Dokumen - Tips Makalah Ikea

DAY 1
4-‐Day Learning Express Workshop

For Partner Facilitators
26 – 29 July 2016
Learning Express Workshop for Partner Facilitators

Welcome

What is Learning Express?
https://www.youtube.com/watch?v=fBm6IYfvLIc
Students picking asparagus in the early morning.

Social Innovation Project
• Compulsory module for all 2nd year SP students, 2

hours per week and completed in 15 weeks/1
semester.
• Students apply Design Thinking in urban projects.
• Partners are social welfare organisations,
environmental agencies, youth organisations etc.

Overseas Social Innovation Project /
Learning Express
• Piloted in 2013
• Students complete their module in 14 days during
the semester vacation, working on a rural or semi-‐
rural project overseas.
• 2013 -‐ 1 programme each semester
• 2016 -‐ 11 programmes each semester
• Total 500 participants per year
= 10% of entire cohort

Who are our Partners?
University of Muhammadiyah Yogyakarta, Indonesia Duy Tan University, Vietnam
18
Mindanao University of
Science and Technology, Philippines
Rajamangala University of Technology
Thanyaburi. Thailand
Multi-‐disciplinary, Multi-‐national, Multi-‐cultural

Specialist Community Action and Leadership

Exchange

Objectives

1. Design Thinking
“Design thinking is a human-‐centred approach to innovation
that draws from the designer's toolkit to integrate the needs
of people, the possibilities of technology, and the
requirements for business success.”

Design Thinking
Design Thinking is an iterative and fluid process

Empathy studies: Interviews
Students interviewing the community.

Empathy studies: Hands-‐on
Students experiencing life as a goat farmer.

Do what they do
Students working alongside workers at a sesame rice cracker home industry.

Step into their shoes
Students experiences the work of a sugarcane farmer.

Ideation
The ideation process, sticking brainstorming ideas on tree leaves.

Ideation

Prototype
The prototype of the concepts to improve the working conditions of the workers
at a rice sesame cake production centre.
Prototype
The prototype of the concepts to improve the working conditions of the workers at a rice-‐paper
home-‐production centre.

Prototype
The prototype shows the concepts to improve the working conditions of the workers at
a ginger candy home-‐production centre.
2. Social Responsibility
To nurture a sense of social
responsibility and engagement.
Students visited an orphanage,

SOS Village, in Ho Chi Minh City.
They had a fun time playing with
the children.
3. Cultural Intelligence
Cultural dance Cooking traditional dishes
Traditional clay painting

3. Cultural Intelligence
Students learn the language and immerse themselves in the culture of the host country.
Journeyin
the shoes of the Community
Social Responsibility
Students experienced the true meaning of Songkran, and paid respects to their elders.
4. Relationship Building
Assign a dedicated personal buddy to ensure maximum interaction and support for each other
Myanmar, Applied Chemistry Relationship Building
Malaysian, Design
Singaporean, Engineering
Vietnamese, Business
To form a multi-‐national, multi-‐disciplinary team to compel cross cultural problem-‐ solving and
conflict resolution
One Last Important Takeaway

Learning Express W
A network of institutions and organisations from
all over the world dedicated to eradicating
poverty through human-‐centred engineering
designs. Institutions include
MIT, Olin College, UC Davis, Colorado State Situated at MIT, D-‐Lab brings innovation
University. to developing nations to eradicate
poverty. Development through dialogue,
design and dissemination.
Past Projects
• Open hyperlink:
https://www.learningexpress.asia/projects/

The typical LeX programme
SP Facilitator Partner
Facilitator
8 SP 8 Partner
Students Students
1 project team

3 SP Facilitators +3 Partner Facilitators

25 SP Students + 25 Partner Students
COORDINATORS 1 LeX Destination

Days 1 -‐3 Days 4 -‐7 Days 8 -‐9 Days 10 -‐11 Days 12 -‐14
Sense
Empathy Prototyping
and Ideation Presentation
study (Co-‐creation)
Sensibility
Gather Deep user Ideas and

Information understanding To communicate solutions
Concept

LEARNING
EXPRESS
Learning Express (LeX) programmes Sept/Oct2016
Dates Venue
4-‐17Sept Makassar, Indonesia
4-‐17Sept Ho Chi Minh City, Vietna,
11-‐24Sept Bangkok, Thailand
15-‐28Sept Isabela, Philippines
Learning to be
16 Sept-‐ 29 Sept Kota Kinabalu, E Malaysia
socially
responsible and 18 Sept-‐ 1 Oct Cagayan de Oro, Philippines
also to be engaged
in developing
appropriate 18 Sept-‐ 1 Oct Da Nang, Vietnam
technologies and
business solutions 25 Sept-‐8Oct Malang, Indonesia
to bring about
changes to the
25 Sept-‐8Oct Yangon, Myanmar
community
Youth
Innovators
Roles and Responsibilities of Partner Institution
DURING
PRE-‐TRIP POST TRIP
Day 1 14
Sense Empathy Ideation Prototyping Co-creation

3-‐year MOU to be agreed and signed and study & Possible
Sensibility presentation development of
Set up a LeX Management Committee conceived projects/
prototypes
Select 1 coordinator and 3 faculty staff
as LeX facilitators for each programme
(training will be provided) Provide support to
LeX Programme
Provide guidelines for selection criteria
of student participants
Provide logistics support for the

programme – venue, meal, transport,
accommodation, community sourcing
(Programme cost will be borne by SP)

Roles and Responsibilities of Facilitator & Coordinator
DURING
Day 1 14

Project planning and scoping and study & Discuss possible
Sensibility presentation
with SP facilitators projects for
implementation
with SP facilitators
Select the 25 student participants
Organise LeX briefing to the

25 students in terms of detailed
Co-‐facilitate the 14-‐day
program and commitment programme with SP
facilitators
Organize 1 day Design Thinking
training for the 25 students
Organize Learning Journey to expose

Coordinator
the students to the project (if
possible, visit the village) Coordinator’s role is to provide administrative
and logistic support like transportation,
Prepare the homestay planning
together with SP facilitator
accommodation, meals, training materials etc.

Students’ involvement
DURING
Day 1 14

Attend LeX briefing to familiriaze to and study & Discuss the project
Sensibility presentation
LeX objectives, LeX detailed program for implementation
and commitments. together with
faculty, SP
facilitator and
Attend 1 day Design Thinking training
students (if there’s
for all the 25 students
any)
Attend Learning Journey to expose

Attend, participate
them to the project (if possible, visit
actively and
the village)
collaborate with
partner university
Do secondary research on the project facil, SP facil and
that they will do students for 14
days

Let’s take a 15-‐min break

NAME ACTIVITY
Let’s MINGO
Find someone in the room who has these characteristics and write his/her full name in the
box. The name can’t be repeated. Complete a row across, down or diagonally and you win! B-‐
I-‐N-‐G-‐O!
Likes spicy food Is a left handed person Knows a magic trick Speak the same language Is good at drawing/
as the destination country sketching
Has a photography hobby Snores Can sleep while sitting Is afraid of cockroaches Likes long distance running
Is a night owl (stays up all Doesn’t drink coffee Is a vegetarian Loves road trips Wakes up early
night)
Has a birthmark on face, Has experience of not Has run a marathon Loves outdoor activity Has a pet
arms or legs bathing for 2 days or more (quarter/half/full)
Has a birthday this month Has travelled to Singapore Likes to watch Korean Has climbed a tree Exercises 3 times a week
or during the trip before the training shows/dramas

What do you hope to learn from this
4-‐day Learning Express Workshop?

HOPES FEARS

Workshop Agenda
DAY 1
Introduction to
Learning Express
Design Thinking:
Stage 1 Empathy
Studies
Design Thinking:
Stage 2 (Planning)
Data Clustering &

Insight Mining
Persona

SOCIAL
INNOVATION
… AN IDEA THAT WORKS FOR
THE PUBLIC GOOD.
Toronto Centre for Social Innovation
Issue:
Very low light conditions in rural Indonesia
What’s your
solution to
this issue?
Learning Express Workshop

Introducing mini project…
Select a project in the next slide…

first come first serve!

The projects are:
1. How can we help reduce food wastage in Singapore?
2. How can we help make Singapore Polytechnic a greener

campus?
3. How can we create better learning environment/learning

spaces in Singapore Polytechnic?
4. How can we promote healthy eating among students in

Singapore Polytechnic?
5. How can we create optimal working spaces for SP Staff?

How do you go about gaining
empathy for the community?

1
Observation
55
1
Observation
P – People
O – Objects
E – Environment
M – Messages
S – Services
About the About the About the MEDIA/
About the OBJECT MESSAGES [no
PEOPLE ENVIRONMENT
[personal signboard]
[bored, age [seats / tanks]
newspaper/
group,etc.]
Magazine?]
About the SERVICES

[any coffee/tea?]
57
2 Ask
• Opportunity to dig &

dive deeper into the
inner thoughts &
feelings
• Clarify/rationalise
observations
NAME ACTIVITY
Interview A & B
In groups of 3, allocate roles of A, B & notetaker.
INTERVIEW A
For the next 3 minutes, A will ask B about a memorable purchase that he/she recently made.
Ask strictly the following questions:
• What was your memorable purchase?

• Where did you get it?
• Why did you go to that place?
• What other places did you go to?
• How did you research the purchase?
• How much did you pay for it?
• Were you happy with that price?
• Who sold it to you?
• Were they helpful?
• What did you do right after the purchase?
Learning Express Workshop for Partner Facilitators 59

NAME ACTIVITY
Interview A & B
In groups of 3, allocate roles of A, B & notetaker.
INTERVIEW B
Start by asking “Tell me a story about a memorable purchase that you recently made.”
Instead of asking a bunch of questions, the interviewer should remain as silent as possible.
You are only allowed to say the following in any sequence:
• Tell me more.
• Tell me more about…[about what was being answered previously]
• And…
• Really…
• What about that? [‘That’ refers to what was being answered previously]
• Why is that important to you?
Continue for 3 minutes.

Type A Qs Type A
Qns
Type B Qns

ACTIVITY: EVALUATING INTERVIEW
Good questions yield goodSCRIPTS
conversations…
Refer to Samples 1 and 2:
1. Decide which conversation (or interview) has the richest data. Why?
2. What other questions can we ask to in order to get more information

from the interviewees?

2 ASK
Observation:
Type B Questions + 5 ‘Whys’
A machine in the factory suddenly stopped.
Why did that machine suddenly stop? Because a fuse blew.
Why did the fuse blow? Because the fuse wasn’t the right size.
Why wasn’t the fuse the right size? One of our engineers put in the wrong one.
Why did the engineer put in the wrong fuse? Because somebody in the supply room
gave him the wrong one.
Why did the supply room give him the wrong fuse? Because the stock bin for fuses
was mis-‐labelled.
In your groups,
1.Look at your project brief

2.Identify your target user
3.Formulate at least 20 questions for
your target user.

64
GROUP EMPATHY STUDY PLAN
Use the template below to plan your group’s empathy study. Give as much details as you can so that your
lecturer will be able to give you the necessary feedback.
Who will be interviewed? Where will the interviews be conducted? Allocate roles in the
interview team:
Interviewer:
Note-‐taker:
Observer:
Note: Collapse the note-‐taker & observer roles if

Good in-‐depth interviews should take approx 45mins-‐1hour! teams are in pairs

GROUP EMPATHY STUDY PLAN
Use the template below to plan your group’s empathy study. Give as much details as you can so that your
lecturer will be able to give you the necessary feedback.
Collect information on: Questions:

• Age, Gender, Marital Status
DEMOGRAPHICS / • Occupation
• Hobbies
HABITS • Personal Habits /Practices
• Social Life
Collect information on: Questions:

• Aspirations
PERSONAL • Inspirations
MOTIVATIONS • Motivations
• Pain Points
Collect information on Questions:

areas related to the
AREAS RELEVANT project
TO THE PROBLEM statement:
STATEMENT • Motivations
• Pain Points
• Etc.

3 Roles
Interviewer Note Taker Observer

Probes… Takes down all Observes
“tell me more” interview data interviewee’s
(expression, body
language, tone,
behavior)

Name of local cuisine: Katong Laksa
Lunch & Work
2 hours
Debrief
What worked? What didn’t work? How can we improve?

How will an interview look like in the community?
Casual conversation Formal interview

Interview Challenge
1. Get into groups of 4. (If not, 3 is ok -‐ tough the challenge will be tougher!)
2. Each group should be made up of speakers of at least 2 spoken language.
(e.g. English & Malay)
3. There should be 2 speakers of the non-‐English language.
4. Assign the roles:
– Interviewer
– Note taker
– Observer/listener
– Interviewee (non-‐English & does not understand English)

Interview Challenge
Your task:
Interviewer, observer and notetaker are to find out about the Interviewee’s
PAST, PRESENT & FUTURE.
1. Must speak in Interviewee’s language (which cannot be in English)

2. Notetaker must write Interview notes in English
3. Must not cheat ☺
Find a good spot for the interview. You will only have 10 mins.

Debrief
What worked? What didn’t work? How can we improve?

Let’s take a 15-‐min
break

REVIEW THE INTERVIEW TRANSCRIPTS…
How do we make sense of the information
from the interview / long conversations?

The Process: data points and clustering
Step 1 Step 2 Step 3
Individual
effort
Team
Individual effort
effort
From observation and

interview data, write down
points that you think are Star the ones that you feel Discuss and cluster the data
interesting or significant, e.g., are especially important. points according to key
comments, a story or Place them on your canvas learning points about the user
quotation from your (flipchart or or your insights.
interviewee, observations you realtimeboard) for Further cluster the insights to
made. Write one data point discussion derive your user’s needs.
per post-‐it note.
What should be considered a data point?
Revealing If you answered
“yes” to any of
• Does it tell you more about the motivations these, it’s a
and needs of your target user?
data-‐point!
Authentic
• Is it a story your interviewee told you or an
observation you personally made?
Practical
• Does it trigger ideas on ways you can help your
target user?

Drawing data points: an example
Project Statement: How can we help SP students to speak up and participate
in public conversations? Primary Stakeholder: Year 1 SP students
I think most people will speak up when they can give their own
I will speak
opinion or when there’s a common interest. For me, I will speak I feel malu if
if I am
up when I am familiar with the topic, otherwise I will feel malu nobody reacts
familiar
when nobody reacts to me. I think when it’s applicable to you, to what I am
with the
it’s okay to speak up. saying.
topic.
For myself, I prefer to work it out for myself before I say Don’t want
anything. Why do I work it out first? Oh… because you want to I want to
other people
have pride
have a sense of pride and confidence. You don’t want other to judge me.
and
people to judge you what. It doesn’t feel good to be humiliated. confidence.
Maybe it depends on who is judging you. Like, it’s okay if it’s my
own friends because it’s a more open environment, instead of in
I don’t like to
front of strangers. feel
But even if I have worked something out for myself, I won’t humiliated. It’s okay if
always volunteer to share. Sometimes, I just feel awkward or I’m my friends
judge me, but
not confident of the answer. I don’t want to teach others the I don’t want
not
wrong thing. What if it comes out in the exam?! But I’ll do it if to teach
strangers.
the lecturer calls on me lah. others the
wrong thing.

DATA ANALYSIS
• Data points on yellow post-‐its

• Data points placed on flipchart
• Move data points around manually

TWO WAYS TO START CLUSTERING DATA
1
Usearound
Cluster BOTH methods,
2
Form if necessary
clusters from
“starred” data points related data points
1. Already have a “feeling” about 1. Don’t have a “feeling” or don’t
the importance of certain data know where to start?
points? 2. Pick up data points that seem
2. Tell your team about each of similar from the team’s collection
them, and see if other people and cluster them together
have the same “insight” arising 3. Ask: what does this cluster
from their interviews represent about the target user?
3. Place these similar data points Why did we put these points
together to form a cluster together – what are they telling
us?

How to cluster your data-‐points using Method 1:
1
Highlight an important point and cluster around
it
Have I learnt
something new
What challenges about the issue?
What is very does my
important interviewee face?
to my What made me
What motivates What changed
interviewee? him/her? feel deeply?
my perspective
or challenged my
assumptions?
Step 1: Identify and explain to your team each important data point
(your “starred” data points or INSIGHTS) that you came up with. Also
highlight anything
Learning you
Express Workshop don’t
for Partner quite understand for discussion.
Facilitators
Step 2: Cluster relevant data points around your
INSIGHT and identify other INSIGHTS associated with
this cluster
Does each cluster
support the “insight?”
If things don’t fit, look
for other similarities &
re-‐cluster!

Step 3: Further cluster the “insights” to uncover the
user’s NEEDS

Note: attributes of Need statements
• It is NOT a solution
• It addresses a gap in the user’s experience
• It addresses your project statement

IDENTIFYING INSIGHTS & NEEDS
WHAT’S AN INSIGHT?

People often adjust their chair slightly before sitting
down, even though the chair’s position does not change
significantly.
People desire to be in control of the things around them.

Purpose of Personas:
To create a profile which will serve as a reference & inspiration
throughout the solution development
88
Let’s start with…
Who is PO?
What is his background?
What does he want to do
with his life?
What makes him happy?
What are his life’s
challenges?
What does he need to
succeed?

Creating a Persona
A Persona:
1. Is a fictional but ‘REAL’ character.
2. Describes a group of users based
on the consolidation of real data.
3. Is more than just demographic
information.
4. Captures the users’ behaviour,
beliefs, motivation, pain points,
needs, etc.

Why Create Personas?
1. Consolidates your understanding of
your target user
2. Acts as a common point of focus for
the team
3. Helps you to avoid building what
users ask for; reminds you to focus on
what they will actually use
4. Helps the team resolve
disagreements since it serves as the
benchmark for decisions
5. Serves as a reference to evaluate
your designs regularly

Examples of Personas
How to create your Persona
Your Persona must be comprehensive and coherent
It illustrates your DEEP UNDERSTANDING of your target user
Pull info from the work done so far:

interviews, data analysis, clusters,
insights, needs
Highlight key points that describe

your Persona and provide
information that captures your
understanding of who he or she is
Supplement your text with visuals to

present a more complete picture

Create Your Persona
Catchy & descriptive name
Name: (e.g. Frustrated Felix)
Profile:
Short paragraph to describe him

(Demographics: age, occupation, marital
status, family size, lives with who, etc.) Find an Asian face that best
fits your persona; should be
Likes/dislikes (2-‐3 points) larger than the other pictures.
Beliefs (3 key points)
Challenges (3 key points)
Motivations (3 key points)
Defining quote (what he would say)
Needs:
List the Persona’s top three needs Find photos that help you visualize the key points
stated in your persona

Present your Persona and
his/her Needs
Your Persona must be

comprehensive and
coherent Illustrate your
DEEP UNDERSTANDING of
your target user

GROUP PERSONA
Use the template below create your Persona.
Persona name:
Demographic Profile Motivations & Aspirations

Age:
Gender:
Job:
Hobbies/Like/Dislikes Challenges/Pain Points
Social & Family L ifestyle Defining Quotes Deep Need Statement:
96
GROUP PERSONA
Use the template below create your Persona.
Persona name: Motivated Mark
Demographic Profile Motivations & Aspirations

Age: 17
Gender: Male •To represent the Poly in the Marketing Competition.
Marital status & Family size: •To excel academically so as to qualify for government scholarship.
Both parents working, elder brother 23, •To continue to contribute to the Outdoor Sports club activities.
younger sister 15
Job: givetuition
House: HDB 3 roomsflat
Hobbies/Like/Dislikes Challenges/Pain Points

Since young he enjoys handicrav like
origami, kite making and sell them at •Stress from Poly project work.
weekend flea market; listening to music, •Limited time spent with both family and friends.
surfing the Internet. Likes outdoor sports •Struggling with certain subjects deemed to be too theoretical and/or require a lot of memory work.
& going out with friends. Struggles to
remember theories and definitions.
Social & Family L ifestyle Defining Quotes Deep Need Statement:

Every Wednesday is reserved for his
outdoor sports club activities where he “I enjoy hands-‐onlearning”
serves as club vice-‐chairman. During the
I need to overcome my self-‐doubt in
“I want to do weel in my studies to be
week, he has school group projects. admiwed to local university” remembering theories & definitions.
Weekends are for family, friends, giving “I want to become the next outdoor sports
tuition to earn some pocket money & club chairman”
Sunday flea market store.
97
Create Your Persona
Catchy & descriptive name
Name: (e.g. Frustrated Felix)
Profile:
Short paragraph to describe him

(Demographics: age, occupation, marital
status, family size, lives with who, etc.)
Likes/dislikes (2-‐3 points)

Beliefs (3 key points)
Challenges (3 key points)
Motivations (3 key points)
Defining quote (what he would say)
Needs:
List the Persona’s top three needs

Find photos or draw pictures that help you
Learning Express Workshop for Partner Facilitators visualize the key points stated in your persona
Wrap Up

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DAY 1

4-‐Day Learning Express Workshop

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Students picking asparagus in the early morning.

• Compulsory module for all 2nd year SP students, 2

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

University of Muhammadiyah Yogyakarta, Indonesia Duy Tan University, Vietnam

Multi-‐disciplinary, Multi-‐national, Multi-‐cultural

Learning Express Workshop for Partner Facilitators

Specialist Community Action and Leadership

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Design Thinking is an iterative and ﬂuid process

Learning Express Workshop for Partner Facilitators

Students interviewing the community.

Students experiencing life as a goat farmer.

Students working alongside workers at a sesame rice cracker home industry.

Students experiences the work of a sugarcane farmer.

The ideation process, sticking brainstorming ideas on tree leaves.

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Students visited an orphanage,

Cultural dance Cooking traditional dishes

Traditional clay painting

Learning Express Workshop for Partner Facilitators

One Last Important Takeaway

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

3 SP Facilitators +3 Partner Facilitators

COORDINATORS 1 LeX Destination

Learning Express Workshop for Partner Facilitators

Gather Deep user Ideas and

Learning Express Workshop for Partner Facilitators

Learning Express (LeX) programmes Sept/Oct2016

Sense Empathy Ideation Prototyping Co-creation

Provide logistics support for the

Learning Express Workshop for Partner Facilitators

Sense Empathy Ideation Prototyping Co-creation

Organise LeX brieﬁng to the

Organize Learning Journey to expose

Learning Express Workshop for Partner Facilitators

Sense Empathy Ideation Prototyping Co-creation

Attend Learning Journey to expose

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Learning Express Workshop for Partner Facilitators

Data Clustering &

Learning Express Workshop for Partner Facilitators

Learning Express Workshop

Select a project in the next slide…

Learning Express Workshop for Partner Facilitators

2. How can we help make Singapore Polytechnic a greener

3. How can we create better learning environment/learning

4. How can we promote healthy eating among students in

5. How can we create optimal working spaces for SP Staﬀ?

Learning Express Workshop for Partner Facilitators