觀點填空

来自维基学院
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課程目標[编辑 | 编辑源代码]

引導小小設計師們過濾各種需求及尋找洞見的過程,把問題歸結至單一而具普遍性的觀點。

所需時間[编辑 | 编辑源代码]

5-20 分鐘

參與人數與形式[编辑 | 编辑源代码]

任何人數的團體都可以進行,但是最流暢的分組是在2-4人的小組。

什麼是觀點填空(POV Madlib)?[编辑 | 编辑源代码]

觀點填空是一個工具,使用在設計過程中的定義階段,引導設計者透過他們在同感階段所蒐集的需求和識見,進行同步過程。定義階段照理講是在設計過中最具挑戰性的。透過填入空白句子來定義,而這個填空方式建構出清楚的架構。A POV Madlibs is a tool that is used during the define stage of the design process to guide the designer through the process of synthesizing the needs and insights that they gleaned during the empathy stage. The define stage is arguably the most challenging stage of the design process and the madlib creates a clear structure through a fill-in-the-blank sentence to define a challenge.

為什麼要使用觀點填空?(翻譯中)[编辑 | 编辑源代码]

觀點填空是重新圈框你的挑戰,設計成可行動的問題陳述,其將帶領你到另一段的理想化。觀點填空提供一個大骨架來發展你的觀點。一個好的觀點將引導你直接的創新方向,而其是根據你觀點底下的How-Might-We (HMW)問題所創造出來的。(參照 "腦力激盪") A point-of-view (POV) is your reframing of a design challenge into an actionable problem statement that will launch you into generative ideation. A POV Madlib provides a scaffolding to develop your POV. A good POV will allow you to ideate in a directed manner, by creating How-Might-We (HMW) questions based on your POV (see “Facilitating Brainstorms”).

如何實行觀點填空?(翻譯中)[编辑 | 编辑源代码]

使用下列的填空來擷取與調和觀點三大元素:使用者、需求以及識見。 Use the following the madlib to capture and harmonize three elements of a POV: user, need, and insight.

[使用者]需要[使用者需求]因為[訝異的識見] [USER] needs to [USER’S NEED] because [SURPRISING INSIGHT]

使用白板及塗鴉紙記錄大量意見,活動於每項不同並結合它們。這個需求與識見應該從你開放的、同步的工作中流露出來。切記"需求"是動態的,而識見一般上不是單純為這個需求的理由,更應該是同步論點,任何你可以影響於設計狀態的同步論點。 Use a whiteboard or scratch paper to try out a number of options, playing with each variable and the combinations of them. The need and insight should flow from your unpacking and synthesis work. Remember, ‘needs’ should be verbs, and the insight typically should not simply be a reason for the need, but rather a synthesized statement that you can leverage in designing a solution.

舉例來說,採用「一個10歲女孩在寒冷外在環境下需要感受到更多的社會支持,如健康的食物,因為在她的生命一部分裡,社會的威脅比健康威脅更危險」而不是「一個10歲女孩需要更多營養食物,因為維他命是好的健康所需要的」當後者貼近事實陳述時,記下前者如何可以具活動性及潛在性萌發問題論述。這將激發出一些激盪或方向來發展解決方案。 For example, instead of “A teenage girl needs more nutritious food because vitamins are vital to good health” try “A teenage girl with a bleak outlook needs to feel more socially accepted when eating healthy food, because in her hood a social risks is more dangerous than a health risk.” Note how the latter is an actionable, and potentially generative, problem statement, while the former closer to a statement of fact, which spurs little excitement or direction to develop solutions.

範例課程 (6-10 分鐘)(翻譯中)[编辑 | 编辑源代码]

材料有筆、紙以及從同感活動中交出的筆記 Materials Pen, Paper, notes from empathy, attached hand out.

#記錄需求及識見(3分鐘)

  1. Record Needs and insights (3 min)

給學生們以下講義並要求他們花個3-5分鐘,在左側處,填寫出他們在同感階段所發現的需求與見解,而後建立設計過程階段。 Give students the handout below and ask them to take 3-5 minutes to fill out the left side with the needs and insights that they discovered during the empathy build stage of the design process.

#填滿Madlib(3分鐘)

  1. Fill out Madlib (3 min)

指示學生們注意講義的右側且要求他們填滿這部分的Madlib。為了「使用者需求」部分,激勵學生們用動詞去填滿,因此他們可以想起一個活動性的充分延展問題的論點。 Direct students to the right side of the page and ask them to fill out the "madlib" on that side. For the "users need" section encourage students to fill it in with a verb so that they come up with an actionable and sufficiently broad problem statement

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