1. Jan. 27 th 2010 Shana Agid Eduardo Staszowski Anna Meroni Course Presentation

2. X 2

• This course has two sections

• Section A: afternoon 3.00pm 5.40 pm (Agid)

• Section B: evening 6.00pm 8.40pm (Staszowski, Meroni)

• Joined sections in the evening:

• Introduction, Launches of the Assignments, Conclusion

3. Designers >< Non-Designers

• Collaborations with non-designers.

4. Key Words

• Co-design > Participative Design > Collaborative Design > Diffused Innovation > Empathic Design

5. Cooperation & Collaboration

• Participative media and technologies > people can create, aggregate and distribute contents

• Co-designing in multidisciplinary environments > most contemporary way of working

• Collaborative services > the best possible future in public and private offering

• Consumers turn out to be producers > prosumers

6. Cooperation & Collaboration

• Creativity is diffused

• A way to create areas of collective identity and meaning for ones own experience as it links to others lives.

• A way to spread innovation capacity and, for companies and other organizations, to collaborate with clients, designers and other experts.

a worthwhile concept to explore

7.

• But we are moving into a time when with the help of cheap, distributed technology there will be more production by the masses, for their own ends . As a consequence, innovation will become more like a mass activity , often involving large collaborations of professionals and amateurs , designers and consumers , sharing their ideas. Increasingly we will think together .

• (Charles Leadbeater)

8. Engaging with otherness >>

• > engaging with otherness > learning about the contexts in which people and systems exist > having a sensitivity towards the alterity > getting in touch with the others > understanding their positions > learning from what they know > discern their expertise and actively seek it out,to gain their trust and to find a common ground and language to work together.

9. Designerly speaking

• Cooperation has two meanings:

• as a process : here we consider the way to design

• as a result : here we consider the solutions resulting from a design activity and having a collaborative nature.

10. Outcomes

• Two kinds of outcomes to explore and produce:

• Tools : conceptual and material artifacts that help to design in a collaborative way, thats to say in teams, involving other competences, and/or involving the user.

• Solutions : service ideas that imply collaboration as working principle. i.e., collaborative services that will be dealing with different everyday situations and problems to be solved, involving various actors.

11. 4 modules each stages have tools, cases, theories and methods for cooperative design and produces original results. 1 observing / understanding 2 co-creating 3 developing 4 prototyping

12. >> 1

• observing / understanding

• Understanding and depicting contexts and the people we will be working with/for, in order to develop empathy within the audience/constituencies/stakeholders involved in a project and learn from their expertise and experiences.

• >> Tools used in this phase:, empathic conversations, interviews, participative storytelling, knowledge maps, EBD experience based design,in context immersion, self documentation, design documentary, video blog, independent contextual research, e.g., histories of community or geographic spaces, relevant social science research re: topic of your design, etc.

• >> What you get from this activity in terms of design process: design challenge identification users requirements, design opportunities, context understanding

13. >> 2

• co-creating

• Generating ideas in a collaborative fashion and of a collaborative nature, involving the different stakeholders

• >> Tools used in this phase: brainstorming, scenario building, 2x2 matrix, creative techniques, sacrificial concepts, glimpses, emphatic design, sharing stories, affinity diagrams/frameworks, stories collection

• >> What you get from this activity in terms of design process: scenarios, concepts

14. >> 3

• developing

• Developing ideas through collaboration and participatory sessions, and creating the conditions to develop empathy among the different actors collaborating in a service.

• >> Tools used in this phase: design cards, role playing, feedbacks gathering, capabilities and elements abacus, stakeholders motivation matrix, interaction storyboard, journey map, constraints imposition, system map

• >> What you get from this activity in terms of design process: contextualized solutions

15. >> 4

• prototyping

• Experimenting with a solution or a tool, via a real activity put in place in a real context, with real users.

• >> Tools used in this phase: experience prototyping, track indicators, outcomes evaluation, feedbacks capture map, living lab

• >> What you get from this activity in terms of design process: pilots projects, tests and responses from the context.

16. 4 Assignments 1 observing / understanding 2 co-creating 3 developing 4 prototyping ASSIGNMENT 1 Precedents ASSIGNMENT 2 Observing/Understanding ASSIGNMENT 3 Co-creating ASSIGNMENT 4 Developing/Prototyping

17. Assignments

• 1. Precedents (individual work)

• >> outcome: a short case description and presentation (pecha kucha style), following a common template, that will create the "database of cases" of the course

• 2. Observing / understanding (team work)

• >> outcome: the design of a tool: the invention of a narrative format (visual essay, blog, movie), describing the collective experience of a certain context and situation.

• 3. Co-creating (team work)

• >> outcome: the design of both a solution and a tool: a service of a collaborative nature and the main tool that can facilitate its design

• 4. Developing & prototyping (team work)

• >> outcome: a real activity experience to put in place and test the service developed in the previous stage. The activity has to be documented.

18. Co-teaching: Students Text Seminar

• X. Reading and listening assignments linked to each of the three modules.

• Once in the semester, each student group will have the responsibility of presenting one of these assignments, addressing the following areas of critical analysis:

• The author's purpose

• The proposed theories

• The conclusions reached

• Your analysis of the text

19. Food, Bodegas and the Lower East Side

• Bodegas are inherently part of this system in the urban North American context

• > they are the crossroads of a variety of persons, stories, needs, and intentions.

Food is part of everybodys everyday complex life > we are what we eat.

20. Bodegas >>

• A bodega is a small store specializing in groceries, often defined as a corner store or a convenience store.

Healthy Corner Stores Movement: Bodegas as one of the key points of a neighborhoods everyday life. Encourage people to buy fresh produce from there and more neighborhood stores to sell fresh fruits and vegetables Seeking to transform Bodegas into a sort of local hub for different services.

21.

• A convenience store is a small store or shop that sells items such as candy, ice-cream, soft drinks, lottery tickets, cigarettes and other tobacco products, newspapers and magazines, along with a selection of processed food and perhaps some groceries . Stores that are part of gas stations may also sell motor oil, windshield washer fluid, radiator fluid, and maps. Often toiletries and other hygiene products are stocked, and some of these stores also offer money orders and wire transfer services or liquor products. They are often located alongside busy roads , in densely-populated urban neighborhoods, at gas/petrol stations or near railway stations or other transportation hubs. In some countries most convenience stores have longer shopping hours, some being open 24 hours .

• (Wikipedia)

22.

• Most corner stores sell primarily liquor, cigarettes, and prepackaged convenience items; few offer fresh produce or other healthy food options , such as whole-grain baked goods or low-fat dairy products.

• (Healthy Corner Stores. The State of the Movement)

23.

• Across the United States, communities are recognizing the connection between the local food environment and residents nutrition and health. Communities also are recognizing the potential to improve access to healthy food in low-income areas by adding healthier items to corner stores , the small grocery stores that fill the gap where supermarkets are missing but typically sell only packaged foods high in fat, sodium, and sugar. Investing in expanding corner stores capacity to sell healthy foods is a promising mechanism for alleviating the negative health consequences of food deserts .

• (Creating Healthy Corner Stores in the District of Columbia)

24.

• _ Bodegas

• http://www.youtube.com/watch?v=11nsZ3lEWD0

• http://www.youtube.com/watch?v=dKvWfmoMajo&feature=related http://www.youtube.com/watch?v=FKcf5nIvTVU

25. A Challenge

• Bodegas as a possible challenge through which the quality of peoples everyday life may be impacted or improved through collaborating in creating and delivering everyday life solutions .

26. A Challenge

• Several opportunities to creatively co-design:

• > empathically understanding the stories of the community that gravitate around it > collaborating with these individuals and groups in imagining new stories > understanding the backstage of the management of the store > helping the manager to co-design with his/her customers new services that will be provided by the store.

• Lower East Side (with some north extension)

27. http://en.wikipedia.org/wiki/Lower_East_Side The context

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30. Learning by doing

• Work in teams and improve ability to work collaboratively;

• Develop critical approaches to perception, observation and understanding, beginning to develop proficiency researching design contexts;

• Learn to identify, question, and address assumptions, framing design objectives and opportunities as part of a strategic problem setting;

• Learn to use and frame methods and tools for participatory and/or co-design, beginning to develop proficiency in designing with others;

• Apply the knowledge gained towards the development of original service concepts;

• Learn to put in place and test an idea, organizing a pilot prototype.

31. WEEK DATE CLASS TOPIC & ACTIVITES Homework 01 27 Jan Introductions & Course Overview _ Discussion _ Launch Assignment 1 Individual work 02 03 Feb _ Assignment 1 Presentations Critical Readings + hear: This American Life "By Proxy" 03 10 Feb Observing & Understanding _ Guest Lecturer: Nevin Cohen _ Discussion _ Launch Assignment 2 Group Work 04 17 Feb _ Students Text Seminar _ Discussion Group Work 05 24 Feb _ Field Trip/Observation Group Work 06 3 Mar _ Assignment 2 Presentations Critical Readings 07 10 Mar Co-creating _ Guest Lecturer: CUP (TBC) _ Discussion _ Launch Assignment 3 _ (Mid Semester Evaluations) Group Work 17 Mar _ NO CLASS, SPRING BREAK 08 24 Mar _ Students Text Seminar _ Discussion Group Work 09 31 Mar _ Group Work Group Work 10 7 Apr _ Assignment 3 Presentations Critical Readings 11 14 Apr Developing & Prototyping _ Guest Lecturer: Katie Salen (TBC) _ Discussion _ Launch Assignment 4 Group Work 12 21 Apr _ Students Text Seminar _ Discussion Group Work 13 28 Apr _ Group Work Group Work 14 5 May _ Assignment 4 Presentations 15 12 May Conclusion of the course: _ Presentation of the results _ Discussion of the results and lessons learnt

32. Grades (?)

• Students must complete on time all the assigned tasks and actively participate in classroom discussions and critiques.

• Expectations for each assignment will be clearly defined.

• Each assignments will be evaluated on the following basis:

• if the work fulfills the requirements and objectives of the assignment

• if the student demonstrates initiative and inventiveness in the exploration

• if the student has improved from previous assignments

• if the work is carefully considered and consistently developed

33. Grades (?)

• Grading (A-B-C-D-F)

• Your grade is determined as follows:

• Class participation / personal progress: 10%

• Assignment 1 (individual work): 15%

• Assignment 2 (team work) : 25%

• Assignment 3 (team work): 25%

• Assignment 4 (team work): 25%

34. Rules

• Attendance Policy

• Class attendance is mandatory. Students must return to class promptly after breaks. Undo tardiness following a given break and leaving class before it is over will result in an absence.

• Absences

• Classes meeting 1 time per week: 3 absences are grounds for failure.

• Miss 1 date of presentation and you fail this course.

• Attendance for this course will be considered over the entire semester.

• Tardiness

• Two (2) tardies will be counted as one absence. 5 minutes is considered tardy. Over 20 minutes is considered as an absence.

35. Lets start.