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.
>> 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)
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
28.
29.
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.