观点填空

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课程目标[编辑 | 编辑源代码]

引导小小设计师们过滤各种需求及寻找洞见的过程,把问题归结至单一而具普遍性的观点。

所需时间[编辑 | 编辑源代码]

5-20 分钟

参与人数与形式[编辑 | 编辑源代码]

任何人数的团体都可以进行,但是最流畅的分组是在2-4人的小组。

什么是观点填空(POV Madlib)?[编辑 | 编辑源代码]

观点填空是一个工具,使用在设计过程中的定义阶段,引导设计者透过他们在同感阶段所搜集的需求和识见,进行同步过程。定义阶段照理讲是在设计过中最具挑战性的。透过填入空白句子来定义,而这个填空方式建构出清楚的架构。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.

为什么要使用观点填空?(翻译中)[编辑 | 编辑源代码]

观点填空是重新圈框你的挑战,设计成可行动的问题陈述,其将带领你到另一段的理想化。观点填空提供一个大骨架来发展你的观点。一个好的观点将引导你直接的创新方向,而其是根据你观点底下的How-Might-We (HMW)问题所创造出来的。(参照 "脑力激荡") 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”).

如何实行观点填空?(翻译中)[编辑 | 编辑源代码]

使用下列的填空来撷取与调和观点三大元素:使用者、需求以及识见。 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]因为[讶异的识见] [USER] needs to [USER’S NEED] because [SURPRISING INSIGHT]

使用白板及涂鸦纸记录大量意见,活动于每项不同并结合它们。这个需求与识见应该从你开放的、同步的工作中流露出来。切记"需求"是动态的,而识见一般上不是单纯为这个需求的理由,更应该是同步论点,任何你可以影响于设计状态的同步论点。 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.

举例来说,采用“一个10岁女孩在寒冷外在环境下需要感受到更多的社会支持,如健康的食物,因为在她的生命一部分里,社会的威胁比健康威胁更危险”而不是“一个10岁女孩需要更多营养食物,因为维他命是好的健康所需要的”当后者贴近事实陈述时,记下前者如何可以具活动性及潜在性萌发问题论述。这将激发出一些激荡或方向来发展解决方案。 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.

范例课程 (6-10 分钟)(翻译中)[编辑 | 编辑源代码]

材料有笔、纸以及从同感活动中交出的笔记 Materials Pen, Paper, notes from empathy, attached hand out.

#记录需求及识见(3分钟)

  1. Record Needs and insights (3 min)

给学生们以下讲义并要求他们花个3-5分钟,在左侧处,填写出他们在同感阶段所发现的需求与见解,而后建立设计过程阶段。 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.

#填满Madlib(3分钟)

  1. Fill out Madlib (3 min)

指示学生们注意讲义的右侧且要求他们填满这部分的Madlib。为了“使用者需求”部分,激励学生们用动词去填满,因此他们可以想起一个活动性的充分延展问题的论点。 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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