Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

 
 
Session Overview
Session
Track 3 Session 5
Time:
Tuesday, 04/Aug/2020:
2:30pm - 3:40pm


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Presentations

Apply Humanity-centered Design Process to Envision the Future Learning Experience of Public Area – Use “Redesign Shanghai Library Innovation Space Project” as an Example

Sheng-Hung Lee1,2, John Rudnik2, Lin Lin3, Liangtie Tang3, Deming Zhou3

1MIT Integrated Design & Management (IDM); 2MIT AgeLab; 3Shanghai Library

This study attempts to redefine the traditional human-centered design thinking method, and coins the term—“humanity-centered” design approach, which consists of an inclusive framework, co-creation methods and a comprehensive way of viewing the creative research process. In short, the purpose of the approach is to design with care. The whole research and design process took minority groups including the elderly, the children, the disabled as well as the target/majority users into key considerations and designed relevant layers of their engagement accordingly. This study utilizes the example of envisioning the future learning experience of public area - redesign Shanghai Library Innovation Space as a real go-to market project based on humanity-centered design approach that covers every aspect of the Shanghai Library Innovation Space (the Space), from the individual, product, organization, and space to the service and experience it offers. The purpose of the redesign lies in making knowledge accessible and flow freely so that users can experience in the Space what extends beyond the library. A more enriching learning experience for readers/users, in turn, helps to highlight the role of the librarian, and leads to a more enriching experience for users. The Space has always been the benchmark in the exploration of innovation space for Chinese libraries. Yet in the face of market change, consumer trade-up, industrial transformation, and technological advances, it has to reposition itself in order to maintain its leading role in the practice of library innovation by delivering better experience for both its users and librarians through culture rebuilding, while in the meantime following the Shanghai Library's mission of "providing excellent knowledge services". A survey of users and librarians highlights the need to establish a more distinctly defined value proposition, to deal with the incompatibility and interaction between different areas or sections, to improve the design to meet the actual needs of users/librarians, to enhance services offered by librarians and to interact with users in more varied forms. A humanity-centered approach has enhanced design elements in space so much so that knowledge, education and innovation opportunities can be found everywhere and come in the context of dialogues rather than just existing in the physical environment. The knowledge-based services provided by the Space feature diverse and customized innovation education courses suited to users’ needs in the forms of lecture, speech, and workshop, in order to better connect with the users. The Space has also nurtured an innovation-oriented culture and knowledge-based community with a more positive influence on society.



Touch and Go: Fast Interprofessional Collaboration Relief

Steven John Doehler, Jeanine Goodin

University of Cincinnati, USA

Working collaboratively through interprofessional education is highly effective when solving problems in community health. Unlike industry, academic collaborations are limited to class time and are often sporadic. This fragmentation often times translates into teams not finding stride until mid-semester.

To address this lag, the Design + Nursing Collaboration (D+NC), developed the Touch and Go Collaboration method. This method focuses on bring students together early to unite under tasks that are easily completed via in person and distance collaboration. This method strategically brings designers and nurses together then breaks them apart at appropriate moments to enable them to focus and excel in their area of specialty. The collaboration method enables students to come together and solve wicked problems as a large team. A diverse mindset is needed for this. One that can address 30 thousand-foot challenges from various perspectives. However, as the problems get closer to the ground, disciplinary experts need to shine without compromise and break away and perform the tasks in their field of expertise. This is the Touch and Go Collaboration Method developed by the D+NC.

The authors will outline and demonstrate the process, outcomes, and how Touch and Go moved the solution farther faster.



Design management for wicked problems: Towards systemic theories of change through systemic design

Ryan J. A. Murphy1, Peter Jones2

1Memorial University of Newfoundland, Canada; 2OCAD University, Canada

Design and design management is increasingly called upon to respond to the world’s complex, dynamic problems. Yet, no standard methodology exists to help designers understand, model, and design solutions for these wicked problems. Program theory uses theory of change models to develop linear pathways of outcomes to show how a change initiative will have its desired effects. However, critics of these models accuse them of being reductively linear. Systems thinkers use causal loop diagrams to create maps of systems that show their behaviour in their full, dynamic complexity. However, these diagrams are sometimes overwhelming and impractical. In this paper, we combine these tools with a novel technique from systemic design called “leverage analysis” to help identify crucial features of a complex problem and help designers develop practical theories of systemic change.



Preventing discrimination and hate | A design-led approach to youth development

Hina Shahid, Robert Fee

Project Pluralist, USA

This paper explores the use of design skills—abstract thinking, perspective taking, collaboration, solution mindset combined with the Design Studio approach as a means to prevent discrimination and hate among youth, and to cultivate Pluralist values. It further discusses the design and development of the Pluralist Workshops as a means to spark conversations and solutions on discrimination and hate and to teach Pluralist competencies.

Discrimination has long been a problem in schools in the form of bullying—approximately 30 percent of young people admit to bullying others in surveys, and 70.6 percent of young people say they have seen bullying in their schools (NCES, 2007). With new mediums in use 15 percent of students ages 12-18 have experienced cyberbullying (CDC, 2017). This problem of discrimination has been compounded by the high number of juveniles committing hate crimes (Comstock, 2020). In a survey of over 10,000 K-12 educators, 90 percent said that school climate has been negatively affected since the 2016 election cycle, and 80 percent expressed increased anxiety on the part of minority students— students of color, Muslims, immigrants, LGBTQ (SPLC, 2017). FBI’s hate crimes data from 2017 shows that schools and colleges are the third-most common location for hate crimes (Modan, 2019). Despite the evidence 40 percent of school administrators reported not having an action plan to respond to incidents of bias or hate (SPLC, 2017). This problem requires creative and preventive measures, which this paper proposes in the form of Pluralist Workshops—utilizing design skills and design studio approach of learning as a solution.

Design education in general, and Design Studios structure in specific is PBL (Project-based learning) where students learn by doing, asking questions, reflecting on ideas and interacting with each other. Additionally, the Experiential nature of Design Studios allows students to learn by experiencing a new phenomenon, reflecting upon it, conceptualizing the experienced into new knowledge and then applying it to further their knowledge (Kolb, 1984). Thus, making Design Studio the right approach for teaching skills that require critical thinking (Riess & Neporent, 2018) and behavior change. The paper outlines the design and development of Pluralist Workshops by using the Design Innovation Process Model (Kumar, 2003) of research, analysis, synthesis, and prototyping; 1) the need for pluralist competencies, 2) Identification and definition of Pluralist competencies, 3) the design and development of the learning modules (workshops), 4) impact and measurement of the workshops.

This paper explores the application of design skills and Design Studio (PBL) approach to building Pluralist competencies of fairness and inclusion, intercultural literacy, interpersonal communication and collaboration, solution mindset, resilience and efficacy in middle and high school students. The Pluralist workshop was tested with more than 50 students, a majority of which showed a relative increase in empathy, perspective taking (IRI; Davis, 1980), efficacy and resilience (GSE; Schwarzer & Jerusalem,1995). The Pluralist Workshop proved in engaging students to think critically and opened up the conversation of furthering the workshop towards a long-term engagement and a host of curricula options.



Sustainable Design Thinking

Shruti Parikh

Noukraft, United States of America

Abstract

Elements Of Sustainable Design

A healthy planet is important for the health and well-being of all people. It directly supports the lives and livelihoods of 70 per cent of the Earth’s population.

Sustainable products, services, and behaviors are the future. They are better for business, consumers and the planet, and increasingly consumers are asking for them. — 93 percent of global consumers want to see more of the brands they use support worthy social and/or environmental issues, and three out of four teenagers say they want to buy more sustainable products!

Yet Selling sustainability to the customer is difficult!

Selling Sustainability To The Customer – what is in it for me?

1. Heroing value

2. Build awareness and sensitize through campaigns

3. Remove the barriers and highlight benefits

4. Offer consumers more value from sustainability

5. Build functional, emotional and social benefits

6. Educate through apps/websites on waste segregation- research shows people are not fully aware of what should be thrown in recyclable bins.

7. Create a city council- by the people, for the people

(Research paper will elaborate on methods, discussions and tangible solutions through research and ideation)

Sustainable Design Thinking For Marketeer

When we choose to make things, we design a product for delightful human-centered experience. Design is one of the phases during which we can be smarter about upstream, mainstream & downstream of a product cycle and the functional, emotional and social benefits we can provide to the marketeer and the end-user towards creating a sustainable economy.

Design for upstream:

1. Optimize Material selection - Renewable materials, repurposed materials and scraps otherwise headed for the waste bin are all capable of contributing to a more sustainable plastic.

2. Homogenize: Design for integration of components, reducing assembly time, raw materials from a single source, simplify details, etc

3. Buy-in from stakeholders- design for no rejection, efficient transportation etc

Design for mainstream:

1. Optimize product usage through good design, efficient use of energy while usage

2. Smart-i-fy products – Knowing is solving. Customer gets an update of the resources consumed. Likewise, they can optimize the consumption of the resources. Moen the sanitary fitting brand provides a smart water flow device connected through mobile. End-user gets updates of water consumption, leakage etc.

3. Brand connect through technology: brand can frequently provide case examples for efficient use, maintenance tips, champion user and many more, through apps or other mediums. The brands will earn loyal customers and brand ambassadors.

4. Self-service – create first -aid product service. Identify issues through service complaints, design for self-service by the end-user. Eg: Identify top 5 reasons of failure for refrigerator cooling. Design the product for self-service – User gets notification, diagnose, solution of poor performance on app.

Design for downstream:

1. Establish Renting | Recommerce | Repair model. Collaborate with service providers to offer product repair at reduced cost.

2. Establish an Extended Producer Responsibility (EPR) system for a better collection of used goods. Collaborate with recycling/collection companies

3. Recycle the material for original use

4. Upcycle for secondary use

(Research paper will elaborate through case studies and ideation)

Conclusion:

Define key elements of design for sustainability. A checklist for every product designer to refer to achieving smart sustainable solutions and help to marketeer in setting up sustainability defining strategies for business.



 
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