade gifts as more meaningful and personal, gifts are more
about givers than receivers
Infer, guess.
The goal is to create a list. Circle the verb. Circle the emotion.
You have 3 minutes!
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
72
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
73
(2) Define: Take a stand with a point of view
Select the most compelling goal and most interesting insight
to articulate a problem statement.
This is your point of view.
Use colorful name (惡作劇的調皮柯景騰, 受班上男生喜歡的沈佳
宜)
This is the statement that you’re going to address with your design, so
make sure it’s juicy and actionable!
It should feel like a problem worth tackling!
Examples of a point-of-view:
reunite the family, or reignite a
lost love, or reconnect with an old friend
Arthur needs a way to express his care and love for his friends.
Surprisingly, he thinks about his appreciation often, but his
friends don’t know about it.
You have 3 minutes!
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
74
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
75
(3) Ideate: generate alternatives to test
Rewrite their problem statement at the top of the page
Create solutions to the new challenge you have identified
Embrace your inner child at kindergarten class & draw! (No writing)
Sketch 5 or as many ideas as possible.
GO FOR QUANTITY not QUALITY. Explore solution space.
None of us are good artists (okay if drawings are inaccurate – may lead
to misinterpretations and unexpected directions)
This is time for idea generation, not evaluation—you can evaluate your
ideas later.
You have 5 minutes!
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
77
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
78
(3) Ideate: share your solutions
survey the number of sketches
Stand up and switch seat with your partners (leave your drawings on the
table)
Partner A: share your sketches with Partner B
Another opportunity to learn your partner’s feelings and view, why
they like or dislike your ideas, which one is good vs. not good.
Fight the urge to explain and defend your ideas. Just see what they
make of them!
Spend the time listening to your partners reactions and questions.
Remember Empathy
You have 5 minutes! (then Switch)
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
79
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
80
(3) Ideate: reflect & generate a new solution
Now, take a moment to consider what you have learned
both about your partner, and about the solutions you
generated.
From this new understanding of your partner and his or her
needs, revise your sketch or create a new idea.
This solution may be a variation on an idea from before or something
completely new. Ok to change the problem statement together.
Try to provide as much detail and color around your idea as possible.
Think:
How might this solution fit into the context of your partner’s life?
When and how might they handle or encounter your solution?
You have 3 minutes!
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
81
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
82
(4) Prototype: Build!
Draw a phone-app prototype (or a
physical prototype) of your solution
Include only what is required to render the
intended purpose
Your partner can act and engage with the paper
prototype, with you being the computer.
You have 10 minutes!
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
84
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
85
(5) Test: Share your solution and get
feedback
Show your paper prototype to your partner. You play
the computer. Your partner plays the user.
Your prototype is not precious, but the feedbacks and
insights it draws out are precious.
Don’t defend your prototype, instead, watch how your
partner use or misuse the prototype it.
You have 4 minutes! (then Switch)
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
87
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
88
Group reflection & takeaways
How did engaging with a real person, testing with a real
person, change the direction your prototype took?
What was it like showing unfinished work to another person?
How did the pace feel? Quick, iterative cycles – how did that
feel relative to how you normally work?
Design thinking is an iteration, self-directed process. Based
on what you learned – what would you go back and do next?
What would you do over again?
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
89
Semester project
• Theme intro
– Behavior change, Wellness & Health, Learning, Crowd Power,
Sustainability, Sharing
• Collaborators
– 臺大學生輔導中心: mental heath for students
– 臺北市立聯合醫院精神醫學中心: drug & alcohol rehab
– Procrastination
• Preliminary grouping on the whiteboard exercise
• Come to my office to discuss/finalize topic for assignment #1
(Walk-ins welcome)
– Wed-Thu-Mon 2-6 pm
– Sat: email for appointment
September 24, 2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
90
Behavioral Change
Change the way people act
People make decisions and actions based on certain inputs and
considerations. Technology can add additional parameters and inputs that
may in turn affect the outcome of these decisions, or change people’s values.
This may happen on an individual level or with a community. I’m particularly
interested in applications for social good.
Studio Time
Thurs. 5:30 – 6:50pm in 160-328
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
91
Learning / Education
Designing next generation learning experiences
Throughout different stages in life, we learn for many
purposes and in many ways. In this studio, we will think about
how technology can enable, supplement, or support learning
and teaching. How can we use research on memory and
motivation to enable knowledge retention? What kinds of
logistical issues can we solve with technology to enable
teachers to focus on teaching? What kinds of social
infrastructure can we put in place to help students succeed?
Feel free to look around and beyond your own learning
environment and the myriad ed tech products that surround
us for inspiration.
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
92
Wellness
The pursuit of wellbeing—in mind, body, and soul
Historically, we’ve often required experts to handle the technology that improves
our health. However, the rise of personal technology provides an opportunity for
everyday people to directly access the solutions that make our lives better.
Perhaps the most concrete examples lie in physical health but the creative may
find applications in mental, emotional, and spiritual wellbeing as well. From the
perspective of interface design, we tackle a greater challenge but for an even
greater reward.
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
93
Crowd Power
Empower the crowd to accomplish the impossible
Technology can help us gather crowds of people online to collaborate
towards a common goal. Kickstarter, Wikipedia, Yelp, and Reddit are all
examples of achieving ambitious goals using the crowd. Technology can also
provide powerful tools to support offline collaborations.
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
94
Mobility / Travel
Designing for Journeys
Life’s about the journey, not the destination. In the same spirit, this section will focus on
journeys, travel, and mobility. How can we design for improved travel and the experience
of getting from place to place? From commuting to road trips, from getting a workout to
getting home safely, running errands or exploring new and exciting places, there are
endless contexts and cases of travel to consider, explore, and solve for. This section will
seek to thoughtfully design application interfaces and experiences for those in transit or on
the move.
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
95
Health
Help people live a better life
New technologies have radically changed the way we think about
Health. While we used to rely exclusively on one to one meetings
with doctors, people can now search for answers online, connect
with health professionals directly from their smartphone (see for
example the startup HealthTap), gather data about their own
health (thanks to the use of wearable) and so much more.
As new technologies become available (iWatch) and mentalities
shift, new opportunities arise to build great products. This theme
encompasses many sub domains: you can decide to target people
who are aging or specific diseases like diabetes. You can design for
hospitals or more generally for how people interact with their
doctors.
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
96
Sustainability
Transform our relationship with nature with the future in
mind
Sustainability often means using natural resources in a manner that ensures their
future availability and in a way that won’t irreparably damage the environment. To do
so, we can address both production and consumption of these resources. We can
create applications that encourage and enable more responsible use of natural
resources such as water, food, and energy, or we might further consider how these
resources are produced and make it easier to transition to more sustainable
alternatives.
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
97
Sharing
Building the foundations of sharing through
technology
Everyone shares - whether it’s motivated by convenience or benevolence, whether it’s
a spare bedroom or afternoon tea. The act of sharing operates on varying levels of
intimacy in today’s ever-connected world. Regardless, there are some core values at
the heart of every exchange: trust, gratification, and communication. In this studio,
we will explore different ways to facilitate and even encourage sharing.
9/22/2015
dt+UX: Design Thinking for User Experience Design, Prototyping & Evaluation
98