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Situated probing

This project explores the methodological challenges of engaging people in the design of their everyday environments. Using cultural probes and flexible learning situations, the aim is to understand the needs and wishes of individuals affected by design decisions, particularly those with limited verbal language abilities and students requiring access to different media. The Tryckolera activity center serves as an inclusive design for mobile learning and communication, providing a variety of inspirational environments and participatory methods.

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Situated probing

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  1. Situated probing Lone Malmborg Mobility and Learning Environment engaging people in design of their everyday environment

  2. methodological problems of engaging users in design ethnographic approaches + cultural probes flexible learning situations that fit users’ needs Tryckolera: activity centre for people with reduced cognitive abilities CP processes: surprising observations and important ideas for future design access to our own and our co-designers’ thoughts understand needs / wishes of people affected by decisions in design process inclusive design for mobile learning & communication two groups of people: 1: limited verbal language abilities, need to convey experiences non-verbally 2: students, need for access to different media in an open, flexible environment establish a situated design process Mobility and Learning Environment

  3. Tryckolera – the environment • 25-75 pictures pr day • Movies every day • Library contains 80.000 pictures + 100 movies • Variety of inspirational environments to create illustration, interest and affection • In-door, out-door, themes, planning, problem solving ...

  4. Tryckolera – design aims • From activity environment to learning environment • Abstraction • Reflection • Self-confidence • Continuity • Contact with network • Ubiquitous language

  5. Participatory and engaging methods • Cultural Probes: conceptual design of interactive digital devices • transcend well-established practices and habits • viewing of well-known situations with fresh eyes • artistic, design-oriented approach • provoking users -> inspiration for design ( designers’ inspiration) • “friction” contained in the probe’s design -> inspiring users to create new use situations and to look at their environment in a new way • questionnaires / interviews are blunt instruments for capturing dreams or aversions • CP: no specific prerequisite knowledge or language skills • probes have inspired and surprised

  6. Cultural probes in design for cognitive difficulties • create conditions that enable people with cognitive difficulties to become co-designers • usually no opportunity to control the process due to difficulties in verbalizing wishes / needs • situating & acting: capture practical problems and conditions otherwise missed • technology serve as a catalyst, can provoke reflection, answer existing questions and raise new ones • clues about issues that had importance for our co-designers with cognitive limitations

  7. Concluding remarks • transcend well-established practices and habits • view very familiar situations and environments in a new way • question established concepts of whom is capable of initiating and contributing to a design process • CP elucidate who own the questions, issues and problems • ‘Non-verbal’ methods like CP have a great potential in letting people with cognitive difficulties have an important role in the design process • CP helped us to design the ubiquitous language for people with cognitive and language difficulties

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