2 nd Year: Achieving depth Depth in projects

2nd Year: Achieving depthDepth in projectsJacques TerkenTUE / ID - User-Centred EngineeringHG 2.40

• Defining Depth• Example

/ Industrial Design DEPTH PAGE 204/22/23

Competency framework


• The stage of depth is characterized by knowledge and skills building, including experiential knowledge as well as theoretical knowledge.

• Students demonstrate depth in particular competency areas and in their skills as a designer: sensing/perceiving/doing and analyzing/abstracting, next to emotional and social skills.

• Depth also shows in students’ ability to integrate, and their professional attitude and responsibility as a designer.

• In their reflections students connect competency areas to one another and establish connections between competency areas, the overall competency of designing and overall growth.


• They have gained experience with the five activities within the “reflective transformative design process”, and with jumping from one activity to another while reflecting on the previous one.

• They demonstrate understanding of this design process as a whole.

• They have built an awareness of intelligent systems and demonstrate depth in interactive systems.

• Their showcase communicates (the beginning of) a clear identity developing over time. (Are you more a “thinker” or a “do-er”? Look for patterns in your approach and in your development, and reflect upon it.)


Depth


Depth

1. Link observations to theory, not just common sense and intuition• Explore and apply relevant theoretical frameworks/models• Get acquainted to and use professional terminology

2. Use multiple information sources (literature, experts, stakeholders, your own research)• Information gathering by applying scientifically sound

research methods (“objective”, “replicable”)3. Integrate competency areas into an adequate (coherent,

effective and efficient) design process4. Apply different approaches to design: intuitive/active

(sensing/perceiving/doing) and rational (analyzing/abstracting), and integrate them into an adequate design process


Case study: Project “Flash poles”

• Design brief: Design an environment that stimulates children to play and move, so that they remain healthy and learn to become socially active• Outcome: Flash poles -

A set of poles. Each pole has three ringed buttons with different colours controlling a light at the top of the pole. By turning a ring a timer function is activated. Children may create their own rules and games.

Artist’s impression


Design cycle

• Orientation• Client• Project formulation• Research questions concerning

target group and constraints

• Research (guided by research questions)• Desk research• Expert interviews• Orientation brainstorm

− Result: detailed understanding of problem space and list of requirements


• Idea generation, idea selection, concept development• Further research and expert interviews to

support concept development• Initial user tests

• Implementation of working prototype and final user test


Research questions

1. Which movements/exercises are healthy for children?2. Which interaction and feedback cause children to be

stimulated to move?3. Which exterior characteristics in the area of material,

colour, shape and movement patterns stimulate children to move?

4. How can usability and ergonomics be integrated into the design and in which way?

5. What are the safety, economical and hygienic demands for such a product?

6. How can the product be integrated in the Vinex district Castellum in Houten?


• Idea generation• Brain sketching, Brain writing game, Post-it

• Idea selection• screening all

ideas in terms of “why did you like this when you were a kid?” Requirements


Concepts

• Concepts evaluated with children• Questionnaire• “Draw a futuristic playground and implement your

greatest desires in it”


Concept development

• Amount, position• Shape, size,

diameter etc.• Functions• Technical issues

• Informed by requirements• Supported by further desk

research and expert meetings

• Storyboards


Final concept


Validation/user research

• See Movie• Observation (observation scheme!)• Interviews/self-report (rating scales)

http://nl.youtube.com/watch?v=zEZHqHiS4oY


Depth for Teamwork competency

• Multi-disciplinary teamwork• Belbin test for team roles

http://www.thesis.nl/component/option,com_db8belbin/Itemid,43/

• Peer reviews• Team evaluation

http://www.cse.unl.edu/~goddard/Courses/CSCE310J/StandardHandouts/TeamEvaluationForm.doc


Thanks for your attention

Questions?

2 nd Year: Achieving depth Depth in projects

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