Concept Generation & Evaluative Research

In order to translate research insights into design concepts, we first used the “what we heard/what we learned/what this means” framework to summarize insights from different workshops. Then we created an affinity map of the “what this means” column and identified multiple themes:

Generative Research Synthesis

Concept 1— Responsive feedback loop for better classroom communication

This concept allows students to share their feelings privately with their teachers and request help if needed. They can also share their emotions anonymously on a public digital board. This artifact helps students to understand their peers and teachers to better understand their students.

Begining generative research

We started our generative research this week after presenting the exploratory research findings.

As a first step, we had a brainstorm session in which everyone proposed potential design directions and artifacts based on what we learned so far. Each of us sourced several inspiration images and shared them in Figma. This helped us get on the same page about what the team is interested in as well as having a sense of what the artifact might be.

Brainstorming potential design directions and artifacts

We found four themes in the proposed ideas:

  • Imaging future self
    How might we help students envision who they want to be in the…

Beginning exploratory research

After identifying “Future-Ready Learner” in the graduate portrait as our focus area, we realized that the primary task is to have an operational definition of future-ready for the Santa Clara Unified School District (SCUSD). What skills do students need to have in order to be adaptable to the changing job market? Should the main focus be on getting prepared for future work or individual resilience and agency? What does future-ready mean for students from different backgrounds, including the privileged and unprivileged?

We then came up with a more focused and structured research question to guide our research and help identify…

Moving Towards Embodying Bodily Movements In A Remote Setting

Based on our interviews and research on remote theater performance, we worked on refining our ideas in areas including the problem context, target users, and what technologies are involved. We first listed all the potential options and then discussed the pros and cons of each.

Discussion on problem context, target users, and technologies.

Our discussion led to several consensuses:

  • Technology: We will focus on a tangible interface and perhaps with the inclusion of AR and a wearable device. We will not be working with VR since it’s mainly emphasizing the visual experience.
  • Target Users: We will design for the remote collaboration between staff (i.e. directors, choreographers) and performers.

Learnings and reflections from CMU’s Communication Design Studio in Fall 2020

In this project, we are tasked with explaining an abstract concept in a short video. And the topic I received is — Internet Cookies

Week 1

I began this project by researching how internet cookies function. Understanding internet cookies first requires an understanding of the client-server model of the internet. This model is the standard method of communication between a browser on a computer and the web server. The web server is a centralized location where data is stored. It distributes data to each individual client, or browser, after receiving the request from the client.

An internet cookie is the means by…

Learnings and reflections from CMU’s Communication Design Studio in Fall 2020

Week 1 — Tue 9/1 Course Overview

Kicking off the semester in the time of quarantine is both challenging and interesting. Especially for a class on communication design, the pandemic limits our ability to communicate the way we are used to but in the meantime challenges us to reflect on what is communication and how we can improve it for people living in this new reality. I am looking forward to taking on the challenges and exciting opportunities in this studio.

Activity 1: Exploring the appearance and mechanism of different toys

We started the first class by virtually exploring the…

Written by Team Resilience: 
Hillary Carey, Alex Klein, Nandini Nair, Yuchuan Shan
Racial Inequity in Pittsburgh, Transition Design Seminar 2020, CMU
A public art installation in East Liberty by an artist in residence program founded by Alisha B. Wormsley & Jon Rubin was eventually taken down in April of 2018 due to controversy over its provocative 7-letter phrase.

Introduction — Applying a Causal Layered Analysis

For Assignment #3 of the Transition Design (TD) Seminar, we use Sohail Inayatullah’s framework, Causal Layered Analysis, as a new frame to understand our wicked problem of racial inequity in Pittsburgh, PA. The TD instructors encourage this method because it is a way “to ‘deconstruct’ the problem” in “the way in which the problem is viewed/accepted in mainstream society as well as the deeper, less understood (or even hidden) roots of the problem (, 2020).” …

Yu Chuan Shan

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