Week 11

Today we presented our final solution to the stakeholders we have been interacting with throughout semester, as well as our peers. Whilst we were fairly confident we would be able to successfully communicate our solution, the time constraint and poor planning meant that that crucial elements were left out. This meant that our presentation really wasn't a successful communication of our project. 

This week, our group really focused on the report, and i think we unfortunately got lost in the micro details of the proposal and neglected the bigger picture. Despite our efforts to visually communicate our ideas, the continual focus on the details really limited our ability to get back to overall feel and mood of our goals. Saying this, I have learnt an overwhelming amount this semester in regards to the approach to design problems, and how research is such an integral part of process. 

In addition to learning problem solving skills, I have learnt an incredible deal about the Foster Care system in Australia. It has opened my eyes to the many social injustices thousands of young Australians face, and the failure of government bodies to really make a change. 

Week 8

This week we walked three stakeholders through my groups proposed design solution. We created a simple flow chart to illustrate each stage of our leaving care solution (which does not yet have a name), and noted our problem focus on a poster in front of each stakeholder.

We found that it was easier and easier to explain our design solution to the stakeholders. Repeating and articulating our ideas multiple times really made it much clearer and refined in our minds. This also allowed us to see certain gaps in our solution.

Each stakeholder had a unique reception of our design solution, each pointing out different opportunities and limitations. 

We delegated roles; a scribe, a speaker and a receiver. This allowed two people to really engage with the stakeholder, while not jeopardizing missing any content. The feedback really helped us to adjust our solution, and to consider all the different stakeholder perspectives. It was really interesting to see first hand how each stakeholder has such distinctive concerns. 

Week 4

This week, we revisited the Kings Cross case study and applied the newly learnt Needs and Aspirations for Design and Innovation (NADI) model . The Nadi model is a framework that mainly is used retrospectively when solving design problems to shed light onto the different levels of depths of insights into human needs and aspirations.  The model is made up of four layers;

1. Solutions
2. Scenarios
3. Goals
4. Themes

Working on the Kings Cross case study in the lecture, we were shown an exampling of a re-framing the problem. This example really helped me to understand the application of the model, and how valuable re-framing the problem is.

The original Kings Cross study was framed around preventing crime, while the new frame looked at managing party goers at a music festival. This new frame was determined through a change in themes. Originally the theme framed was security, while the new frame focused on vibrancy and culture. 

Week 3

This week we reflected upon the interviews conducted last week by exploring the values of each stakeholder. Each stakeholder was listed, and as a class we brainstormed values that are important to them. This method allowed us to compare and contrust stakeholder expectations. Common themes included:
- Culture
- Love
- Education

Values were then grouped according to similarity. Words that best represented these groups were selected. These would be our themes.

Kim explained how these themes could be useful in solving or re-framing the problem. She spoke about how we can explore how these themes have been represented in pop-culture or literature, and use that as a possible solution.

She gave an example of the identity theme through the novel  The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson. The story tells of a man with two identities, by day he is Dr. Jekyll the intellectual and by night he is Mr. Hyde, the criminal. While these two identities seem completely seperate, the protagonists finds that his identity emobodies both these people. He can not simply ignore one. Using this framework on the Kings Cross example, you can immediately see the correlation. Whilst during the day The Cross is a quiet city centre, by night it turns into a bustling cultural hub of youth. 

For homework we were asked to select two themes and relate them to personal experiences/ pop-culture references and literature!

 

Week 2

Unfortunately this week I was unable to attend the tutorial due to illness. This is particularly disappointing as this week we were to conduct interviews with individuals who had been through the leaving care system as well as government workers who enforce the system.

Fortunately however, my group took extensive notes as well as voice recordings, enabling me to have both primary and secondary sources to study.

The findings from the interviews did not align with my expectations, despite acknowledging that kids who go through foster care, would experience a level of neglect, I was unprepared for the brutality and abuse experienced by these individuals. What stood out to me was the instability of their childhood, and the constant changing environments they were subject to. There experiences vary according to each case; no foster care experience is the same. Jacob and Dale projected maturity despite being quite young, however they did admit to still suffering mental instability with Jacob being unable to maintain a job due to depression.

When conducting the interviews we started with open questions that would promote anecdotal responses. From these responses more specific questions were asked. This minimized bias, and prevented the interviewer from guiding the responses. This method could be improved in the future through more in-depth research prior the interview. This would provide a more substantial foundation for understanding the context behind the responses.

Week 1 - Designing out crime

Before our first lecture, I had never really pondered the application of design to solve social issues. As a Fashion and Textiles student, design for me was a process to develop tangible products. I had never viewed design as a means of transforming services. 

Having listened to the lecturer speak of previous applications of social design in the Designing Out Crime team, I am inspired to really give this subject my full attention. I am an environmentally and socially conscious individual who is interested in working with the community to improve societal standard of living and quality of life. 

This first week I learnt that there are many ways to approach the design process. 

The most important part of this process however is the research stage. This could involve using a number of different methodologies such as; observation, interview, survey, heaven or hell, visual analysis. This stage is intrinsic in holistically understanding the problem. Without fully understanding the problem, a design team is unable to design successful solutions. Design solutions do not simply resolve the existing problem, but rather look at the problem from a different angle and solve the issue through implementing an alternative strategy. This is the first time I have been exposed to this way of thinking, and am very eager to put it into practice.

I was assigned the "Leaving Care" brief where my group will be looking at the process foster kids undergo to prepare for leaving foster care and becoming independent at 18 years old. We brainstormed our existing knowledge on the foster care system and identified any prejudices we may have that would impact this project.

This week I learnt that the foster care process is very complex and each individual who goes through this system, has a unique experience. Some of these experiences may be positive, others may be negative. 

It is crucial to remember the complexity of the problem to consider all facets when designing change.