Zombie Metaphors and Other Strategies for Teaching Inclusive & Open-Minded Design

Concurrent Session C Thursday May 21, 2015 1:50 – 2:40 p.m.

C9 POD 366

Safe Scenery Shifting for Every-Body Valérie C. Kaelin, Image Arts, and Scott Martin, Theatre The entertainment industry is notorious for its lack of gender equity whether on stage or backstage, before or behind the camera. It is also the scene of safety infractions leading to injury and fatality. Students from The School of Theatre, Production, and The School of Image Arts, Film Studies, become the workers of tomorrow’s industry. Therefore, their educators must address the consequences of ambitious production goals at the expense of equal employment and occupational safety. Leadership means making equity and safety part of that professional ambition. Further, equity and inclusion are essential to a safe work environment. Safe Scenery Shifting for Every-Body, a co-production between the two schools, in the form of an instructional video, looks at a) physical diversity and injury prevention as well as b) the Internal Responsibility System and the right to refuse unsafe work. Female and male students from both programs demonstrate ideal practices in scenery-shifting and set practice against the unsettling statistics of the workplace. Consisting of live action on the soundstage and in the scene shop, animation and statistical charts, the video is accompanied by the results of impact surveys of student respondents. The presentation should be of interest to other disciplines across FCAD and the Faculty of Arts. The project was produced with the kind support of the LTO’s Teaching about Diversity Fund, The School of Theatre, The School of Image Arts and The School of Radio and Television Arts. The presentation participants will contribute to an ongoing body of impact surveys.

C10 POD 370

Zombie Metaphors and Other Strategies for Teaching Inclusive & Open-Minded Design James Andrew Smith, Electrical and Computer Engineering Design education plays an important role in Engineering and Architectural Sciences at Ryerson University. Unfortunately, personal biases and entrenched extrovert-oriented design methodologies often lead to sub-optimal teaching of design and execution of design-oriented student group projects. In this session we will use the “Design Thinking” framework to discuss methods for teaching students how to generate and evaluate ideas for design without descending into the judgment and conflict that plagues traditional brainstorming-centric design methods. Based on a similar approach used in a graduate course in Human-Computer Interaction, we will break out into small groups and investigate inclusive designs using a pop-culture zombie metaphor as a proxy for minority or marginalized groups. Finally, participants are expected to take away methods for judgment deferral in order to maximize idea-generation and inclusion among their students in design-oriented courses.

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To cite: James Andrew Smith, "Zombie Metaphors and Other Strategies for Teaching Inclusive & Open-Minded Design", Ryerson Faculty Conference (Concurrent Session C), May 21, 2015, Toronto, ON, Canada. Web link: http://www.ryerson.ca/lt/programs/conference/index.html

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Zombie Metaphors and Other Strategies for Teaching

Inclusive & Open-‐Minded Design

James Andrew Smith, PhD, Peng. Electrical and Computer Engineering

Ryerson University

Ryerson Faculty Conference, May 2015

hNp://cssc.uscannenberg.org/cases/v2/v2art3/

Zombie Metaphors and Other Strategies for Teaching Inclusive &

Open-‐Minded Design James Andrew Smith (FEAS)

[email protected] RYERSON FACULTY CONFERENCE, MAY 21, 2015

Overview •  Background •  How do we (typically) teach design? •  What’s wrong with the typical approach? – Focus on Brainstorming

•  Design done right –  Inclusive –  IDEO “Design Thinking” method

•  Example using Zombies – 3 step group acbvity

Background

•  Biomedical Engineer – Human birth, biomechanics, wearables, robobcs

•  Teach courses on sensors, microchips, human-‐machine interacbon, fourth-‐year design

•  Human-‐Machine Interacbon – Grad course – Mix of Electrical Engg. & Architectural Science –  IDEO’s “Design Thinking”

How do we teach design?

1.  Define the Problem 2.  Do Background Research 3.  Specify Requirements 4.  Brainstorm Solubons 5.  Choose the Best Solubon 6.  Do Development Work 7.  Build a Prototype 8.  Test and Redesign





jasmith

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To cite: James Andrew Smith, "Zombie Metaphors and Other Strategies for Teaching Inclusive & Open-Minded Design", Ryerson Faculty Conference (Concurrent Session C), May 21, 2015, Toronto, ON, Canada. Web link: http://www.ryerson.ca/lt/programs/conference/index.html

jasmith

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What’s Wrong With Typical Design Process?

1.  Define the Problem –  When you're a hammer the whole world is a nail.

2.  Do Background Research 3.  Specify Requirements 4.  Brainstorm Solubons 5.  Choose the Best Solubon 6.  Do Development Work 7.  Build a Prototype 8.  Test and Redesign

hNp://www.boote-‐forum.de/showthread.php?t=205120&page=2

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1.  Define the Problem 2.  Do Background Research –  When you're a hammer the whole world is a nail.

3.  Specify Requirements 4.  Brainstorm Solubons 5.  Choose the Best Solubon 6.  Do Development Work 7.  Build a Prototype 8.  Test and Redesign



1.  Define the Problem 2.  Do Background Research 3.  Specify Requirements –  When you're a hammer the whole world is a nail.

4.  Brainstorm Solubons 5.  Choose the Best Solubon 6.  Do Development Work 7.  Build a Prototype 8.  Test and Redesign



1.  Define the Problem 2.  Do Background Research 3.  Specify Requirements 4.  Brainstorm Solubons –  Extroverts-‐only. Introverts need not apply

5.  Choose the Best Solubon 6.  Do Development Work 7.  Build a Prototype 8.  Test and Redesign

hNp://introvert-‐insight.tumblr.com/post/117371894258/mirandafoo-‐so-‐true-‐i-‐cannot-‐stand-‐the-‐phone


1.  Define the Problem 2.  Do Background Research 3.  Specify Requirements 4.  Brainstorm Solubons 5.  Choose the Best Solubon –  Emobonal aNachment to parbcular

solubons 6.  Do Development Work 7.  Build a Prototype 8.  Test and Redesign

hNps://farm3.stabcflickr.com/2353/2303255998_89d132011c_o.jpg


1.  Define the Problem 2.  Do Background Research 3.  Specify Requirements 4.  Brainstorm Solubons 5.  Choose the Best Solubon 6.  Do Development Work –  Money and bme. This is hard.

7.  Build a Prototype 8.  Test and Redesign


1.  Define the Problem 2.  Do Background Research 3.  Specify Requirements 4.  Brainstorm Solubons 5.  Choose the Best Solubon 6.  Do Development Work 7.  Build a Prototype –  Get discouraged by crummy results

8.  Test and Redesign

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1.  Define the Problem 2.  Do Background Research 3.  Specify Requirements 4.  Brainstorm Solubons 5.  Choose the Best Solubon 6.  Do Development Work 7.  Build a Prototype 8.  Test and Redesign –  Money and bme

The Killer of the Design Process: Brainstorming

IDEO’s Design Thinking

•  IDEO: human-‐centric design •  Design Thinking – Admits that we’re flawed – Encourage conversabon – Defer judgment in early stages – High frequency idea generabon

Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread

Source: IDEO Design Challenge Workbook (IEEE HIC 2012; Houston, TX)

Inspirabon Ideas Acbon

Discover Ideate Prototype

Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread


Inspira,on Ideas Acbon


Step 1. Observa,ons. •  Look.

–  What is the context? Examine body language. Are there "workarounds”?

•  Ask. –  Interview people. Ask why they do the things they do. Use sacrificial concepts to get the ball rolling on design feedback.

•  Try. –  Try the process yourself. What is it like?

•  Learn. –  Explore similar products/experiences. Differenbate b/w regular users and early adopters. Determine a range of interpretabons. What quesbons can you ask to answer why people do what they do?

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Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread




Step 2. Story-‐telling

•  Frame the observabons into a narrabve, not a summary. Talk about people and lives, not things.

•  This gives details for imagining solubons. DO these 1. Be descripbve 2. Use your physical senses 3. Follow reporbng rules: who, what, when, where, why and how.

DON'T do these 1. Generalize 2. Prescribe (should, would, could) 3. Hypothesize 4. Judge 5. Evaluate

Source: IDEO Design Challenge Workbook (IEEE HIC 2012; Houston, TX) Further reading: pg. 92 HCD Toolkit book 2011 by IDEO. URL: hNp://www.ideo.com/images/uploads/hcd_toolkit/IDEO_HCD_ToolKit.pdf

Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread




Step 3. Synthesis The “How Might We…” Stage

•  Make sense of the observabons. What is perbnent?

•  This is preparabon for brainstorming. •  Start each sentence with “How might we…”

How-‐might-‐we's are 1. WriNen down. 2. In plain language 3. Answered in mulbple ways 4. Lead to concrete ideas 5. Not too broad 6. Not too specific 7. Starbng points for brainstorming

DON'T 1. Judge 2. Cribcize 3. Refrain from giving ideas 4. Wander 5. Interrupt

Source: IDEO Design Challenge Workbook (IEEE HIC 2012; Houston, TX) Further reading: pg. 83 "Create Theory" HCD Toolkit book 2011 by IDEO. URL: hNp://www.ideo.com/images/uploads/hcd_toolkit/IDEO_HCD_ToolKit.pdf Further reading: +ACUMEN HCD Workshop Week 1 "An Introducbon to Human Centered Design" hNp://plusacumen.org/wp-‐content/uploads/2013/07/Week1_readings.pdf

Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread




Alone Time

Step 4. Brainstorming. •  Start to move from research stage to real-‐world solubons

•  Requires well-‐prepared & disciplined conversabon.

•  Rule 1: Defer judgment of others •  Rule 2: Don’t hold back on ideas •  Nothing is too crazy. •  Impracbcal is good •  Spit out DOZENS of ideas. Rapidly!

hNp://www.dreamsbme.com/stock-‐images-‐woman-‐referee-‐image21930174

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Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread


Inspirabon Ideas Acbon


Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread


Inspirabon Ideas Ac,on


Step 5. Prototyping. •  Building as part of the thinking process.

•  Make ideas tangible.

•  Prototypes provide reference points for discussion about more ideas.

•  The are a communicabon tool.

Prototypes are not "precious". Build them quickly. roughly. cheaply.

hNp://upload.wikimedia.org/wikipedia/commons/0/0d/Trash_bin.png

Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread




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Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread




Step 6. Experiment. •  Take your prototypes out in the field.

•  Try them out

•  Break them.

•  Learn from them.

•  Try again.

hNp://www.geograph.org.uk/photo/4146225

Design Thinking

Observa,ons

Story-‐telling

Synthesis

Brainstorming

Prototyping

Experiment

Spread




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Step 6. Spread.

•  Spread the Word! Sell your Story!

•  Don't make it a boring presentabon.

•  Kickstarter has great examples Tell a story. It's the experience with the product, not the product itself. Minimize words. Maximize images. Use the storyboard format. It's visual.

Let’s do 1st 3 Steps of Design •  1. Observabon & Storytelling –  Groups of 3 –  5 minutes

•  2. Synthesis (“How might we...”) –  Groups of 3 –  5 minutes

•  3. Brainstorm –  Groups of 3 –  5 minutes

Example: Ryerson Prof •  Story-‐telling (Observa,on) –  A Ryerson prof needs to spend more producbve bme at work and more quality bme at home

•  Synthesis / “How might we…” –  How might we speed up her commute? –  How might we remove bme-‐wasters at work? –  How might we get her to avoid thinking about work while at home?

•  Brainstorming –  Speed up commute

•  Rent a helicopter •  Leave home at 5:30 am •  Move downtown •  Change jobs •  Work from home

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Example: Ryerson Prof •  Story-‐telling –  A Ryerson prof needs to spend more producbve bme at work and more quality bme at home




Example: Ryerson Prof •  Story-‐telling –  A Ryerson prof needs to spend more producbve bme at work and more quality bme at home




Next: Zombies as a Target Market!

•  Brainstorm ideas for them as a "proxy" for other groups of people.

•  Hard to offend zombies, but similar process can apply to real-‐world groups

•  Used by CDC to plan for catastrophes

hNp://www.techtus.com/2011/05/us-‐cdc-‐advises-‐cibzens-‐to-‐prepare-‐for-‐possible-‐zombie-‐apocalypse/

Background: The Walking Dead

•  It’s a virus •  Spread by bibng •  Lots of innocent vicbms •  Are Zombies people? – “A paranoid schizophrenic is dangerous, too. We don’t shoot sick people.”

Walking Dead Video Group Acbvity 1: Story-‐Telling & Observabons

•  Zombies are People vs. Zombies aren’t People – What are the dramabc issues raised by regular people living in a world in which zombies exist?

–  How to regular people and zombies interact? Can you give examples? (from the show or elsewhere)

– Are there needs that must be fulfilled that aren't currently?

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Group Acbvity 2: Synthesis “How might we…”

•  "zombies are people" and "zombies are not people" perspecbves

•  make the connecbon between [users]…. [users' needs]….. [insight into "why"?]

•  We need to write down "How might we..." statements related to the opposite perspecbves –  use sbck-‐it notes

•  Have you idenbfied the user needs and "why's" behind them –  be opbmisbc –  use plain language –  don't be too broad or too specific

Group-‐Acbvity 3: Brainstorming

•  Use the "How Might We" quesbons •  How can you solve them? – Defer judgment – Build on others' ideas (use "and", not "but”) –  quanbty: encourage lots of ideas, •  Crazy is good •  Mundane is good, too

Conclusion

•  We can make design teaching – More inclusive – More open

•  Facilitabon is important – Moderator / Referee is o|en needed – Write down ideas – Rapidly suggest ideas – Defer judgment

Quesbons?

•  [email protected] •  www.ee.ryerson.ca/~jasmith •  ENG 434; x4905

Zombie Metaphors and Other Strategies for Teaching Inclusive & Open-Minded Design

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