short course on user-centered product definition for...
TRANSCRIPT
Short Course on
User-Centered Product Definition for Creative
Engineering Design
SSSA Pontedera 5 March – 16 April
Design short course 2013
Course objectives, approach
Objectives: Introduce participants to some Stanford Design Group/d.School and Silicon Valley design methods used in early stages of designing a new product. Content: Mix of introduced ideas and techniques + hands-on sessions Schedule: Tuesday/Thursday, with break during last week of March + Easter Expectations: Modest “compiti” between classes, to gather information, build prototypes. Some tools, materials are provided for class. Student teams are expected to add to these on their own.
Design short course 2013
http://bdml.stanford.edu/Main/PisaShortCourse2013
Context: 50 years of project-based design
1960! 1970! 1980! 1990! 2000! 2010!
Learning Lab with Wallenbergs of Sweden!
Learning Design & Technology with Education!
Product Design Program with Fine Arts Department!
Micro Electro Mechanical Systems Design (MEMS) with EE!
Robotic Systems Design with Computer Science and Aero!
Team-Based Systems Design (210/310) with Corporate Partners!
Manufacturing Systems Design with GSB and MS&E!
Smart Product Design (218) with EE and CS!
d.school with HPI and IDEO!
BioDesign with Biology & Medicine!
Human Computer Interaction Design with CS!
Center for Design Research (CDR) with Industry Partners!
Creative Design with John Arnold and GSB!
venture design with India & Nigeria!
!"#$%&'#()*+',)-*#"'./01'
Immersion Inc.
Context: entrepreneurial design connections
IDEO
Enterprise Systems Integration
Design short course 2013
!"#$%&&'()*)$+,-)(.&&/0$123((233*"##"3'45'4567',)67)-&3"*8'9*)7:'!2;$3'<"=="5'
!"#$%&'#()*+',)-*#"'./01'
/189:.')($&22+8:$1,&8(!"#$%&'#()*+',)-*#"'./01'
3;&/&/<3)(#/&;2:89(!"#$%&'#()*+',)-*#"'./01'
!)=<:89(9;1-:/<(!"#$%&'#()*+',)-*#"'./01'
9*)+)+5>"'>+:'!(
?""3@&3$&%'2&3'A"&,(B2*C$&%'
?8!);#/18!(/%)(+#);#@(!)#:98(#31$)(
D*"E!"@&"'+("'9*)4="B'
5)#:98(8)-);()8!#(
F"#+'A)1;8(
A)35#+)*B$&%'4!)1/)(
G+2&7)*36H!IJ'''''"2*=5'!)#:98(3;&$)##(
9*)+)+5>"'>+:'!(
?""3@&3$&%'2&3'A"&,(B2*C$&%'
?8!);#/18!(/%)(+#);#@(!)#:98(#31$)(
D*"E!"@&"'+("'9*)4="B'
5)#:98(8)-);()8!#(
F"#+'A)1;8(
A)35#+)*B$&%'4!)1/)(
B/18=&;!04567(((((':C)(!)#:98(3;&$)##(D(:8(
;)1':/<(
Background: Two kinds of project courses • Projects specified by instructor • Pedagogically inspired • Everybody does same project • Content introduced Just in Time • Results:
– Effective content injection – High enthusiasm – Potential for overload – Organized – Sometimes unclear if
“real world”
• Projects taken from outside (e.g. industry) • Every project is different • Process introduced Just in Time.
• Results: – Real world – Mixed enthusiasm – Potential for overload – Sometimes seen as
“not organized”
Design short course 2013
MarkCutkosky
Je!Manian
AdritLath
SanthiElayaperumal
Larry Leifer
MarkSchar
MannyHundal
GeorgeToye
VikasAgrawal
KatNguyen
AliceBrooks
JaimeMayoral
Andres Mercado
AlejandroLopez
AprilAlexander
KellyJohnson
TrevorClark
CarolinaGomez
JuanRuiz
HectorCuellar
DanielJaramillo
XiaoGe
TravisBow
JessicaJi
RafaelMayani
Isaac Castaneda
Claudio Hansberg
JennPeterson
RyanBrooks
JoulesGould
AnthonyZhu
Francisco Acosta
Florencia Denti
FernandoGonzalez
OlmoVillegas
Tobias Rawald
Christoph Thiele
FalkBenke
ShashankSharma
QuinLai
Min MingLo
MattKandler
JoshGa!ord
AaswathRaman
KatiePlaney
GuillaumeThrierr
KeijirohNagano
MarwanKhiat
RaphaelDidier
JackNg
Yukino Jodai
RafatMehdi
EsaNummijoki
Tuukka Laurila
TiiaSuomalainen
Henrik Amberla
AlexGranieri
PeterKardassakis
Abhishek Shiwalkar
Lassi Laitinen
LauraTimosaari
Sakari Castren
TomZhuang
ShantanuGarg
RyanAnderson
YairKollmann
Tiziana Mauchle
Manuel Schoeni
JaimeAguilar
MariaCamacho
Carlos Serrano
DanielGarcía
AndrésCuellar
Andrés Torres
Stephany Fernández
Sara Delgado
Andrea DelgadoMarco Antonio
Cruz
Miguel Ángel Velázquez
Arturo Treviño
Alejandro Ramirez
MarceloLopez
PhilippDobrigkeit Thomas
Kowark
Matthias U"acker
Alexander Zeier
MichaelKarsch
Keven Richly
Ole Rienow
Stefan Hampel
TomoyaYamamoto
Sarah Fathallah
Paul Mauduit
Khaled Sellami
VéroniqueHillen
AminaAlaoui
AmineBellakrid
JohnGedge
SushiSuzuki
Roukaya El Houda
Julien Mauroy
Chakib EL Haouzia
Shogo Suzuki
Mikelis Studers
Susanna Ollila
Tuukka Kingelin
Vesa Lindroos
Youssef Ahizoune
MathieuChabasse Kenji
Nishito
Aurélien Sibiril
Svante Suominen
Pauliina Tenho
Heikki Säteri
PanuKeski-Pukkila
AnttiSonninen
Maria Kulse
Harri Toivonen
TuuliUtriainen
LauriRepokari
Heikki SoininenJulia
Pettersson Hakava
Tuomas Sahramaa
Mamiko Nagao
Haruna Kawashima
Petra Monn
Fabian Bischof
Marc Schlegel
Caroline Dohle
Christian Haueter
Rico Rinderknecht
Tiziana Aiol#
Pascal Kappeler
Pasqual Vossberg
Friederike Ho!mann
Christophe Vetterli
FalkUebernickel
Philipp Skribanowitz
Marco Brunori
Dominic Widmer
Amanda Bachmann
Andreas Stockburger
Patrick Keil
Deborah Schaub
Stephanie Petersen
Matthias Huebner
Dominic Schlegel
2010 - 2011
ME310 network
!"#$%&'#()*+',)-*#"'./01'
ME310 Project-based learning I hear and I forget. I see and I remember. I do and I understand. Confucius
Me310 is about forming and running creative, productive, engineering design teams."
It is also about “the Design Division philosophy” of engineering design."
It is the quintessential project-based learning (PBL) course:
• see and hear"• do and experience"• reflect and introspect"• document for the future
Design short course 2013
Spring deliver a
functional product
Autumn explore the
problem space
Winter explore the
solution space
Paper Bike Design
Exercise
Benchmarking Prototypes
Critical Function Prototype
Functional System
Prototype
Darkhorse Prototype
Funky System Prototype
Whatever it takes to get it done (testing, refinement, manufacturing)
Autumn Winter Spring
Presentations & Documentation
Corporate Projects Start
1/'K""C#(short course focus
Fall: Make it up Winter: Make it Real Spring: Make it Happen
E<3:$1'(3;&F)$/(!)-)'&32)8/(
tangible access to each other
!"#$%&'#()*+',)-*#"'./01'
maker space
G%);)(!&)#(/%)(3;&F)$/($&2)(=;&2H(
! Traditional Engineering -- A problem looking for a solution!''“L"'(2;"'+($#'$&+"*"#M&%'>*)4="B'2&3'()>"'+(2+'5)-',2&'3"#$%&'#)B"+($&%'+(2+'>*);$3"#'2'#)=-M)&'+)'$+:”'
Successful but limited innovation!
!"#$%&'#()*+',)-*#"'./01'
G%);)(!&)#(/%)(3;&F)$/($&2)(=;&2H(
! Technology Push -- A solution looking for a problem!''“L"'(2;"'+($#'$&+"*"#M&%'&"K'#"&#)*'D)*'2,+-2+)*8')*'B2+"*$2=8')*'3$#>=258')*NE'+",(&)=)%5'2&3'K"'()>"'+(2+'5)-',2&'3"#$%&'#)B"+($&%'+(2+'K$=='B2C"'-#"')7'$+'2&3'("=>',*"2+"'2'B2*C"+'7)*'$+:”'
Innovative, but limited success!
!"#$%&'#()*+',)-*#"'./01'
G%);)(!&)#(/%)(3;&F)$/($&2)(=;&2H(
! Needs Pull: “We think there may be an opportunity to design something that improves the experience of!”!
Successful and innovative!
Establish needs
Define: Requirements Assumptions Opportunities
design
refine
!"#$%&'#()*+',)-*#"'./01'
Symbiosis( Driving better all the time...
! The car adapts, so that from the driver’s perspective it is better after one year than when he bought it.
! The car helps the driver to drive better, with greater safety, skill and enjoyment.
! Like a prized horse and rider, they are a symbiotic team, driving better all the time.'
310 project example #1
!"#$%&'#()*+',)-*#"'./01'
E;1!:,&81'(689:8));:89(5)#:98(I;&$)##(
get requirements analyze design build
test refine
Needs-based Design requires a new design process
!"#$%&'#()*+',)-*#"'./01'
J))!#0>1#)!(689:8));:89(5)#:98(
investigate needs
But wait! What are needs? How do we investigate them?
!"#$%&'#()*+',)-*#"'./01'
Stanford ME310 - Fall quarter topics (topics especially useful in the early stages of design projects)
6
user testing andconcept analysis,
experiencebenchmarking
1managing creativedistributed teams
2need-finding andconcept development
4
defining, discoveringand refiningrequirements
3physical andfunctional prototypingfor design discovery
5
documenting andclarifying the designand its rationale
!"#$%&'#()*+',)-*#"'./01'
“5))3(5:-)” K:!)&(
IDEO design process''O))C'7)*P'Q $3"&M75$&%'8))!#L&33&;/+8:,)#'Q 4"&,(B2*C$&%8'*"#"2*,($&%'Q 4*2$&#+)*B$&%'Q 4-$=3$&%'"2*=5'>*)+)+5>"#'+)'("=>'3"@&"';)M+:;)2)8/#'
Opportunities for Market Discovery and Creation
J))!#0>1#)!(689:8));:89(5)#:98(
determine requirements analyze design build
test refine
investigate needs
build
!"#$%&'#()*+',)-*#"'./01'
>+/($&2318:)#(%1-)(#&'+,&8#(18!(/%)<(N18/(/&($;)1/)(21;C)/#(18!(3;&!+$/#(=&;(21;C)/#D(
So how does it really work?
possible solutions
Establish needs
Define: Requirements Assumptions Opportunities
design
refine
!"#$%&'#()*+',)-*#"'./01'
Example #1: Intel IntelliCare
• Intel Corp. has microprocessor solutions for wireless applications.
• What groups of people have needs that might create market opportunities for such devices?
• What products and markets might develop around these needs?
• What designs could help define a market?
Design short course 2013
Design short course 2013
3
5
Phases of Aging – iCare Focus
UnmonitoredLiving
MonitoredLiving
Constant CareFacilities
Cost
CaregiverEffort
Ease ofSocial
Interaction
Independence
6
Phases of Aging – iCare Vision
UnmonitoredLiving
iCare-MonitoredLiving
Constant CareFacilities
Cost
CaregiverEffort
Ease ofSocial
Interaction
Independence
Prolonged Period
IntelliCare: persona development
Design short course 2013
from exploring general devices to convey information between elders and
caregivers, to focusing on the specific need of caregivers. To further investigate
the new project direction a scenario driven solution emerged (See section 5.2) as
a result of the Stanford team’s efforts.
5.2. Scenario-Driven Solution
5.2.1. Introduction
To explore the possibilities for helping caregivers and elders, Team INTELiCare
developed a system aimed at extending both the duration and quality of the
monitored living phase of life for an elder, illustrated in Figure 4. This is to be
achieved by focusing on two important factors faced by elders and caregivers
during this period of life: improving and simplifying access to information
regarding an elder for caregivers, and amplifying the social connectedness
between an elder and his / her friends and family. To best describe the principles
of the proposed iCare system, a specific user scenario was used:
Figure 11: Mary and her son Jeff
This scenario was developed by the members of team INTELiCare. It serves as a
situation that the team used to design around. The situation is intentionally
designed to be simple, so the initial system design may be straightforward and
less prone to complication.
Meet Mary and Jeff. Mary is an 88-year old widow who lives independently at her
home. She is in good physical health, but is becoming more forgetful as her age
increases. Additionally, she has become more isolated, resulting in decreased
physical and social activity levels. Mary’s son Jeff becomes increasingly
concerned as he notices decline in her activity levels and mental sharpness.
When the need arises, Jeff will act as Mary’s primary caregiver, since he is her
How: Based on user interviews, benchmarking (literature + social services, etc.) Why: promotes attention to detail that makes a design truly meet users’ needs
IntelliCare: context framing, benchmarking
4
7
iCare Project Statement
! Prolonged elder independence by supporting:
" Caregiver on the go
! Make it easier to maintain a career, family, and be aneffective caregiver
" Evaluate non-medical criteria
! Answer the question – “How are you doing?”
" Social connectedness
! Foster social interaction among an elder’s primarycaregiver and social network
8
CAREGIVERUNIT
Jeff
OTHERSYSTEMS
Friends
ELDER UNIT
conversation physical activity
shower
CENTRALSERVER
data logging& logic
MoteNetwork
IN-HOME SENSORS
foodcupboard
WEARABLE SENSORS
Design short course 2013
Various prototypes from Stanford and Sweden (KTH)
Design short course 2013
20
39
Penultimate Prototype! Manufacturing methods
"Lightweight plastic construction
"Two activation buttons
! Results – Functional, needs improvement
"Electrical connections are poor
"Friction, solder, and wires interfere with
movement
Activation
button
Actuating
buttonSMA
assembly
40
Ultimate Prototype! Manufacturing methods
" Refined hard plastic case
" Plastic arms with teflon sheets
24
47
Luleå – Elder Connectedness
! Wearable
! Receives feedback when
caregiver checks on elder
! Interacts with a social network
"Shares and displays availability of
users in the social network
48
Need StatementMary
! 78 year old widow
! Good physical health
! Suffers mild cognitive decline
Jeff – Mary’s Son
! Busy Executive
! Concern for Mary increases over time
! Wants to frequently check on Mary, but time
does not permit
prototypes of caregiver ambient display (shape change & vibration)
prototype of elder unit (pendant)
13
25
! Unobtrusive tactile method of conveying information" Relay information on “How are you doing”
" Conveys information only when prompted
! Tri-Lobe Information Delivery" Convey three major factors of well-being
! Social Activity! Daily Routines! Physical Activity
! Long-range portable device that fits in a pocket / purse" Current realizations are portable, but not fully wireless
Caregiver Unit
26
Prototype History! First functional prototype
" Fully functional! Short-range wireless actuation
" Large scale
! Texture testing" Understand user perception
! Second prototype" Correct size / shape" Integrated textures
13
25
! Unobtrusive tactile method of conveying information" Relay information on “How are you doing”
" Conveys information only when prompted
! Tri-Lobe Information Delivery" Convey three major factors of well-being
! Social Activity! Daily Routines! Physical Activity
! Long-range portable device that fits in a pocket / purse" Current realizations are portable, but not fully wireless
Caregiver Unit
26
Prototype History! First functional prototype
" Fully functional! Short-range wireless actuation
" Large scale
! Texture testing" Understand user perception
! Second prototype" Correct size / shape" Integrated textures
Example #2: Panasonic
Develop innovative “hands free” solutions for interacting with personal devices (smartphones, MP3, bluetooth headset, etc.) • Team identified problem: unobtrusive
control of devices, calls, etc. • Team identified solution: use “teeth click”
and head tilt as control inputs
Design short course 2013
)*123')(OPQ(B1/)'':/)(R18+=1$/+;:89((
J))!0S8!@($&8$):-)@(.+:'!0/)#/(;)0:8-)8/(/%)(3%<#:$1'(1;$%:/)$/+;)((
&=($&22+8:$1,&8(#1/)'':/)#(7)*'O),C(""3'R2*M&''K$+('S2=$'S)=-B4$2'$&'./0060.'
,-**"&+'-#"*''2*,($+",+-*"'
!"#$%&'#()*+',)-*#"'./01'
,-**"&+'-#"*'2*,($+",+-*"'
!"#$%&'#()*+',)-*#"'./01'
2))/(T)-:8(
Creating personas helps to ensure that user needs and desires are addressed
!"#$%&'#()*+',)-*#"'./01'
Based on interviews at Lockheed and Loral: Enthusiastic, active. Likes space domain. Detail oriented, neat. Doesn’t like documentation Doesn’t like disassembly and rework!
C))3:89(/%)(+#);(:8(3);#3)$,-)(
9:-:89(%:2(1(!)$)8/(N&;C:89(
#31$)(
2)PUV()*123')(OW(8))!0S8!@($&8$):-)@(.+:'!0/)#/(
(;)0:8-)8/(/%)(8+;#:89(%&2)()*3);:)8$)('7)*'GK"3$#('L"=72*"'T%"&,5'K$+('OU="2'GI'.//V'
8))!(S8!:89((
X1':=&;8:1(
BN)!)8(!"#$%&'#()*+',)-*#"'./01'
.)8$%21;C:89(
!"#$%&'#()*+',)-*#"'./01'
Revisiting those “tools for early stage design” (What have we seen examples of?)
6
user testing andconcept analysis,
experiencebenchmarking
1managing creativedistributed teams
2need-finding andconcept development
4
defining, discoveringand refiningrequirements
3physical andfunctional prototypingfor design discovery
5
documenting andclarifying the designand its rationale
Design short course 2013
!)#:98(:#(1''(1.&+/(3)&3')(!"#$%&'#()*+',)-*#"'./01'
Team Analysis (Wilde*/Jung/Myers-Briggs )
Perceiving Judging
Introverted Extroverted
Any of these modes can be used in two ways:
<Cutkosky,Richter,Dorn,Scheinman>
At any moment a person can be
Perception can be through
Sensing Intuition
Feeling Thinking
Judging can be based on
Design short course 2013 *Wilde, D.J., Teamology: The Construction and Organization of Effective Teams, Springer-Verlag (2009)
When faced with a design challenge my first preference is to…
take some time to think about the problem, perhaps sketching ideas, or making notes. My best ideas often come to me when I’m in this reflective mode.
talk to people, look things up, go places, and get as much input as I can. I find that my best ideas are often triggered by external interactions.
Design short course 2013
Example #5: Getting closer to the inspiration of this short course… Design something that will represent a new potential market for Gorilla Glass