ahandrewh teaches IAT-438user experience design

From January 8 to January 15

This week is an individual project week in which you are starting to explore the topic area presented by the brief you have selected. If you would like more support in working with the brief I recommend heading to the D&AD course for working on their projects.

1. Define the challenge that you believe the brief is asking you to address. As part of this definition, include:
   • 1-2 sentences describing what you understand the challenge to be.
   • List any known assumptions or biases you have about the challenge.
   • Map out all stakeholders that you believe are associated with this challenge. For each stakeholder describe how they are associated.
2. Generate one exploratory research question to help guide your research this week.
3. Locate 8 secondary sources that speak to your research question. This can include books, articles, documentaries (etc) that may summarize or synthesize material related to your research question. For each source:
   • Read or view it. AI summaries will make it harder for you later to speak more than surface level.
   • Summarize what the source describes in 100 words or less.
   • Briefly explain how this source speaks to the research question in 50 words or less.
4. Generate a list of questions, materials or experiences that your secondary research cannot answer. Consider what aspects of you research question are not answered by your secondary sources and where you may need to fill in understanding with primary research or sources.

Assemble all your materials into a document designed for minimal reader resistance. The format (PDF, website, etc) is of your choosing but should demonstrate a refined and well-designed documentation of the depth of your process.

Keep in mind that materials you assemble over the first couple weeks will form your individual submission for the project. Keeping things organized from the start will make it easier for you in future.

Bring to your January 15 class

A document detailing the process materials listed above.

From January 15 to January 22

This week is an individual project week.

1. Based on our discussions in lecture refine your exploratory research question to help guide your research this week.
2. If needed, locate additional secondary sources. If your sources were not highly quality and/or do not answer the research question well it is worthwhile exploring additional secondary sources.
3. Build a summary of key takeaways from your secondary sources. The form of the summary is up to you — post-it wall, bulleted list, written summary, etc. — but it should help an audience other than you understand what you have learned from the sources. Make sure that it is clear which source is connected to what takeaway.
4. Using the Service Design Tools or This is Service Design Doing research methods form a plan of how you would complete primary research in response to your research question. This primary research should help answer your list of questions, materials or experiences that your secondary research cannot answer from the prior week. This plan should include:
   • A description of the method being used in 50 words or less.
   • What question(s), materials or experiences this method would help you learn about in 50 words or less.
   • Why this method is appropriate for discovering the answer in 50 words or less.
   • How this research would help answer your research question in 50 words or less.
5. If you have not previously done so, start the Tri-Council Policy Statement (TCPS) Course on Research Ethics (2022) in preparation for future primary research in the course. You will have to complete the course before being able to do any primary research.

Continue adding the materials above to your process document.

Bring to your January 22 class

A document detailing the process materials listed above. The materials at the end of this week form your individual deliverables for the project. You may continue revising them until the final deliverable.

From January 22 to January 29

This week is a group project week. In class you will form a group for working on the continuation of the project.

1. As a group fill in, print and sign the team contract. Bring a printed copy to the next class.
2. Agree upon a research direction. This can be through combining your research directions or choosing one of your directions to expand upon.
3. Assemble all of your research materials into one research wall. This research wall should highlight key takeaways and clearly link to the original sources of the material.
4. Review your proposed primary research. Consider which of it is necessary to complete in the context of your combined research. Keep in mind constraints such as:
   • Have all group members completed the TCPS Course on Research Ethics?
   • Remaining time in the project
   • Access to individuals you can complete the research with
5. Start and/or complete one proposed primary research method. Before being able to start you will have to send Andrew:
   • Proof of completion of TCPS Course on Research Ethics for each group member.
   • A research plan detailing what you will be doing in your research.
   • If necessary a consent form for any participants (a template is available on Canvas).
6. Using your research wall derive insights from your collection of research. For each insight:
   • State the insight.
   • Summarize why it is a valid insight using evidence from your research. Use less than 50 words.
   • Explain how this insight is connected to the brief. Use less than 50 words.
   • Do not propose solutions.
7. Put together a 3-minute presentation detailing your research takeaways. This presentation is short, so focus it on:
   • What is the research question?
   • What are your key insights? (pick at most your top 3)
   • Why are they valid insights?
   • How do these insights connect to the brief?

Bring to your January 22 class

A presentation on your insights. It will be presented in class on January 29.

From January 29 to February 5

This week is a group project week.

1. Based on feedback from class determine if you need another round of research. If so, dedicate some time this week to completing further research and exploring insights before continuing further.
2. Generate at minimum 10 one-sentence pitches for design concepts. Each concept should clearly identify the challenge it is addressing and the insight that supports its direction.
3. Select your best 2 pitches and develop a detailed storyboard for each. The storyboard for each should clearly showcase:
   • Who is likely involved in the story/pitch.
   • What are their experiences before, during and after interacting with the pitched item.
   • What does the designed thing do or offer to individuals interacting with it.
4. Identify what you need to test to validate your designs. Consider:
   • What about this idea is 'core' to validating it?
   • What would you need to answer to be able to move forward with developing it further?
   • What may influence its success or failure?
5. Based on your identified 'things to test' develop a minimum testable prototype. This will involve quick physical and/or digital fabrication. It should be sufficiently refined to evoke honest reactions from the audience.
6. Put together a 6-minute presentation detailing two concept directions. This presentation is short, so focus it on:
   • Briefly re-introducing the brief
   • Making the pitches and showcasing the prototype
   • Making the case for your pitches using insights and research
   • Defining next steps

Bring to your February 5 class

A presentation on your concept direction. It will be presented in class on February 5.