your problem statement should be discrete, not broad.) Saves you from the impossible task of developing concepts that are all things to all people (i.e. Captures the hearts and minds of people you meet Empowers your team to make decisions independently in parallel Informs criteria for evaluating competing ideas Then articulate a point-of-view by combining these three elements – user, need, and insight – as an actionable problem statement that will drive the rest of your design work.
Work to express INSIGHTS you developed through the synthesis of information your have gathered through empathy and research work. Synthesize and select a limited set of NEEDS that you think are important to ful ll you may in fact express a just one single salient need Of person you are designing for – your USER. In asking why someone had a certain behavior or feeling you are making connections from that person to the larger context. What patterns emerge when you look at the set? If you noticed something interesting ask yourself (and your team) why that might be. Consider what stood out to you when talking and observing people. Use the environment to prompt deeper questions. Have a conversation in the context of someone’s home or workplace – so many stories are embodied in artifacts. Ask them to vocalize what’s going through their mind as they perform a task or interact with an object.
Have them physically go through the steps, and talk you through why they are doing what they do. Certainly you can, and should, combine observation and engagement.Īsk someone to show you how they complete a task.
Engagement can come through both short ‘intercept’ encounters and longer scheduled conversations. Elicit stories from the people you talk to, and always ask “Why?” to uncover deeper meaning. Keep the conversation only loosely bounded. Prepare some questions you’d like to ask, but expect to let the conversation deviate from them. Sometimes we call this technique ‘interviewing’ but it should really feel more likeĪ conversation. Others come from a work-around someone has created which may be very surprising to you as the designer, but she may not even think to mention in conversation. Some of the most powerful realizations come from noticing a disconnect between what someone says and what he does. As much as possibleĭo observations in relevant contexts in addition to interviews. View users and their behavior in the context of their lives. By the end of the course, students will have developed a new type of engineering altogether, (Zombie Apocalypse Community Planning Engineer or ZACP Engineer), complete with a job description, models of their work, a brief on their designs, and a resume! your whole design class, for why your designs best meet the needs of the community. In the end, you will have to present an argument to the entire Federation of Zombie Apocalypse Surviving Communities (FZASC) a.k.a. You will then, be required to design something within that field of study, using the design process, to help your community survive the zombie apocalypse. With each lesson, you will be introduced to a different field of engineering. Each community group will receive a folder with information about the area in which they are living when the zombie apocalypse occurs. You will be divided into communities of 3 - 4. In this course, you will learn about how the design process works in different fields of engineering as you construct a functioning community to survive the zombie apocalypse.
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