Sprinting (Not Running)

Sprinting (Not Running)

Lecture outline

In this week's lecture we will review and practice our critique practice as well as start to take our design problems and explore solutions. Slides will be available the day of the lecture.

Critique

Critique is a communication skill. Effective critique requires reading/listening, responding, and practice.

Why Critique Matters

Effective critique can:

  • Motivate and inspire
  • Reinforce existing strengths
  • Keep goal-oriented behaviour on track
  • Modify and/or improve skills
  • Remedy errors
  • Help reflection and learning

Effective Critique Is...

  • Purposeful: Has a clear statement or goal.
  • Specific: Identifies a particular strength/weakness (not speaking in generalities).
  • Language appropriate: Uses language understood by the audience.
  • Practical/action-oriented: There is something to do or think about.
  • Timely: The type of feedback given makes sense for the stage of work.

Ineffective Critique Is...

  • Absolute: Providing no potential direction for solving the problem.
  • Not contextualized: Speaking your own opinion without stating so.
  • Not clarified: Talks to work without understanding what it is about.
  • Uninvited: Given without being requested or expected.
  • Needlessly vulgar: Swearing unnecessarily.

Critique Approaches

Before giving critique, it is always important that you understand what the project is, and where it is at. This helps ensure your feedback will be timely and purposeful. Let's practice a couple of techniques:

  • I like... I wish...: Start a sentence with 'I like...' and 'I wish...'.
  • Questions: Asking questions of the work.
  • Goal-driven: Tie every comment (positive or negative) to a goal.

Individual to interview

"The ideal interviewee would be the CEO of Penguin, in order to understand Penguin’s ultimate goal going forward – does Penguin want to connect with all types of millennials or rather focus on a specific group of millennials? Other potential interviewee options would be anyone that has worked with Penguin, and/or the marketing executives of Penguin."

Source & Finding

"The Berkman Center for Internet & Society and the Pew Research Center’s Internet & American Life Project conducted focus groups with teenagers in a variety of locales. What follows is a list of some of the most revealing and interesting comments about how teens think about social networking sites and how they navigate issues of identity and privacy."

Finding: Facebook is a major center of teenage social interactions, both with the positives of friendship and social support and the negatives of drama and social expectations.

Research Question

"How does early exposure to technology (childhood) translate into reading experiences as an adult? Does this also factor into a preference for an alternative form of content as opposed to leisurely reading?"

Critique Approaches

Before giving critique, it is always important that you understand what the project is, and where it is at. This helps ensure your feedback will be timely and purposeful. Let's practice a couple of techniques:

  • I like... I wish...: Start a sentence with 'I like...' and 'I wish...'.
  • Questions: Asking questions of the work.
  • Goal-driven: Tie every comment (positive or negative) to a goal.

Research Question Revision

“How can bank tellers become more approachable to help clients who struggle financially plan for a balance between personal spending, priorities, and prosocial altruism?”

Rationale: "The reason as to why I see prioritizing approachability and keep their own spending is because we are not the judge of one’s bank account or spending problems, however we can better plan it if the client would allow help. I understand now that there are many problems that can arise when it comes to money, however the correlation between the client and money is spending. If perhaps we can dive deeper into how this money is spent or stored, then perhaps we are closer to finding the problem of what trigger anxiety or physical symptoms that relate to money."

Interview Question

"What do you like to do in your free time?"

What it will assess: "This will group the interviewee into a group within the 18-30 gap depending on their answer. If multiple interviewees provide the same answer, this could lead to a pattern or a difference between those who read and those who do not."

Insight

"BBC are available for subscribe on Facebook and Twitter, how the BBC can get benefit from it under the help of the IoT"

Rationale/Connection to the brief: "Massive data are hidden in those apps, and IoT tech is a good way to explore the possible solutions to bring the physical world and data together."

"It is really common for the young generation to use the multimedia app like Facebook and Twitter because they are not simple app just provide news, it also provides communications, entertainment, the celebrity life, and the gossip in a much more interactive way than the BBC, so that is reason why the teen would like to use it, and we also know BBC have several accounts which have millions of subscribers in those multimedia apps, which is a possible design direction for us to think about. And based on my research, IoT tech has examples like integrated apps and services before. But the research still needs to be done."

Critique Approaches

Before giving critique, it is always important that you understand what the project is, and where it is at. This helps ensure your feedback will be timely and purposeful. Let's practice a couple of techniques:

  • I like... I wish...: Start a sentence with 'I like...' and 'I wish...'.
  • Questions: Asking questions of the work.
  • Goal-driven: Tie every comment (positive or negative) to a goal.

Insight

"The bank patron's anxiety may not stem directly from the financial matters themselves but actually external factors that in turn affect those financial problems."

Connection to the brief: "The brief mentioned making money simpler, this insight from [Person A] makes it seem like that may not be the core issue here. The issue is more along the lines of anxiety hindering their ability to carry out their bank related matters."

Insight

"If there was a monetary incentive associated with reading, people would be more inclined to read."

Connection to the brief: "This insight is connected to the brief because it concerns retaining reader’s retention and developing long-term reading habits. The brief aims to find a solution to encouraging their target demographic to read more, and incentives may be an important aspect of the reading experience."

Insight

"Creating trust between financial advisers and the clients are important for clients to seek help from financial advisers."

Connection to the brief: "This insight is connected to the brief because it shows that some people are not willing to get financial support because they are concerned with the privacy issue. Thus, Banks like Barkleys should consider how to build trust with their clients before marketing their services to them directly."

The Limits of Research

Because we spoke with one individual about their experience, we cannot now say that all or many individuals share that experience... and that is okay.

We need to be honest about this though.

Reading & Markup

In this week's critical, please read through today's reading and highlight the following:

  • Who is the author, and what do they do?
  • The pieces of their argument or claim?
  • Portions of the text that evoke a strong response from you.

Do not stop to note down why, just highlight and move on.

You have 30 minutes.

Critical Reading

Exercise Time

You have 30 minutes to complete the exercise. Please bring to the front once done with your marked-up reading.

P1: Rubric (This week)

Group Forming

It is time for you to form groups for the project. Please aim for groups of three.

Deriving Insights

Round 2

Using the post-its provided, please write down different research findings — known knowns, known unknowns, etc — and add them to a whiteboard. List any and all items that you may have found relevant during your research.

You have 10 minutes.

Affinity Mapping

As a group, organize your research findings into related groups and label them.

You have 10 minutes.

Affinity Mapping

Part 2

As a group, identify which research findings (or categories) could be considered problems.

You have 10 minutes.

Affinity Mapping

Part 3

As a group, identify which research findings are facts and which could be considered insights.

You have 10 minutes.

How Might We...

(Sprint starting)

Write down the problem statement from the brief somewhere visible to the whole group. Make sure everyone has post-its and poses of each problem on the board: 'How might we...'

Write down HMW in the top-left corner of each post-it, and place one statement per post-it. You have 10 minutes.

How Might We...

Part 2

As a group, organize your 'how might we' into related groups and label them.

You have 10 minutes.

Four-step Sketch

(Sprinting continued)

The four-step sketch is comprised of:

  • Notes: Taking notes on research and 'how might we' as they are.
  • Ideas: Writing down rough ideas, circling promising ones.
  • Crazy 8s: Generate eight quick variations of your best idea.
  • Solution: Generate a three-panel storyboard illustrating your solution.

Four-step Sketch

Notes

Individually, walk around the research findings and 'how might we' and collect notes.

You have 8 minutes.

Four-step Sketch

Ideas

Individually, write down some rough ideas for design directions.

You have 8 minutes.

Four-step Sketch

Crazy 8s

Individually, fold a paper into eight frames. Sketch a variation on your best idea in each frame.

You will have 1 minute per frame.

Four-step Sketch

Solution

Individually, generate three panels of a storyboard illustrating your solution.

You have 15 minutes.

P1: Rubric (This week)

Bring to Next Lecture

Ensure you bring a print-out of the next reading Research vs Research, with Response (Cooper, 2017) for us to read.

Contacting Andrew

Your Lecturer

Reachable at:

  • Office hours — Tuesdays from 2:30-3:20pm and Thursdays from 9:30-10:20am at the Surrey campus mezzanine.
  • ac.ufs@h_werdna
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