What I
learned
this year
I have completed a variety of design methods about one of my classes from the 2018/2019 academic. Design methods are useful for framing situations and people in a manner that allows an observer to build empathy. My practice combines two disciplines, and this approach allows me to explore one using the tools of the other.
view learningsAEIOU Observation
AEIOU is a coding structure mnemonic used to organize data under the following sections: Activities, Environments, Interactions, Objects and Users. The goal of using this framework is to make interpreting and analyzing data easier, while visually mapping the significant relationships and interactions between categories. This AEIOU was completed over 3 weeks of delivery of a 2nd semester thesis class in G303/G304 on the Trafalgar campus.
view results
Activities
Goal-directed sets of actions—paths towards things people want to accomplish. What are the modes people work in, and the specific activities and processes they go through?
- brainstorming
- researching
- making
- critiquing
- listening
- reading
- reflecting
- observe
- playing
- sleeping
- daydreaming
- panicking
- avoiding
- fidgeting
- meditating*
- risk analysis
- sitting
- typing
- browsing the internet
- looking at memes
- complaining
- eating
- drinking
- stretching
- standing
- presenting
- listening
- critiquing
- at ease
All of these activities are undertaken to fulfill the assignment brief(s). Which is to put all of the design skills they have acquired to use in the process of producing a summative design project. The emphasis is on the process, and not on the object they make at the end.
Environments
The entire arena where activities take place. What is the character and function of the space overall, of each individual's spaces, and of shared spaces?
- G303/304
- Senior Lab (full maker space: A lab classroom able to hold <30 students during lecture materials, class activities and some making spaces and tools. Specific to senior level year courses for capstone projects.
- Mac Computers (2:1 student to machine)
- Full Software Suite
- HD Projector + Podium
- Flexible Collaboration Space2
- Cutting Mat(s) + Sharps Bin
- Power Outlets for Student Use
- OpenCV Depth Camera (i.e. Kinect v2)
- 3D Printers
- Soldering Stations
- Moveable Screens
- For many months of the year, the space is too warm
- Space is at a premium in the college system, and this is really no exception.
The space can be divided and has whiteboard walls. There's also a kettle, microwave, and small fridge the students have brought in. There's a projector at one end, and adjustable height tables. We also have some soft seating. The room is a double lab, and the divider can be pulled across to make two spaces. This is where all of the 4th years work. The room is blank at the beginning of the year, but by the end they have turned it into their home. Here's a link to a video that was all shot by our students and takes place in the space. The video was shot to be shown as part of the Grad Show the 4th years put on this year. They wanted to document their design process as they mounted the exhibition.)
Interactions
Between a person and someone or something else; they are the building blocks of activities. What is the nature of routine and special interactions between people, between people and objects in their environment, and across distances?
- students listening to me or their peers explain information to them
- full class discussions
- peers chatting
- working in small groups
- working 1-on-1
- individual meetings with instructors
- production time
- structured activities
- students napping on sofas
- students using lab computers
- students using their own computers on lab desks
- instructors and students rearranging the space
- students rearranging the space
Primarily decided to focus on the human interactions, as that's the scope of what I can control (I can't really change our space, so I need to optimize my teaching for that space. For instance, I taught the first 1/2 of the first term in the opposite end of the room... and engagement felt bleh. It was much more personal when I used the other flexible space to have more conversations.)
Objects
The building blocks of the environment, key elements sometimes put to complex or unintended uses (thus changing their function, meaning and context). What are the objects and devices people have in their environments and how do they relate to their activities?
- computers (help or hinder)
- phones (help or hinder)
- tables
- chairs
- AV equipment
- sofas
- paper/pens
- whiteboards
- oversized egg timers (to help them visualize presentation length)
Users
The people whose behaviours, preferences, and needs are being observed. Who is there? What are their roles and relationships? What are their values and prejudices?
These have been fleshed out using empathy maps. See below for details.
Empathy Maps
Empathy Maps are a collaborative visualization used to articulate what we know about a particular type of user. It externalizes knowledge about users in order to create a shared understanding of user needs, and aid in decision making. Empathy maps were used to further flesh out the 'U' portion of the AEIOU and developed six personas for students using empathy maps as their basis.
view maps
Emerson
I want to be a better student, but I don't know how.
Their Goals
- Submit work that satisfies all learning outcomes so they can pass and graduate
- Attend class on a weekly basis
- Improve time management skills
- Decide on a direction post-graduation
- Seek assistance for academic writing
Their Hopes
- Graduate
- To exhibit their work
- To be accepted by peers/society
- Create meaningful design/art work for social change
Their Fears
- That their peers (and society) do not accept them
- Like they are seen more for their intersections than as an individual
- That they will flunk out of their degree
Other factors that may affect their behaviour include:
inadequate self-regulation skills, familial caregiving obligation, possible undiagnosed trauma (personal + intergen) and learning disabilities
Their Actions
- Make a plan to do work but then are unable to follow through
- Stop attending class/responding to emails
- Hand in low-quality work late
- Have the best of intent in meetings, but are unable to follow through
- Self sabotage
- Further isolate themselves from peers
Their Words
- “My peers don't accept or understand me”
- “I don't want to be an interaction designer”
- “I'm interested in research”
- “I don't know how to fix my issues”
- “I want to do well and try my best”/li>
- “I don't fit in here”
- “I work better when I'm not near my peers”
Their Influences
- Current events in a VUCA world
- Reads: medium, non-fiction, media theory
- Undiagnosed learning disability
- “I haven't seen you in a while.”
- Peers stressing and procrastinating
- Social media power user
- Peers getting jobs before graduation
- “What's getting in your way?”
Jenny
I already work 20hrs a week at the job I'll have when I graduate.
Their Goals
- Get through last year of school to focus on work
- Finish their thesis project ahead of schedule
- Success will be indicated by completion of degree without compromising work performance
Their Hopes
- Get a head start on industry work over their peers
- Succeed at work
- Start a business one day
Their Fears
- School will make them miss out work opportunities
- They have to much to balance
- They get no down time
- Their work in both areas will suffer
Other factors that may affect their behaviour include:
strong drive to stay busy and succeed, inability to say 'no' (would likely benefit from improved boundaries)
Their Actions
- Often misses class a couple of weeks in a row (when busy at work)
- Always submits assignments on time that demonstrate solid grasp of LOs
- Often submits work that is good, but not as nuanced as they are capable of
- Appears to save their best work for paid opportunities and not the classroom
Their Words
- “I got this job!”
- “I'll be away this week because of an event at work”
- “My boss was really pleased when I showed them my last project”
- “I need to step out to solve a work fire”
- “My colleagues said this semester isn't as important”
Their Influences
- Current events in a VUCA world
- Reads: medium, theory, class readings
- Praise from superiors
- Peers stressing and procrastinating
- Social media power user
- Lunch & learns
- “What are your blind spots?”
Damien
I'm always tired because I need to work to pay for school.
Their Goals
- Graduate
- Overcome mental roadblocks to complete final summative project
- Recognize the need for and then ask for additional support when they are stuck
- Completion of summative project
- Noticeable personal growth and development
Their Hopes
- Pass all classes in the last term
- Create a finished thesis project
- Be accepted into the design community
- Find balance between work/life/self care
Their Fears
- That they are not as capable as their peers
- That their mental health concerns put up unnecessary barriers
- That they will never get all of their work done
Other factors that may affect their behaviour include:
building a repertoire of functional positive coping skills, lack of familial narrative of the struggle of post-seconday education
Their Actions
- Choosing demanding electives in their last semester that pull their focus/time
- Feel frustration about the struggle of the difficulty of summative undergraduate work (no familial frame of reference)
- Disappear from class when 'things get bad'
- Consistently submit work that meets learning outcomes when given a day or two extension
Their Words
- “I am so frustrated.”
- “I feel like I can't do this.”
- “Thanks for your help!”
- “I wish I were more talented.”
- “I need more down time.”
- “I am not going to make this deadline. I'll take the late marks.”
- “Where can I learn more about this?”
- “I've been struggling lately.”
Their Influences
- Current events in a VUCA world
- Reads: music news, car publications
- Sound cloud rappers
- “We missed you in class last week.”
- Peers stressing and procrastinating
- Social media power user
- Peers getting jobs before graduation
- “Test that assumption!”
Hannah
able-bodied thin wealthy female mental illness CIS religious minority queer
Why didn't I get a 90 on my last assignment?
Their Goals
- Stop worrying about grades
- Learn to trust in the process
- Figure out what sort of company/team they would like to work for/with
- Deliver a strong capstone project
- Multiple job offers after graduation
Their Hopes
- Find a good job (not at an agency) doing meaningful and interesting work
- Graduate with a high GPA
- Get into grad school one day
Their Fears
- That people will think they're 'bitchy' or 'bossy'
- That they will get a 'bad' job
- Too much to do and too little time
- That some assignments are a 'waste' of their time (don't see value)
Other factors that may affect their behaviour include:
always used to being 'the best' student, navigating society as a queer woman, being a 'baby adult' (brain still in development), trauma
Their Actions
- Spin their wheels focusing on the wrong part of the process
- Plan and plan and plan instead of taking action (procrastinate because they're worried the result won't be good enough)
- Consistently submit high-quality work that demonstrates industry-level comprehension of learning outcomes
- Focus on grades rather than making a strong project
- Complain when classes/activities/assignments aren't tailored to their learning style
Their Words
- “I am so tired”
- “You're a difficult marker”
- “I don't understand why we're doing this”
- “You didn't explain this properly”
- “Why is this important?”
- “What, specifically, are you looking for in this submission?”
Their Influences
- Current events in a VUCA world
- Reads: medium, the guardian, pink news
- Peers stressing and procrastinating
- Social media power user
- “What are your blind spots?”
- “Don't let perfect be the enemy of good.”
Jai
If I can't find a way to pay my tuition, I'll need to drop out.
Their Goals
- Need to find money to pay tuition in order to graduate
- Delivery of high quality capstone project
- Getting a job quickly after graduation
Their Hopes
- To land a good job at a large organization
- To learn as much as is possible
- To possibly attend grad school one day
- To find a job that lets them remain in Canada
Their Fears
- That they will have to drop out
- That their project will not be as good as they want because of pulled focus
- That they will have to live in America as a refugee in this political climate
Other factors that may affect their behaviour include:
immense gratitude, humility, wisdom all present even when they are worried about money
Their Actions
- Assist peers by giving feedback and critiques
- Difficulty balancing workload and part time jobs to fund education
- Consistently submit deliverables that demonstrate grasp of LOs but would benefit from having just a bit more time to refine them
- Expressing gratitude for their education/privilege and never complaining about their financial cirsumstances
- Thanking their peers and teachers for their assistance and opportunities
Their Words
- “I wish I could focus on school more”
- “I'm worried about not being able to fund my education”
- “I want to design solutions that help others”
- “My perspective as a designer is valuable in many areas”
- “[To Peers] have you considered using this approach/tool/method?”
Their Influences
- Current events in a VUCA world
- Reads: medium, class readings
- Peers stressing and procrastinating
- Social media power user
- Peers getting jobs before graduation
- “How can we support you?”
Alice
My family needs my help to pay bills when I graduate.
Their Goals
- High quality summative project
- Noticeable personal growth/development
- Get a job quickly to help family pay bills
- Stop worrying about grades so much
Their Hopes
- Graduate with a high GPA
- Make their family proud
- Go to grad school one day
Their Fears
- They won't be 'good enough'
- They will never achieve fluency in English
- They will disappoint their family
Other factors that may affect their behaviour include:
familial pressure, worry about English language proficiency (internalized racism), burn out
Their Actions
- Spending majority of time working on a polished first draft, then rush/skip refinement and reflection
- Arrive late to class after pulling an all nighter, even on weeks with no deadlines
- Consistently submit high-quality work that demonstrates excellent comprehension of learning outcomes test
- Focus on high grades rather than making a strong project
Their Words
- “My english isn't good enough”
- “Damn my multi-lingual brain!”
- “What do I need to do to get an 80?”
- “Tell me which methodology is best?”
- “I'm not a strong academic writer.”
- “I was confused when you said.”
- “I just have 8 more questions!”
- “How can I be a better designer?”
Their Influences
- Current events in a VUCA world
- Reads: medium, theory, class readings
- Familial pressure to help pay bills
- Peers stressing and procrastinating
- Social media power user
- Peers getting jobs before graduation
- “SLOW DOWN and leave time to reflect”
Behaviour Mapping
Behaviour mapping is a design research method that captures variations in behaviours across groups of users. This map captures student's abilities in critical foundational skills typically associated with success in a summative capstone project. It is useful for gaining a high-level overview of the types of learners present in a classroom.
view map
Photo Gallery
A collection of images and video from the 2018/2019 academic year. All students consented to being documented and having their likeness displayed.
view gallery