FORSKELLIGE PERSPEKTIVER PÅ BRUGERINDDRAGELSE Kirsten Bonde Sørensen Designer, MA i retorik, Ph.D. i strategisk design

PROGRAM 9.00 - 9.20: Intro til dagen samt opsummering af sidste gang 9.20 - 9.45: Diskussion i grupper af tekster omk. forsk. perspektiver på brugerinddragelse 9.45 -10.15: Fremlæggelse og diskussion i plenum 10.15 -10.25: Pause 10.25-10.45: Oplæg til workshop, diskussion af tekster omk. ’Contextmapping’ samt ’Mission from Mars’ 10.45-11.30: Gruppearb.: forberedelse til workshop 11.30-12.00: Fremlæggelse, diskussion samt plan for workshop

HVAD ER STRATEGISK DESIGN? Fra service design til strategisk design Hvad er forskellen? TEGNING HER:..

UDVIKLING: 1) Værdiskabelse indenfor forretningsudvikling: ’From value chain to value star’ 2) Brugerens skiftende rolle: Skift i værdier blandt brugere 3) Udviklingen indenfor design: Buchanans 4.orders

DESIGN SOM TILGANG I FORRETNINGSUDV./hvorfor og hvordan Boland & Collopy: Design attitude vs en Decision attitude

OPSUMMERING 1. Værdier, værdiskabelse 2. Fra værdikæde til værdistjerne 3. Designs nye rolle som værdiskaber – frem i udviklingsprocessen 4. Nye typer af designfelter: brugerdreven inno., designdreven inno., strategisk design, service design. virksomheder arbejder sig tættere på brugerens ’valuestar’ 5. Metoder: Værdier har rødder i mentale modeller - framing/reframing framed/unframed problemsolving, visual sensemaking, business modelling

DETTE STRATEGISK DESIGN KURSUS: En designtilgang Værdier og værdiudvikling Barrierer: mentale modeller Metoder: design metoder, visual sensemaking, business modelling, generative redskaber Praktisk hands-on: Projekt Århus Kommune: Hovedbiblioteket/Multimediehuset Dokk 1

FORSKELLIGE PERSPEKTIVER PÅ BRUGERINDDRAGELSE

FORSK. PERSPEKTIVER PÅ BRUGERINDDRAGELSE: GRUPPEARBEJDE: Redegør for indholdet af de to tekster af Verganti og Visser Hvilke forskellige syn på brugerinddragelse er repræsenteret i de to tekster? - uddyb disse 3) Hvilke forskellige syn på designeren er repræsenteret i de to tekster? 4) Giv eksempler på design dreven innovation vs. bruger dreven innovation

VERGANTI ”When executives think about design and designers, they usually have two perspectives: The first - the traditional one - is styling: they ask designers to make products look beautiful. The second - more recent one - is user-centered design. Designers have an amazing capacity to get close to users, understand their needs, and the creatively generate countless ideas”. (p.x.)

VERGANTI ”However, designers sometimes forget, or have been told to forget a third angle involved in innovation. Some firms - although they use styling and user-centered design for incremental projects - look for a different type of expertise when it comes to radical projects: radical researchers. These are experts who envision and investigate new product meanings through a broader, in-dept exploration of the evolution of society, culture and technology” (p. x-xi)

VERGANTI ”In presenting design as a codified, predictable, and mandatory process - making it more digestible for executives educated in traditional management theories - designers risk losing their ability to do such forward-looking research…. In attempting to mimic the language of business, design seems to have followed the pattern noted among executives: it values methods more than designers´personal culture, thus losing the capacity to harness this precious asset”. (p.xi)

VERGANTI, DESIGN DRIVEN INNOVATION: Design driven innovation ? = Radical innovation of meanings How? = making proposals to people Interpreters - getting close to interpreters Listening - interacting with interpreters, key-interpreters = forwardlooking researchers who are developing unique visions about how meanings could evolve in the life context the firm want to investigate. Interpreting - interacting with interpreters, making experiments, a breakthrough meaning Addressing - the seductive power of interpreters

DESIGN DRIVEN VS. USER-DRIVEN INNOVATION

SANDERS, A HUMAN CENTERED REVOLUTION Consumerism vs. Creativity From ’consumers’ to ’people’

SANDERS, A HUMAN CENTERED REVOLUTION ”The need to be directly involved in the creation and production of goods and services is pointing toward a human-centered design revolution, with the act of co-creation between designers and everyday people being the end goal” (Sanders, Scaffolds for Building Everyday Creativity, 2006)

SANDERS: PEOPLES UNMET NEEDS FOR CREATIVITY Illich: Tools for Conviviality (1975, p.20) Convivial tools: allow users to invest the world with their meaning, to enrich the environment with the fruits of their visions and to use them for accomplishment of a purpose they have chosen. Industrial tools: deny the possibility to those who use them and they allow their designers to determing the meaning and expectation of others.

SANDERS: PEOPLES UNMET NEEDS FOR CREATIVITY ”People need not only to obtain things, they need, above all, the freedom to make things among which they can live, to give shape to them according to their own tastes, and to put them to use in caring for and about others” (Illich, 1975, p. 20)

FORSKELLIGE INPUTS TIL DESIGN AF BRUGERSTUDIER:

FORSKELLIGE INPUTS TIL DESIGN AF BRUGERSTUDIER: 1) Dindler et all. vs. Visser et all. - Hvad er generative teknikker? Hvordan bruges de? - Hvad er Mission to Mars, teknikken, hvordan bruges den? 2) Hvad lægger de vægt på som væsentligt i forhold til at designe en workshop? 3) Hvad tænker I er væsentligt i forhold til at designe jeres workshop, -hvorfor?

VISSER ET ALL: CONTEXTMAPPING Context = dynamically, carefully redefining the context for every design problem Experience = a subjective event, felt only by the person who has the experience An experience can last only for a moment, it is the point where memory and imagination meet to let people construct a view on the context, by calling up their memory of the past and by eliciting their dreams of the future.

GENERATIVE TOOLS:

VISSER ET ALL: CONTEXTMAPPING ”With generative techniques participants are guided in small steps to constructing and expressing deeper levels of knowledge about their experiences”. (p.5) Hvordan? Possible to get acces to latent and tacit knowledge The basic principle behind the generative techniques is to let people make designerly artefacts and then tell a story about what they have made... The process of making artefacts such as drawing, collages and models, enables people to access and express their experiences.

Preparation Sensitization Sessions Analysis Communication FORLØB Preparation Sensitization Sessions Analysis Communication

DESIGN AF BRUGERSTUDIE Goal statements: carefully formulated their goal of the study Preliminary mapping: researcher map their knowledge and views Participant selection: Sensitization: stimulate participants to reflect on experiences

DESIGN AF TOOLKIT What is important in the design of a toolekit? Every workshop is different Ambiguity in images Cognitive mindmapping Questions? ”Use these components to express how you feel about the experience of xxx. You can do Whatever you like as long as it makes sense to you.” …stimulate to evoke memories etc.

DINDLER ET ALL.: MISSION FROM MARS Opgave: Electronic school bag - eBag Method: A shared narrative: here ´Mission from Mars´ Age: 10-11 years old Progress: 1) establishing the narrative, - a short presentation of their schoolbag 2) preparing for the encounter with the Martian and - content of bags, how they used it during the day 3) encountering with the Martian

DINDLER ET ALL.: MISSION FROM MARS Outputs: Personalization, - own personal look, mobile phones Structure - very different ways of structuring the content - ’to sink to the bottom’ Sociality - the small ruber figure gainged attention as a social artifact, constructed stories and played. The eBag allow pupils to personalize the visual appearance and structure of their bags. Moreover It allows pupils to make files public accessible or share them with groups of pupils.

FORBEREDELSE TIL WORKSHOP

DINDLER ET ALL.: MISSION FROM MARS Outputs: Personalization, - own personal look, mobile phones Structure - very different ways of structuring the content - ’to sink to the bottom’ Sociality - the small ruber figure gainged attention as a social artifact, constructed stories and played. The eBag allow pupils to personalize the visual appearance and structure of their bags. Moreover It allows pupils to make files public accessible or share them with groups of pupils.

UDFORDRINGER FORMULERET AF HOVEDBIBLIOTEKET: Familier i biblioteket Dokk1 bliver Aarhus’ nye hovedbibliotek og Borgerservice. Det er her du i fremtiden skal låne bøger, se film, høre foredrag, hente nyt pas – eller bare drikke kaffe i husets café. I Dokk1 får du mulighed for oplevelser og aktivitet såvel som ro, fordybelse og læring. Huset bliver cirka 28.000 m2 fordelt på tre etager og kælder, og efter planen står det færdigt i slutningen af 2014. Børn og familier er et af de væsentligste indsatsområder i Dokk1 – og Dokk1 skal være førstevalg, når familier vil tilbringe kvalitetstid sammen uden for hjemmet. På niveau 2 er der et biblioteksareal på ca. 3000 m2, som skal henvende sig til Børn og familier. Vi søger derfor svar på følgende tre udfordringer:

UDFORDRINGER FORMULERET AF HOVEDBIBLIOTEKET: Fælles aktiviteter for familier:  I 2009-2010 lavede Hovedbiblioteket i Århus en undersøgelse af tweens- 9-13-årige – og deres behov. Deres udsagn pegede på, at tweens ønsker at tilbringe tid og deltage i aktiviteter sammen med familien, både stille, sociale aktiviteter, men også oplevelser samt fysiske aktiviteter /spil og socialt samvær. Det peger på, at fremtidens bibliotek skal give rum for fælles familieaktiviteter også med de større børn. Så hvordan kan man skabe et bibliotek, hvor der er fællesaktiviteter, der giver mening for hele familien? 2. Leg: hvordan kan man skabe leg for familier i biblioteket? Hvordan kan leg være med til at fremme samvær og kommunikation? Kan man lave et strategisk designkoncept for, hvordan man skaber en ramme for leg og legekultur i biblioteket? 3. Uderum: Der er givet støtte til en legeplads på plateauet rundt om Dokk1. Der skal udvikles en aktiverende familielegeplads. Hvordan ville man fra en strategisk design-vinkel angribe det? Hvordan kan der tænkes både fysisk/analogt og digitalt? Hvordan kan man aktivere familier i dette byrum?  

WORKSHOP PROGRAM TORS. D. 21.FEB. SAMSØGADE SKOLE: 8.15-8.30: Præsentation af dagen og kort fortælling om Multimediehuset v. BGJ, inddeling i 8 grupper 8.30-9.15: Aviaja kort oplæg om 1. opgave, derefter brainstorm på papirruller om hvad et multimedie hus skal indeholde. Opgave: Inspirationsbilleder som BGJ og KB har printet og hængt op 9.15-9.30: Pause og frugt 9.30-10.15: Skalamodel ( studerende fra AAA har med) bruges til at spille/tegne/printe scenarier Opgaver: AAA stud har på forhånd bygget skalamodeller af rum 10.15-10.30 Præsentation i grupperne om tanker med aktiviteter 10.30-10.45: Pause 10.45- 11.45: Inspirations billeder om tech muligheder (IT stud) byg med pap rumlige modeller der illustrer tech muligheder og aktiviteter Opgaver: IT stud har printet tech inspirations billeder ud 11.45-12.00: Afslutning/oprydning

FORBEREDELSE TIL WORKSHOP 1) Mapping af eksisterende viden 2) Mind map af mulige rammer for undersøgelse 3) Formuler retning/ramme Udvælg (visuelt) materiale til workshoppen