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Ontwerp. Onderzoek. Cultuur! Maar hoe optimaal te coachen/ - PowerPoint PPT Presentation

Jun 30, 2023 •179 likes •945 views

Ontwerp. Onderzoek. Cultuur! Maar hoe optimaal te coachen/ evalueren? Marco van Hout MediaLAB Amsterdam ROCKPAPERSCISSORS What We Do 4 5 Research and design with a focus on current, relevant design challenges, using digital media and

  1. Ontwerp. Onderzoek. Cultuur! Maar hoe optimaal te coachen/ evalueren? Marco van Hout MediaLAB Amsterdam

  2. ROCKPAPERSCISSORS

  5. What We Do 4 5 Research and design with a focus on current, relevant design challenges, using digital media and technology to create meaning and impact.

  6. What We Offer 4 6 Fast paced 20-week agile design programme for multidisciplinary student teams in collaboration with academic and industry partners.

  7. Our Programme 4 7 Autonomous teams coached by MediaLAB team members, supported with design and tech consultants, design methods, workshops and masterclasses.

  8. U-TURM 4 8

  9. Creative Amsterdam 4 9

  10. Mission 10 4 To enrich the design field with a common language (of design methods) to build upon each others work. To understand the cultural context in which we design, and the influence of the context on design. To educate T-Shaped professionals, that are able to operate in multidisciplinary teams.

  11. We Like to Work With People Who… 11 4 Love digital media and creative technologies Care for others and have a desire to help them Enjoy exploring their world and finding their ways to improve it Love to make stuff Have an open mind and not afraid to fail Like to be challenged

  12. DESIGN. when research joins

  13. Integration of Tech 13 4 “Today, integration, rather than raw technology, has become the pressing problem of our world. This is what designers, above all else, are good at.” Belinda Lanks - FastCompany

  14. Integration of Tech 14 4 “We don’t design for the sake of designing. We design for a purpose.” MediaLAB Amsterdam

  15. What is design? 15 4 3

  16. BREAKOUT #1 genius design

  17. Breakout Design a chair that evokes a specific combination of 2 emotions Design Emotions. 5’ Joy Desire Interest Satisfaction Sadness Aversion Boredom Dissatisfaction

  18. Breakout Place stickers on your neighbour’s design, how does it make you feel? Design Emotions. 5’ Joy Desire Interest Satisfaction Sadness Aversion Boredom Dissatisfaction

  19. Educate for 21st Century

  20. Multidisciplinary Project-Based Education (MDT’s) 20

  21. Teams are Central Focus 21

  22. Advantage MDT-Education: REAL 22

  23. Advantage MDT-Education: Introduces Other Disciplines 23

  24. 24 Challenge MDT-Education: Communication & Collaboration

  25. 25 Challenge MDT-Education: Complexity of Decision-Making

  26. 26 Challenge MDT-Education: Complexity of Evaluation of Individuals 2 1 3 Deliverables Process Learning Curve Team vs. Individual

  27. Agile Work Method: SCRUM 27

  28. SCRUM roles & rituals 28 4 SCRUM knows specific roles and rituals which makes the teams perform very autonomously, and provides ways for peer reflection (opportunities for evaluating the individuals of a team).

  29. Tension: Productivity vs Creativity 29

  30. How to be Successful both in Performance & Creativity? 30

  31. BREAKOUT #2 empathy

  32. Breakout Breakup Letter - break up with a product or service you used to love Break up letter USER & CONTEXT 15’ 30 MINUTES Know Create User

  34. Well-Being in Dutch Context: Technostress 34

  35. Breakout STEP 1: break up with an app that gave you ‘technostress’ Break up letter USER & CONTEXT 10’ 30 MINUTES Know Create User

  36. Breakout STEP 2: Highlight commonalities between letters within your group Break up letter USER & CONTEXT 5’ 30 MINUTES Know Create User

  37. SCREAM!

  38. SCreaM! 38 Best of Agile, SCRUM Fostered CREATIVITY Seemless MULTIDISCIPLINARY team work

  39. How it Works 39 How to integrate creactivity, productivity and applied research in design education

  40. Design Process - Focus on TRANSLATION 40

  41. AGILE 41

  42. 3 Main Interventions 42

  43. IDEATION (& Planning) 43 Try and ideate and sketch a lot with your team. Visualising your thoughts is crucial for common understanding + communicating your ideas. Manual&instruction&MediaLAB&Amsterdam

  44. 3 Main Interventions 44

  45. 45

  46. www.designmethodtoolkit.com 46 Design Method Toolkit A common design language for teams

  47. BREAKOUT #3 from goals to methods

  48. CASE 48 4 SCHIPHOL: How can we create an airport that is completely (or for the most part) ‘ bagageless ’?

  49. 49 4 Going from Goals to Methods Make groups of 4 1. 2. Define a Sprint Goal (sprint 1) and subgoals for that sprint. Have at least 3 subgoals 3. Choose 3 methods individually from the Design Method Toolkit for each subgoal 4. Present within group. Choose 3 methods for the case as a group and write down on the Sprint Template

  50. DISCUSSION BREAKOUT #3 from goals to methods

  51. 51 4 Going from Goals to Methods Most often chosen methods by our students: Lotus Blossom, Actors Map, 1-1 Interview, Survey, …. Why is it hard to get more variety? How can we coach/ assess method selection? Please discuss within group and fill in template

  52. SCREAM!

  53. 3 Main Interventions 53

  54. Translate Sessions 54

  55. 55 Translating the raw & complex into the clear & simple “Complexity is your enemy. Any fool can make something complicated. It is hard to make something simple” Richard Branson

  56. The translate session is about: 56 1. Making the complex simple and translating results into insights 2. Understanding the main story in your results 3. Create team consensus on the main insights 4. Communicating that story so that you have material to backup your choices to your industry partner and being able to explain it in a story

  57. SCreaM! - evaluated 14/15 57 1. Team performance increases 
 2. Easier decision-making 
 3. Creativity is better fostered (methods, ideation) 
 4. Applied research is planned and better controllable/ validated 
 5. Changing role for educators > coaching on translation and process SOURCE: SCREAM! – AN INTEGRATED APPROACH FOR MULTIDISICIPLINARY DESIGN TEAMS IN HIGHER EDUCATION. Marco van Hout, Gijs Gootjes (EDULEARN15 Proceedings, pp. 2157-2167, Barcelona, Spain).

  58. Translate as main focus for education 58 Research Create In an ideal design process there is a constant flow between researching and creating. That is why these cards are divided into two types, Research and Create. Research focuses on Create focuses on having gathering information a tangible object (report, and making sense of it. visualization, prototype, translate etc) that you can show. The results of the research methods will The output of the create give you insights that methods may propose will supply new design new research material. criteria.

  59. So… 59 4 3 1. Students have access to all knowledge databases and resources 2. We facilitate them with (design) methods that they can execute autonomously 3. We facilitate them with space, materials, hardware and software to Create 4. Our role: translate and transfer

  60. But… 60 4 3 Biggest challenge is how to evaluate on an individual level in team context How do you engage all stakeholders (students/ teachers and industry) to work together on evaluation How can we prevent extra work (e.g. documentation, descriptions, etc.) How can we use (or modify) the tools that students and teachers are already using?

  61. DISCUSSION BREAKOUT #4 from results to insights

  62. 62 4 Going from results to insights Most often students fail to really comprehend research output. Especially in a design process where it feels it is not about the research, but about the solution…. How can we guide this process beyond the session? How can we assess translate & transfer capabilities? Please discuss within group and fill in template

  63. BREAKOUT #5 Our challenge today

  64. Challenges 64 4 3 When students work on team projects in collaboration with industry partners, there might be challenges and opportunities in the evaluation of their deliverables, process, individual performance and learning curve.

  65. Currently 65 4 3 Evaluation tools/ methods create a lot of extra work. They also distract from and are not integrated into the actual work (process). They mostly don’t take team dynamics into account. They do not involve input/ insights enough from the various stakeholders (very teacher oriented).

  66. Our Design Challenge 66 4 3 How can we design a digital solution that will enrich the coaching & evaluation process of individuals & teams without creating extra work (for both students and teachers)?

  67. Goal & Methods 67 4 3 2 1 3 Actors Map Harris Profile Concept Sketch Use the suggested methods to funnel your ideas

  68. Method 68 4 3 1 Actors Map Output is a map of actor relationships and a list of requirements per actor

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