Prototyping 2

PrototypingLecture Two

Vladimir Tomberg, PhD

Estonian Entrepreneurship University of Applied SciencesTallinn 2015

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Prototyping 2

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What We Will Do?

• Students will form small teams 2-3 members;• Each team will ideate own concept of application;• Series of workshops in a class aimed very

different deliverables;• Some home works on improvement of

deliverables;• Full spectrum of prototypes at the end of the

course

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What is the Topic?

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What is the Topic?

AGING

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WHY AGING?

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Reasons for the Topic Selection

1. Aging is a high actuality topic nowadays;2. Focus on aging makes job hard and

challenges for uneasy solutions;3. Focus on aging brings accessibility in place

and gives a chance to learn about universal design;

4. Design with focus on aging develops empathy ─ a key ability of the good designer

Demographic Changes

Impact of ageing

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The Future’s Bright, the Future’s Grey

By 2050 2 Billion

In 2005 673

Million

In 1950 there were 200 Million over 65’s worldwide

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Potential Support Ratio

• Potential Support Ratio (PSR) is the ratio of the number of 15-64 year olds who could support one person 65+

Image: courtesy to Youth Connection

http://myemail.constantcontact.com/YOUTH-CONNECTIONS-is-getting-older-by-the-second-.html?soid=1103736719011&aid=kO3yDK7GSQo

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The changing world

• In 1950 the PSR was 12:1

Source: http://www.inclusivedesigntoolkit.com

http://www.inclusivedesigntoolkit.com/


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The changing world

• In 1950 the PSR was 12:1• In 2000 the PSR was 9:1




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The changing world

• In 1950 the PSR was 12:1• In 2000 the PSR was 9:1• In 2050 the PSR will be 4:1




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The changing world

• In 1950 the PSR was 12:1• In 2000 the PSR was 9:1• In 2050 the PSR will be 4:1• In 2050 for the developed world it will be 2:1




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Estimated Population for 2020

Image: courtesy to Design for All Foundation

http://www.designforall.org/en/dfa/dfa.php

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Estimated Population for 2050

Image: courtesy to Design for All Foundation

http://www.designforall.org/en/dfa/dfa.php

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The impact of ageHow many people have less than “Full ability”?

Source: 1996/97 Disability follow-up survey

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Old People are not the Same

Old People yesterday≠

Old People today≠

Old People tomorrow (you)

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Wellness and Exceptions

• That is Rene Kari• He is 64 years old

(almost 65 already)• Obviously, he doesn’t

need any support

http://www.renekari.com/index.php

http://www.renekari.com/index.php

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Money to spend and time to spend it

Source: 1996 Family expenditure survey

The impact of age

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Aging and Loss of Functionality

Source: Alex Zhavoronkov presentation (in Russian)

http://youtu.be/5gSPrxOXdmo



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Global AgeWatch Index rankings map: Norway

Source: http://www.helpage.org

http://www.helpage.org/global-agewatch/population-ageing-data/global-rankings-map/

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Global AgeWatch Index rankings map: Estonia

Source: http://www.helpage.org

http://www.helpage.org/global-agewatch/population-ageing-data/global-rankings-map/

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The First Task, 15 minutes (use Google!)

• Do a fast brainstorming in groups:1. Try to identify, several changes, which will take a

place when an amount of old people will rise up dramatically?(Example: amount of people who can do hard physical work will be reduced)

2. Which problems society will meet?Write down a list of the problems(Example: Lack of ‘Blue Collars’ workers)

3. What can help to answer these challenges?(e.g. Robotization, development of bionic tech)

4. Report your findings to others;5. Save the list of problems for the

future work

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Personal Abilities

Introduction to the users’ abilities

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Functions that Participate in Interaction and Affect Design

VisionHearing Thinking

Communication Locomotion

Reach & stretchDexterity

User capabilities from inclusive design toolkit

http://www.inclusivedesigntoolkit.com/betterdesign2/usercapabilities/usercap.html


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Understanding Vision

We use information from the visual sense in order to move around and interact with objects and environments. The effective design of any product or environment should take into account the range of human visual abilities




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Four Functions of Visual System that are Discussed in the Context of Designing Products

1. Visual acuity — the ability to see fine details of objects;

2. Contrast sensitivity — the ability to discriminate between different brightness levels

3. Color perception — the ability to distinguish between different colors

4. Usable visual field — the ability to use the whole of the visual field to perceive detail in the area being looked at and the surrounding area




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Visual functions: Visual acuity

Different combinations of font size and style — the top line is a serif font, the middle line a sans serif font, and bottom line a decorative font




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Visual functions: Visual acuity

The same images viewed with reduced visual clarity




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Visual functions: Contrast sensitivity

In order to determine which color combinations are most effective, try viewing this image at various distances from your eyes and squinting as you read it




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Visual functions: Contrast sensitivity

The same image viewed with reduced brightness contrast




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Visual functions: Usable visual field

A ticket machine that has poor clarity of layout viewed with normal vision, and the same ticket machine viewed with poor peripheral vision




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Visual functions: Usable visual field

This shows a redesigned layout for the same machine, which enables the overall layout to be perceived, even with a peripheral vision loss




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Understanding hearing




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Major Hearing Functions that are Considered in Design Applications

1. Sound detection — the ability to detect beeps, tones and other sound output from various products

2. Speech discrimination — the ability to detect and understand speech in quiet and noisy environments

3. Sound localization — the ability to tell which direction a sound is coming from




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Speech discrimination

Following a conversation is more difficult in a noisy environment, especially for those with reduced ability to discriminate speech




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Sound localization

Reduced sound localization ability could lead to fatal consequences in busy environments




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Environmental context

The ability to understand announcements and speech depends on the background noise level




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Environmental context

Reverberation in large halls and public spaces can make speech unintelligible




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How the Different Processes Involved with Thinking Relate to Each Other and to a Product in the World




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Perceiving

The face on this mould is actually sticking out backwards from the page, but visual processing misinterprets the light and shadow to form a mental construction where the face sticks out forwards. Image source: Wikimedia commons




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Working memory

Working memory is involved in the awareness of where objects are in relation to each other, and in the temporary storage of numbers




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Long-term Memory

The shape and form of these doors suggests how they should be opened




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Long-term Memory

People of different ages have different experience backgrounds, and in most cases the user's past experiences will be different to the designers




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Attention

Using products such as car stereos while driving imposes additional load onto attention resources




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Attention

Driving a car adds time pressure to crucial decisions, such as whether to turn off on a slip road




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Visual Thinking

Careful inspection of this cooker top shows a subtle visual link between each knob and the corresponding burner, thereby reducing the spatial ability required to use it




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Verbal Thinking

The icons on the fax machine are reinforced by accompanying text, whereas those on the photocopier are not




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Verbal Thinking

A message that uses simple language and gives information in multiple forms is preferable to one that assumes a high level of language skills




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Aging and Loss of Functionality

Source: Alex Zhavoronkov presentation (in Russian)




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The task two, 15 minutes

• Work in the group again:1. Refer to the list of the challenges you have

indentified in the first task;2. Try to identify, people of which age will be

affected by these challenges?3. Try to identify, which abilities of these old people

could be affected by these challenges?4. Report and reason your findings to others;5. Save the list of abilities for the future work

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Homework: Research

1. Try to find an old person who can anonymously participate in your study. She or he can be a relative, an acquaintance or a friend. Involve that person in to a discussion of their requirements;

2. Define the opportunities and threats for this person when considering her mobility, work, housing, or information/communication needs. Try to make pictures of artifacts that the user uses (respect privacy!). For example in the field of mobility, some possibilities are:

Wanting/needing to continue getting around Maintaining independence

3. Be ready to present your work on the next lesson

Suggestions:• Develop a series of questions you want to ask the end-user, including e.g. whether to

focus on walking, driving or public transport.; • During the interview fill in an empathy map;• Identify tasks/activities that cause particular problems for that person;• Define the user’s needs

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Empathy Map Template

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Empathy Map Example

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Guidelines for Interviewing1. You may bring a few prepared questions, but the most important thing is

to maintain a connection with the interviewee and show that you are listening to what they are saying (ie, look at them, not just at your notes). Also, you should always follow up on interesting answers, instead of mechanically moving through a list of questions;

2. Take notes or record the interview. Capture on paper the person’s own words whenever possible, instead of rephrasing during the interview. If you record the audio of the interview (with permission), you will need to extract quotes from the recording later;

3. Start the interview by introducing yourself and the project you are working on, and start with lighter, more general questions to establish a connection and put the interviewee at ease;

4. Listening is as important as talking (your interviewee should talk about 75% of the time). Also, showing that you are really interested in what the other person has to say goes a long way. Think of the interview as a conversation

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Guidelines for Interviewing5. Ask open-ended, non-leading questions: “What do you think about that

school?” is a better question than “Don’t you think that school is great?” The former doesn’t imply there is a right answer;

6. Be curious and ask “why?” often, even when you think you know the answer. Many answers will surprise you. Always follow up on answers that sound interesting, or whenever the interviewee says “I think...” A good way of doing this, in addition to asking “Why?” is to say “Tell me more about that.”

7. Ask for stories about concrete events. Instead of asking people how do they "usually" do things or how do they "usually" feel, ask them about the last time they did something, or the most memorable moment (in fact, do NOT use “usually” at all).

8. Don’t be afraid of silence. Resist the need to ask another question when there is a pause. The interviewee might reflect on what he/she has just said and say something deeper

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End of Lecture Two