Design Is Hacking How We Learn

frog
frog Global Innovation firm en frog
Design is hacking how we learn
                                            David Sherwin, AIGA Into the Woods 2012
                                            @changeorder




photo 6291481572 by Beggs / CC Attribution 2.0 Generic License
Time for a pop quiz!
Question 1: Can design solve most
of society’s biggest problems?*




* Be sure to show your work.
Design can solve society’s
biggest problems…
Design can solve society’s
biggest problems…
if we cultivate a love
of learning through
the design process.
Design can solve society’s
biggest problems…
if we cultivate a love
of learning through
the design process.
This is a talk about how
we can do this better.
Let’s start by talking
about survival.
Design Is Hacking How We Learn
Design Is Hacking How We Learn
CHALLENGE

Understand the nature and value of
connection, and the digital connection
models of urban girls in Nairobi.
Design Is Hacking How We Learn
APPROACH

Empower girls in local girl groups through
explorer training so they can collaboratively
plan and co-design solutions for their needs.
FOUR WEEKS
explorer training




  week        1
              1              22                 33                4


         learn skills   tell stories   imagine possibilities   be heard
FOUR WEEKS
research objectives




 week    1                2            3            4


   FOUNDATIONS          FOCUS       IDEATION    PROTOTYPE
     girl kick-off     connections   co-design    evaluation
Week 1: Creating sparks to build friendships
Week 2: Becoming explorers and storytellers
Week 3: Exposing latent creativity and wisdom
Week 4: Encouraging co-leadership and collective action
Future focus: Growing and networking local girl groups
LEARNINGS

The process and the product
had great value to the community.
Girls honed practical skills by being
exposed to the design process.
Local education systems did not teach
girls how to grow and apply these
skills in a flexible manner to solve
a wide range of critical problems.
I'VE BEEN SO HAPPY
  SINCE STARTING THIS
       PROGRAM OF
     EXPLORING. I FEEL
MORE CONFIDENT THAN
THE TIME THAT I CAME—
I WAS TOO SHY. NOW I'M
MEETING OTHER GIRLS.
        I AM HAPPY.

     Girl Participant, 14
LEARNINGS

There are few substitutes for in-person
communication when encouraging
local community problem solving.
Technology has great potential to expand
education’s reach, but we have to start local
and analog to achieve scale.
Safe spaces—places where girls are
“free to try, free to fail”—are critical
for gaining core problem-solving skills.
Practicing design is
empowering.
It helps people see the
world in a different way—
and consider how to
change it for the better.
This hacks how we learn.
How we
are often
taught
                                   THEORY                PRACTICE




                                            REFLECTION


Thanks to Kristian Simsarian for
sharing this model with me.
How
designers
learn                                                                  PRACTICE
                                              THEORY




                                                                      TACIT
                                                                    KNOWLEDGE



                                                       REFLECTION
take a peek at the
70/20/10 model
Michael M. Lombardo and Robert W. Eichinger
and/or Eric Schmidt and others
“Designers have the ability and the training to harness
the tacit knowledge of the unconscious mind, rather than
being limited to working with explicit knowledge. This
makes them good at synthesizing complex problems with
large numbers of constraints; It also makes them bad at
explaining or defining what they are doing or thinking.
They will describe process and results because they are
not consciously aware of their own rationale.”

—Bill Moggridge, rest in peace
How
designers
anyone                                                                 PRACTICE
can try                                       THEORY

new modes
of learning
                                                                      TACIT
                                                                    KNOWLEDGE



                                                       REFLECTION
take a peek at the
70/20/10 model
Michael M. Lombardo and Robert W. Eichinger
and/or Eric Schmidt and others
How can I do this in
my community?
How can I do this in
my community?
“Design situations that allow
equitable solutions to emerge…”
—Scott Boylston
How can I do this in
my community?
“Design situations that allow
equitable solutions to emerge…”
—Scott Boylston

Help people use our tools
independent of the design process
to improve their lives.
predict



adapt
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Ask better questions by using the 5W’s and an H.
(And active listening!)
what    What events or actions are happening?



 who    Who is involved? Who helps or gets in the way?



 why    Why is this happening? Why do you feel this way?



where   Where does this happen?



when    When does it happen?



 how    How does it happen? How does it affect you?
Design Is Hacking How We Learn
Know your bias when considering
someone else’s needs—and your own.
thousands of sticky notes
Researching other people requires us
to apply more rigor to our life decisions.
Design Is Hacking How We Learn
Questions are also tools that help us
focus where to ideate—and break
rigid patterns of thought.
People are seeking healthier
food and drink in metropolitan
and rural areas.                               WHY?

                                           STRATEGY



It’s expensive to constantly
visit vending machines to refill   WHAT’S STANDING IN
it with fresh foods.                       OUR WAY?




How might we best maintain
the freshness of healthy food
in a vending machine?                HOW MIGHT WE?
People are seeking healthier
food and drink in metropolitan
and rural areas.                               WHY?

                                           STRATEGY



It’s expensive to constantly
visit vending machines to refill   WHAT’S STANDING IN
it with fresh foods.                       OUR WAY?

                                            TACTICS



How might we best maintain
the freshness of healthy food
in a vending machine?                HOW MIGHT WE?
People are seeking healthier
food and drink in metropolitan
and rural areas.                               WHY?

                                           STRATEGY



It’s expensive to constantly
visit vending machines to refill   WHAT’S STANDING IN
it with fresh foods.                       OUR WAY?

                                            TACTICS



How might we best maintain
the freshness of healthy food
in a vending machine?                HOW MIGHT WE?

                                             DESIGN
ARTICULATE HOW BY GENERATING IDEATION QUESTIONS

How might we        How might we        How might we         How might we
best maintain       signal to users     procure and          create a vending
the freshness       of vending          deliver fresh food   machine that can
of healthy food     machines the        for inclusion        contain different
in a vending        freshness of food   in vending           sizes, shapes,
machine?            on display?         machines in          and types of
                                        a region?            food?


How might we        How might we        How might we         How might we
aid a vending       help a machine      most quickly         help users see
machine in quick-   provide the         receive payment      what is available
ly recognizing      appropriate         and disburse         at a vending
different types     climate to          products to          machine when
of fresh and        different types     vending machine      they are not
local food?         of food?            users?               present?
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Be more effective in how you
use your time to come up with ideas
by using timeboxing.
ACT                      EVALUATE                   ARTICULATE




• what to do              • did you do it?              • what else needs to be done?
• how long you’ll do it   • need more time?             • how much time will it take?
• required output         • get the right output?       • was output is needed?
• desired fidelity         • was it the right fidelity?   • what fidelity is required?
ACT                        EVALUATE                   ARTICULATE




create low-fi design ideas   • did you do it?              • what else needs to be done?
do it for 10 minutes        • need more time?             • how much time will it take?
at least 8 ideas            • get the right output?       • was output is needed?
words + doodles             • was it the right fidelity?   • what fidelity is required?
on Post-It Notes
ACT                       EVALUATE                ARTICULATE




create low-fi design ideas   low-fi ideas worked,       • what else needs to be done?
do it for 10 minutes        especially the sketches   • how much time will it take?
at least 8 ideas            with corgi puppies—       • was output is needed?
words + doodles             but more ideas with       • what fidelity is required?
on sticky notes             unicorns would help
ACT                       EVALUATE               ARTICULATE




create low-fi design ideas   low-fi ideas worked,       add another 5 minutes
do it for 10 minutes        especially the sketches   add 5 more ideas
at least 8 ideas            with corgi puppies—       ideally more unicorns
words + doodles             but more ideas with       on more sticky notes
on sticky notes             unicorns would help
ARTICULATE          REFLECT   ACT




dd another 5 minutes
dd 5 more ideas
eally more unicorns
n more sticky notes
20 MINS      40 MINS     60 MINS      80 MINS     100 MINS    120 MINS




                                                              FINAL CLEAN
                                                               SKETCHES




                                                    VISUAL
                                        REFINED
                                                    DESIGN     EVALUATE
                                      WIREFRAMES
                                                   THINKING




             DETERMINE
                           ROUGH
                APP                    EVALUATE
                         WIREFRAMES
              CONTENT




BRAINSTORM
 BIG IDEAS   EVALUATE
Design Is Hacking How We Learn
Don’t let people argue for ideas until
everyone shares their preference.
Design Is Hacking How We Learn
Design Is Hacking How We Learn
interactive storybooks about loneliness
Tell a story. Perform a drama. Sing a song.
Write it down. Draw your idea. Create a comic.
Make a collage. Tinker with discourses.
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Tear apart and reassemble your stories
so you can say more with less.
Design Is Hacking How We Learn
Questions help you unpack how
to act on your best ideas.
why    Why is this problem happening?



 who    Who can help you fix it?



what    What skills or materials do you need to solve it?



where   Where can you go for assistance?



when    When can you get started?



 how    How might we work together to change it?
Want big change? Keep motivated
by visibly celebrating quick wins.
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Team up by creating personal
connections through shared
goals and values.
forming

 norming

storming

performing
Help others identify and
share their superpowers.
Apply them in concert.
Design Is Hacking How We Learn
“Our life is an apprenticeship to the truth,
that around every circle another can be drawn…”
—Emerson
Design Is Hacking How We Learn
Design Is Hacking How We Learn
Design can solve society’s
biggest problems…
Design can solve society’s
biggest problems…
If we can help people unlock
their potential by learning
through design.
Design can solve society’s
biggest problems…
If we can help people unlock
their potential by learning
through design.
This is good for everyone:
families, clients, communities, yourself.
Let’s share our tools with the world.
Download the Collective Action Toolkit:
                                    frogdesign.com/cat

                                    Say hello:
                                    david.sherwin@frogdesign.com
                                    davidsherwin.com
                                    @changeorder




© 2013 frog. All rights reserved.
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Design Is Hacking How We Learn

  • 1. Design is hacking how we learn David Sherwin, AIGA Into the Woods 2012 @changeorder photo 6291481572 by Beggs / CC Attribution 2.0 Generic License
  • 2. Time for a pop quiz!
  • 3. Question 1: Can design solve most of society’s biggest problems?* * Be sure to show your work.
  • 4. Design can solve society’s biggest problems…
  • 5. Design can solve society’s biggest problems… if we cultivate a love of learning through the design process.
  • 6. Design can solve society’s biggest problems… if we cultivate a love of learning through the design process. This is a talk about how we can do this better.
  • 7. Let’s start by talking about survival.
  • 10. CHALLENGE Understand the nature and value of connection, and the digital connection models of urban girls in Nairobi.
  • 12. APPROACH Empower girls in local girl groups through explorer training so they can collaboratively plan and co-design solutions for their needs.
  • 13. FOUR WEEKS explorer training week 1 1 22 33 4 learn skills tell stories imagine possibilities be heard
  • 14. FOUR WEEKS research objectives week 1 2 3 4 FOUNDATIONS FOCUS IDEATION PROTOTYPE girl kick-off connections co-design evaluation
  • 15. Week 1: Creating sparks to build friendships
  • 16. Week 2: Becoming explorers and storytellers
  • 17. Week 3: Exposing latent creativity and wisdom
  • 18. Week 4: Encouraging co-leadership and collective action
  • 19. Future focus: Growing and networking local girl groups
  • 20. LEARNINGS The process and the product had great value to the community. Girls honed practical skills by being exposed to the design process. Local education systems did not teach girls how to grow and apply these skills in a flexible manner to solve a wide range of critical problems.
  • 21. I'VE BEEN SO HAPPY SINCE STARTING THIS PROGRAM OF EXPLORING. I FEEL MORE CONFIDENT THAN THE TIME THAT I CAME— I WAS TOO SHY. NOW I'M MEETING OTHER GIRLS. I AM HAPPY. Girl Participant, 14
  • 22. LEARNINGS There are few substitutes for in-person communication when encouraging local community problem solving. Technology has great potential to expand education’s reach, but we have to start local and analog to achieve scale. Safe spaces—places where girls are “free to try, free to fail”—are critical for gaining core problem-solving skills.
  • 23. Practicing design is empowering. It helps people see the world in a different way— and consider how to change it for the better. This hacks how we learn.
  • 24. How we are often taught THEORY PRACTICE REFLECTION Thanks to Kristian Simsarian for sharing this model with me.
  • 25. How designers learn PRACTICE THEORY TACIT KNOWLEDGE REFLECTION take a peek at the 70/20/10 model Michael M. Lombardo and Robert W. Eichinger and/or Eric Schmidt and others
  • 26. “Designers have the ability and the training to harness the tacit knowledge of the unconscious mind, rather than being limited to working with explicit knowledge. This makes them good at synthesizing complex problems with large numbers of constraints; It also makes them bad at explaining or defining what they are doing or thinking. They will describe process and results because they are not consciously aware of their own rationale.” —Bill Moggridge, rest in peace
  • 27. How designers anyone PRACTICE can try THEORY new modes of learning TACIT KNOWLEDGE REFLECTION take a peek at the 70/20/10 model Michael M. Lombardo and Robert W. Eichinger and/or Eric Schmidt and others
  • 28. How can I do this in my community?
  • 29. How can I do this in my community? “Design situations that allow equitable solutions to emerge…” —Scott Boylston
  • 30. How can I do this in my community? “Design situations that allow equitable solutions to emerge…” —Scott Boylston Help people use our tools independent of the design process to improve their lives.
  • 38. Ask better questions by using the 5W’s and an H. (And active listening!)
  • 39. what What events or actions are happening? who Who is involved? Who helps or gets in the way? why Why is this happening? Why do you feel this way? where Where does this happen? when When does it happen? how How does it happen? How does it affect you?
  • 41. Know your bias when considering someone else’s needs—and your own.
  • 43. Researching other people requires us to apply more rigor to our life decisions.
  • 45. Questions are also tools that help us focus where to ideate—and break rigid patterns of thought.
  • 46. People are seeking healthier food and drink in metropolitan and rural areas. WHY? STRATEGY It’s expensive to constantly visit vending machines to refill WHAT’S STANDING IN it with fresh foods. OUR WAY? How might we best maintain the freshness of healthy food in a vending machine? HOW MIGHT WE?
  • 47. People are seeking healthier food and drink in metropolitan and rural areas. WHY? STRATEGY It’s expensive to constantly visit vending machines to refill WHAT’S STANDING IN it with fresh foods. OUR WAY? TACTICS How might we best maintain the freshness of healthy food in a vending machine? HOW MIGHT WE?
  • 48. People are seeking healthier food and drink in metropolitan and rural areas. WHY? STRATEGY It’s expensive to constantly visit vending machines to refill WHAT’S STANDING IN it with fresh foods. OUR WAY? TACTICS How might we best maintain the freshness of healthy food in a vending machine? HOW MIGHT WE? DESIGN
  • 49. ARTICULATE HOW BY GENERATING IDEATION QUESTIONS How might we How might we How might we How might we best maintain signal to users procure and create a vending the freshness of vending deliver fresh food machine that can of healthy food machines the for inclusion contain different in a vending freshness of food in vending sizes, shapes, machine? on display? machines in and types of a region? food? How might we How might we How might we How might we aid a vending help a machine most quickly help users see machine in quick- provide the receive payment what is available ly recognizing appropriate and disburse at a vending different types climate to products to machine when of fresh and different types vending machine they are not local food? of food? users? present?
  • 53. Be more effective in how you use your time to come up with ideas by using timeboxing.
  • 54. ACT EVALUATE ARTICULATE • what to do • did you do it? • what else needs to be done? • how long you’ll do it • need more time? • how much time will it take? • required output • get the right output? • was output is needed? • desired fidelity • was it the right fidelity? • what fidelity is required?
  • 55. ACT EVALUATE ARTICULATE create low-fi design ideas • did you do it? • what else needs to be done? do it for 10 minutes • need more time? • how much time will it take? at least 8 ideas • get the right output? • was output is needed? words + doodles • was it the right fidelity? • what fidelity is required? on Post-It Notes
  • 56. ACT EVALUATE ARTICULATE create low-fi design ideas low-fi ideas worked, • what else needs to be done? do it for 10 minutes especially the sketches • how much time will it take? at least 8 ideas with corgi puppies— • was output is needed? words + doodles but more ideas with • what fidelity is required? on sticky notes unicorns would help
  • 57. ACT EVALUATE ARTICULATE create low-fi design ideas low-fi ideas worked, add another 5 minutes do it for 10 minutes especially the sketches add 5 more ideas at least 8 ideas with corgi puppies— ideally more unicorns words + doodles but more ideas with on more sticky notes on sticky notes unicorns would help
  • 58. ARTICULATE REFLECT ACT dd another 5 minutes dd 5 more ideas eally more unicorns n more sticky notes
  • 59. 20 MINS 40 MINS 60 MINS 80 MINS 100 MINS 120 MINS FINAL CLEAN SKETCHES VISUAL REFINED DESIGN EVALUATE WIREFRAMES THINKING DETERMINE ROUGH APP EVALUATE WIREFRAMES CONTENT BRAINSTORM BIG IDEAS EVALUATE
  • 61. Don’t let people argue for ideas until everyone shares their preference.
  • 65. Tell a story. Perform a drama. Sing a song. Write it down. Draw your idea. Create a comic. Make a collage. Tinker with discourses.
  • 69. Tear apart and reassemble your stories so you can say more with less.
  • 71. Questions help you unpack how to act on your best ideas.
  • 72. why Why is this problem happening? who Who can help you fix it? what What skills or materials do you need to solve it? where Where can you go for assistance? when When can you get started? how How might we work together to change it?
  • 73. Want big change? Keep motivated by visibly celebrating quick wins.
  • 76. Team up by creating personal connections through shared goals and values.
  • 78. Help others identify and share their superpowers. Apply them in concert.
  • 80. “Our life is an apprenticeship to the truth, that around every circle another can be drawn…” —Emerson
  • 83. Design can solve society’s biggest problems…
  • 84. Design can solve society’s biggest problems… If we can help people unlock their potential by learning through design.
  • 85. Design can solve society’s biggest problems… If we can help people unlock their potential by learning through design. This is good for everyone: families, clients, communities, yourself.
  • 86. Let’s share our tools with the world.
  • 87. Download the Collective Action Toolkit: frogdesign.com/cat Say hello: david.sherwin@frogdesign.com davidsherwin.com @changeorder © 2013 frog. All rights reserved.