DECO1100: DESIGN THINKING
SEMESTER 1, 2013
PROJECT 1: PEOPLE
PROFESSION: LECTURER
GROUP MEMBERS:
Dominic Mulherin 42675154
Jason Ho 43229161
Trace Ferris 43190757
Isaac Hill 43171877
Jeff Cheng 42028741
Melissa Kyle 43166640
Liam McLeish 43208803
BLOG: http://designblog3.wordpress.com/ Contents Introduction ...... 1 Portraits: ...... 2 Portrait 1 ...... 3 Portrait 2 ...... 4 Portrait 3 ...... 5 Portrait 4 ...... 6 Portrait 5 ...... 7 Portrait 6 ...... 8 Portrait 7 ...... 9 Sources ...... 10 Portrait 1 ...... 10 Portrait 2 ...... 10 Portrait 3 ...... 10 Portrait 4 ...... 10 Portrait 5 ...... 10 Portrait 6 ...... 11 Portrait 7 ...... 11 Appendix ...... 12 1. Interview with Anton Kozlov ...... 12 2. Interview with Kayoko Uchiyama ...... 13 3. Interview via email with Christian Engwerda ...... 14 Extreme Characters:...... 15 Extreme Character 1 ...... 16 Extreme Character 2 ...... 17 Sources: ...... 18 Extreme Character 1 ...... 18 Extreme Character 2 ...... 18 Personas: ...... 19 Persona 1 ...... 20 Persona 2 ...... 21 Persona 3 ...... 22 Persona 4 ...... 23 Sources ...... 24 Persona 1 ...... 24 Persona 2 ...... 24 Persona 3 ...... 24 Persona 4 ...... 24 Storyboard dilemma scenarios ...... 25 Frame Design and Analysis ...... 26 Frame Analysis 1: Abstract from the interview with Anton Kozlov ...... 27 Frame Analysis 2: double booking storyboard ...... 28 Frame Analysis 3: illness scenario dilemma ...... 29
DECO1100 Project One: People – Project Portfolio
Introduction In this project, groups of 5-9 people were to investigate a profession where there is no ‘significant disadvantage in being visually impaired.’ The purpose of this project is for students to be able to understand the profession of their choice in terms of its tasks, skills, the people who work in it and its dilemmas. Three stages were required to complete the project, which were the planning and research stages and finally producing the deliverables.
During the planning stage, different design tools such as brainstorming, and the deliverables of portraits, personas and extreme characters were introduced to students to prepare for this project. Before entering the research stage, ideas were generated as well as a work schedule with interim deadlines for each piece of work; along with a plan for doing certain tasks as a group.
Research for this project was done by utilising a variety of sources, including internet media and reports, interviews with work professionals and by observing these professionals in action. All research and progress made on the project were recorded on an internet blog with photos and references.
In order to produce the deliverables, it was decided that group members would handle certain tasks such as their own individual professional portrait, with the personas, extreme characters, frame analysis’ and written aspects being split between group members and the dilemmas and storyboards being produced as a group.
Due to the different aspects of the design process being displayed in this project, it is of particular interest to readers who wish to gain an insight into said process; especially in the areas of planning, research, and the different data representations used in design.
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DECO1100 Project One: People – Project Portfolio
Portraits: A design portrait is a design tool that is a ‘capture’ of a real person in relation to certain personal qualities, skills or characteristics that tell a product designer what he has to cater for when designing a product. It is used to bring a much more realistic view into the design by representing who uses a product or performs a certain profession. Essentially, a portrait is a data illustration that a research team can use for reference, especially when working out how a certain person would react to different scenarios. It is a key point to remember that design portraits are based on real people; and include details such as their basic demographics, personalities, ambitions, routines, habits and hobbies. The data gathered from these ‘product users’ are then used to create useful and believable personas; which are fictional ‘users’ made up of the portraits that share common qualities that are relevant to the design project.
Examples of research techniques to generate design portraits include:
• Self-conducted and pre-recorded interviews • Various websites, including blogs • Observation • Documentaries • Biographies
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DECO1100 Project One: People – Project Portfolio
Portrait 1 Work Personality and Behaviours
Anton is new to the lecturing profession and is fairly inexperienced, having only been lecturing for 3 years he does not describe himself as a lecturer, more as a teacher.
In his work environment, Anton is fun loving and relaxed. He teaches in a more class-based scenario in which he is both the lecturer and the tutor.
Anton teaches game design and rarely makes it a habit to “Teaching here is very enjoyable. prepare for lectures ahead of class. He knows what he I wouldn’t trade it for anything.” wants to teach and relies on his vast wealth of
Name: Anton Kozlov knowledge of more than 20 years in the games design industry to help his students with whatever problems Age: 43 they have.
Gender: Male While he makes more money from concept art, he does Marital Status: Married with 2 not treat lecturing as a side job and always puts in the children time of day to help students understand what they need to know for their future careers. Position at work: Associate Lecturer Social Circle
Qualifications: 20+ years in games Getting his job through the help of friends from the design games business, Anton once again works with good friends and often makes small indie games in his spare Hobbies: Playing video games and making indie games with friends. time with them.
Goals Anton is happy with his work and his life at the moment, he has enough income to provide for his family and he enjoys the work he does. His goals are to enjoy himself with no worry for the future.
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DECO1100 Project One: People – Project Portfolio
Portrait 2 Work Personality and Behaviours
Alana is a political sociologist and social theorist. She works on the critical theorisation of race, racism and anti-racism and has done extensive research into the contemporary politics of (im)migration and collective action for migrants’ rights and the politics of multiculturalism.
She is such a popular lecturer that she once won a Best Speaker Award from the University of Sussex, UK. Because of her sense of humour, she tries hard to interact with her students during lectures.
During the career of being a lecturer, Alana believes in “If a student can't learn the way avoiding criticism and blame to her students, instead she tries we teach, maybe we should teach to build students’ confidence by positive encouragement. She the way they learn. never stops learning, as she wants to be sure of the subjects that she teaches. Name: Alana Lentin Alana forces herself to improve constantly in the techniques Age: 40 that she teaches in lectures. She endeavours to be a role model in front of the students, making sure mistakes don’t Gender: Female happen the second time. Marital Status: Unknown Social Circle Position at work: Senior Lecturer in Alana is good at socializing and she thinks that establishing Cultural & Social Analysis and Arts social circles is important thing to achieve in one’s lifetime. Qualifications: Therefore she has good interactions with almost everyone who gets in contact with her on a daily basis. • Phd European University Institute Florence Short term goals • • MA Sc University of London Publishing another book based on racism • Help students articulate and follow their values • BA Victoria University of Manchester Long Term Goals
• Gain student recognition and win best teaching awards • Establish her reputation academically and in the industry
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Portrait 3 Work Personality and Behaviours
Mrs Uchiyama has been a well respected lecturer at UQ for 30 years, where she has received awards for her skills in both lecturing and assisting the international studies programs. Her job is very wide reaching as it does not only include preparing and delivering lectures, but also organising many events for her Japanese exchange students and UQ students in order for them to learn from each other as well as assisting students studying abroad in Japan. Her job is such that if she does not do a task straight away, it is likely not to get done at all, as it will be forgotten among the others. Mrs Uchiyama has 10 or more tasks to do every day for her position, especially meetings with various staff and students.
Due to this, Mrs Uchiyama finds herself constantly busy, although she always makes time to help students with their questions. She enjoys lecturing the most out of all her duties, and likes to take an interactive approach to these, using visual aids and asking for a Name: Kayoko Uchiyama response from her audience rather than just standing at the front and talking. During lectures she uses PowerPoint presentations and Age: Early 50’s an interactive whiteboard, which the students occasionally help her Gender: Female to operate. Social Circle Marital Status: Married As a lecturer, Mrs Uchiyama comes into contact with many different Position at work: Associate people including her Japanese students and students wishing to Lecturer in Japanese at UQ. organise exchange, Japanese exchange students living at UQ, tutors, and staff from the School of Language & Comparative Cultural Qualifications: BA, Dip Ed Studies. She also works with UQ staff from other faculties on a Research Area: Assessing regular basis in order to complete her daily tasks, such as the outcomes of tertiary administrative duties. students’ study abroad in Goals Japan. Low:
• Help students to learn Japanese and to see it as not only a language, but also a communication tool o Motivation: to better the relationship between the Australia and Japan
High:
• To publish another book o Motivation: to share the Japanese language and her research with others
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DECO1100 Project One: People – Project Portfolio
Portrait 4 Work Personality and Behaviour
Dr Christian Engwerda is a respected lecturer at UQ, who is also the head of the immunology and infection laboratory at the Queensland Institute of Medical Research. Dr Engwerda takes a positive and passionate approach towards his daily work which keeps him very busy as it includes not only lecturing but also include responding to e-mails, reviewing grants and papers, advising staff on experimental designs and interpretation of results, and thinking about the direction of my groups research. Most of Dr Engwerda's day is taken up responding to e-mails but he finds the most enjoying part is planning experiments and getting unexpected and interesting "The most enjoyable part of my job results. is planning an experiment and getting an unexpected result that when working Dr Engwerda will try and complete mundane takes us in a new direction." and uninteresting tasks as fast as possible and likes to take longer when planning experiments, writing grants and papers and preparing his lectures. When planning experiments and Name: Christopher Engwerda lectures Dr Engwerda likes to complete a rough draft Age: late 30's immediately and go over it several times until he is happy with the end result, he will revise thoughts and research things that Gender: Male he finds unclear.
Marital Status: Married with two Social Circles kids On an average day Dr Engwerda comes into contact with his Position at work: Head of staff as well as his peers which include other laboratory heads. immunology and infection laboratory Short term goals
Qualification: PhD • publishing papers • getting grants Research Area: The Immunology • making sure students complete their goals and project and Infection Laboratory studies the host immune response during malaria and leishmaniasis, and aims to distinguish anti-parasitic host Long Term Goals immune responses that control disease from those that cause • developing international research and training networks disease. • curing diseases
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Portrait 5 Introduction Albert Beger is a jazz composer, performer and academy lecturer, pioneering and innovating in the Avant-garde and Free jazz musical styles. He has won awards such as Israel’s highest honour for musicians, the prestigious Prime Minister’s Award for Composers. Beger has released at least nine albums with NMC Records, Earsay’s Jazz and Anova Music. As a lecturer, he teaches at three academic institutes: The Rubin Academy of Music and Dance, Haifa University, and Muzik – School of Creation and Production in Tel Aviv.
Work Personality and Characteristics Albert Beger believes that there is a personal providence for what he is doing in music. He very much believes that he is fulfilling his
purpose for a reason, to share his passion for music that is a gift from “Teaching is a crucial and important God. For Albert Beger, his instrument is an inseparable part of him. part of my art. It is very important In his work he likes to collaborate with like-minded people, has a to me to share this wonderful gift I penchant for self-discipline and auto-didactic study which is received from God.” illustrated in channelling his love for the saxophone in his work. In his lectures, Beger believes in effectively cooperating with his Name: Albert Beger students to find their inner tune and sound. This is his role as a teacher, to withdraw his ego and instead looks at what works with Age: 53-54 students. This is a personal example to his students to develop their Born: 1959 in Istanbul, Turkey own curiosity and sense of exploration into music.
Immigrated to Israel when he was Social Circle three years old As a saxophonist, musician, and lecturer, Albert Beger is frequently in Gender: Male contact with many different people as part of his work: fellow musicians, band members whom he shares a special bond with as Marital Status: Unknown “brothers, members in society who listen to his performances and musical works, and his students at the academic institutes. Professions: Saxophonist, Flutist,
Lecturer Goals Qualifications: BA (Composition and Low (Short Term) Performance) from Berklee College • Continuing to record albums that express his personal musical of Music (Boston) style • Cherishing the moment/opportunity that God has given him MMus from Rubin Academy of to enjoy music Music and Dance (Jerusalem) High (Long Term) • Form a dream band consisting of friends and brothers where Recent Album: Omens and everyone is gathered for a joint cause Talismans (collaboration with • Share his knowledge and passion for music through teaching, experimental band Farthest South) composing and performing • Burning his perspective of the world into music by searching to reinvent his personal musical style Page | 7
DECO1100 Project One: People – Project Portfolio
Portrait 6 Introduction Steven Weinberg was born in New York City in 1933. From an early age Steven showed an interest in science. At the age of 24 Steven received his undergraduate degree in physics. From there he spent a year studying Theoretical Physics. Later, Steven returned and completed his PH.D. From 1966 to 1969 Steven worked as a lecturer at The Massachusetts Institute of Technology and Harvard University.
Work Personality and Characteristics Steven didn’t come from a wealthy family so he can relate to some students experiencing financial stress. He is very motivated and he enjoys teaching. He also likes to read and go to classical concerts. He is very organised and prepares a lot for his lectures. He is very adamant about the “It seems that scientists are often truth behind science. attracted to beautiful theories in the way that insects are attracted Steven is very well spoken and his lectures are always meaningful. He to flowers — not by logical expects a lot from his students because he is passionate about the subject deduction, but by something like a which finds fun to study and research. He believes that if students really sense of smell.” are interested or ambitious, then they are expected to do their own reading as we. Name: Steven Weinberg
Social Circle Born: May 3, 1933 in New York City, Steven interacts with people from work to discuss their teaching methods USA or other university staff and colleagues. He spends a lot of time with his Gender: Male wife. Goals Marital Status: Married with one Low (Short Term) child To understand more about the universe and its creation.
Professions: High (Long Term) Qualifications: Ph.D. degree in Steven Weinberg believes that one “ultimate Textbook” will be written to Physics which he would like to contribute.
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Portrait 7 Introduction Alfie Kohn was born October 15, 1957 in Miami Florida. At age 20, he graduated from Brown University with a B.A and soon obtained an M.A in Social Sciences from the University of Chicago. During his career, he has worked at many high schools and colleges across Massachusetts and Pennsylvania as a lecturer. His controversial views on education and social behaviour have led him to become a rather famous lecturer and author. Currently, he sees himself as an independent scholar – meaning he isn’t associated with any institutions at this time.
Work Personality and Characteristics Kohn’s work ethic involves much criticising of the educational system, which has been a major theme in his last few works. This in turn causes “We give students a brick of controversy with other lecturers and authors that specialise in said area; information, followed by another brick, “Kohn consistently makes factual errors, oversimplifies the literature followed by another brick, until they are graduated, at which point we that he seeks to explain, and commits logical fallacies.” assume they have a house. What they -(D. Willingham, 2009) have is a pile of bricks, and they don’t His own works are often harshly criticised due to his independent beliefs have it for long.” which he has spent a lifetime studying. The criticism he has received in the past few decades has in no way persuaded his views and continues to Name: Alfie Kohn lecture others with truth and fact that others find controversial.
Age: 55 Social Circle Born: 1957 (Miami, Florida) As an independent belief following lecturer, Kohn would find trouble associated with others in his field due to their different points of views. It Gender: Male is however obvious that he has grown quite a following with the public that agree with his views and this is what fuels him to continue achieving Marital Status: Unknown his long term goals. Professions: Author, Lecturer Goals Qualifications: B.A from Brown Low (Short Term) University (1979) • Graduated from University after completing a course in Social Science that would soon see him teaching at high schools and M.A in Social Sciences from Colleges across America. University of Chicago • Created own interdisciplinary course of study.
Recent Works: High (Long Term) Feel Bad Education (2011) • Spreading increasingly logical views of the educational system and The Homework Myth (2006) its flaws. Punished by Rewards (1993) • Uses his skills as an author and lecturer to obtain this high term
goal. • Has released a total of 11 books covering topics involving education, family, social behaviours and continues to release more books as time goes by.
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DECO1100 Project One: People – Project Portfolio
Sources
Portrait 1 Information based on interview with "Anton" (see appendix 1) and talks with past students.
Portrait 2 • Alana Lentin. (2013). Alana Lentin | About. Last accessed 14/03/13. Available: http://www.alanalentin.net/about/ • Alana Lentin. (2013). Dr Alana Lentin. Last accessed 14/03/13. Available: http://www.sussex.ac.uk/profiles/26801. • Alana Lentin. (2013). Alana Lentin. Last accessed 14/03/13.Available: http://en.metapedia.org/wiki/Alana_Lentin. • Alana Lentin. (2013). Staff Profiles | Alana Lentin. Last accessed 14/03/13. Available: http://www.uws.edu.au/staff_profiles/uws_profiles/doctor_alana_lentin.
Portrait 3 • Image sourced: University of Queensland, 2012. ‘Mrs Kayoko Uchiyama’, School of Languages and Comparative Cultural Studies. (Accessed 12th March 2013) http://www.slccs.uq.edu.au/index.html?page=18106 • Other Information Sourced from observations of lectures presented by Mrs Uchiyama; and also an Interview conducted with Mrs Uchiyama: Uchiyama, K. (2013) Interview about her Job as a Lecturer. Interviewed by Melissa Kyle [in person] University of Queensland, Tuesday, 12th March (see appendix 2). • All information for this portrait has been gathered with the permission of Mrs Uchiyama.
Portrait 4 • Image sourced: Queensland Institute of Medical Research. 2013. “Immunology and Infection”, Queensland Institute of Medical Research. (Accessed 11th March 2012) http://www.qimr.edu.au/page/Lab/Immunology_Infection/ • All other information taken from interview conducted with Dr Engwerda via email (see appendix 3)
Portrait 5 • All About Jazz 2012, Albert Beger @ All About Jazz. (Accessed 7 March 2013)
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DECO1100 Project One: People – Project Portfolio
Image Source
• All About Jazz. 2012. “Albert Beger”, allaboutjazz.com. (Accessed 9 March 2013)
Portrait 6 • Clegg, B. 2013. “Steven Weinberg: 'I wanted to be on the in - privy to all the secrets of physics'”, The Guardian. (Accessed 17 March 2013)
Portrait 7 • Alfiekohn.org. 1998. “Introduction to WTLFIAC“, Alfiekohn Organisation. (Accessed: 15 Mar 2013) http://www.alfiekohn.org/miscellaneous/wtlfiacintro.htm. • Alfiekohn.org. 1991. “Bio - about Alfie Kohn“, Alfiekohn Organisation. (Accessed: 15 Mar 2013) http://www.alfiekohn.org/bio.htm • Willingham, D. 2009. “Alfie Kohn Is Bad for You and Dangerous For Your Children“, Britannica. (Accessed: 15 Mar 2013) http://www.britannica.com/blogs/2009/02/alfie-kohn-is-bad-for-you- and-dangerous-for-your-children/
Image Source • Alfiekohn.org. N.D. “Untitled“, Alfiekohn Organisation. (Accessed: 15 Mar 2013) http://www.alfiekohn.org/images/hm_alfie.jpg
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Appendix
1. Interview with Anton Kozlov
Hello, my name is Dominic Mulherin and I am a design student who is currently studying the Lecturing profession and the kind of work a lecturer, like yourself, would do. If it is okay with you, I would very much like to ask you a few questions about your job and yourself.
Go ahead.
What sort of work do you do as a lecturer? I teach my students how to create concept art for games and other graphic design environments as well as 3D modelling. The uni is more of a school based environment which I personally find much easier to teach students in than with a typical uni where I would stand up in front of a big theatre and talk for an hour. There is just a lot more 1 on 1 that you can do.
What sort of work do you do outside of university? Like preparing for lectures. Honestly there is not much pre-class preparation. I make a small PowerPoint presentation and then just draw on experience as a game designer to, essentially, wing it. If there is something that needs to be prepared, we generally use the same resources as we did in previous years.
You mentioned your experience as a game developer, would you be able to elaborate on what experience you have? I am not looking for company names or anything like that, just your experience. Before beginning my teaching career, I worked within the games industry for about 15 years producing some local games. On those I worked as a graphic artist so I did concept and 3D modelling. That is essentially my career. (Silence) Currently I do a little bit of concept design on the side as a little business from which I make most of my money. I am also currently working on small indie games which I prefer to my experience in large companies.
Do you work on these indie games by yourself or with other colleagues? I have 3 other people I work with on these sorts of games. People I know from back in the industry. Although we sort of just work at our own pace when we have the time. It is more for fun than anything else. I make more money with my other exploits so I do not need the money.
Going on from my question about your colleagues, how would you describe your current social circle? I still keep in contact with a lot of friends from the games industry. I still work with several of them within the university. In fact, they got me my job. (Laughter)
So you didn’t initially plan to become a lecturer? No, I thought I would have a stable career within the games industry. (Laughter) Although I did not plan to become a lecturer I do not regret the choices I have made.
So what are your goals at the moment? It will sound like a crude answer but just to enjoy my job and my life. I am comfortable with the income I am receiving as I am able to provide for my family and I am able to just work at my own pace.
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How would you describe the environment of your work? Pretty fun loving I suppose. It is pretty relaxed which works for me. Don’t get me wrong, it is still very serious but it is not like a traditional uni which is kind of refreshing.
It sounds like a wonderful career you have. Teaching here is very enjoyable. I wouldn’t trade it for anything.
Thank you for your time.
2. Interview with Kayoko Uchiyama
1. What sort of tasks do you do daily as part of your job? Which tasks do you find takes the most time, and which part of your job do you enjoy the most (this can be anything, social or cultural aspect, particular task, class, etc)? . 10+ tasks a day o Includes meetings with staff, tutors, students o Organising events . Within the uni itself, such as Japanese Conversation groups, welcome BBQ for Japanese exchange students . Outside the uni itself, such as assisting students currently in Japan on exchange and organising for UQ students to go on exchange. . 25th year as coordinator for exchange . 20th year of Japanese conversation group o Preparing and conducting lectures . Enjoys lecturing the most . Finds herself very busy organising so many things . Job is very broad in its description, not limited to teaching and researching . Hasn’t got a secretary so does administrative duties too .
2. What kind of attitude do you have towards your work? . Positive attitude . Is very busy but always has time for students (believes that it is better to help them now than have to try and help them catch up later) . Prefers a more interactive style of lecturing rather than standing at the front of the hall and talking (questioned lecturer about it after observing this in class)
3. Do you start tasks as soon as you can or leave them until the last minute? . Straight away, otherwise forget about it.
4. Do you have any particular processes/habits when undertaking your work? . not particularly
5. What short-term/low goals do you have in your job? Why are these important? . Help students learn Japanese as a language, communication tool and culture
6. What long-term/high goals do you have in your job? Why are these important? . Foster relationship between countries . Publish another book
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7. Who do you interact with at work on a regular basis? . School of Languages staff . Tutors . Students (both from classes and exchange)
Source: Uchiyama, K. (2013) Interview about her Job as a Lecturer. Interviewed by Melissa Kyle [in person] University of Queensland, Tuesday, 12th March.
3. Interview via email with Christian Engwerda
1. What sort of tasks do you do daily as part of your job? Which tasks do you find takes the most time, and which part of your job do you enjoy the most (this can be anything, social or cultural aspect, particular task, class, etc)?
Daily tasks include responding to e-mails, reviewing grants and papers, advising staff on experimental designs and interpretation of results, and thinking about the direction of my groups research. Responding to e-mails takes up most time. The most enjoyable part of my job is planning an experiment and getting an unexpected result that takes us in a new direction.
2. What kind of attitude do you have towards your work?
Passionate and positive.
3. How do you approach work? complete work as it comes or pace things by due dates ect.
I try and complete mundane, uninteresting tasks ASAP. I like to take longer to plan experiments, write grants and papers, and prepare lectures.
4. Do you have any particular processes/habits when undertaking your work?
When planning experiments, writing or preparing lectures, I like to get a complete draft done ASAP and then go over it several times until I am happy. Along the way, I revise my thoughts and research things I am unclear about. 5. What short-term/low goals do you have in your job? Why are these important?
Short term goals include publishing papers, getting grants and making sure students do well and complete their projects. This is what is expected of me from the people who pay me.
6. What long-term/high goals do you have in your job? Why are these important?
Longer-term goals include developing international research and training networks, and curing diseases. This is important because this is why I persist in a job that pays relatively poorly and requires long hours, dedication and very hard work.
7. Who do you interact with at work on a regular basis?
My staff and students, as well as my peers (other Laboratory Heads). I also know the lady who sells coffee quite well.
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Extreme Characters: An extreme character is a fringe professional, a person that is not a representative of a significant market segment. They offer a unique set of requirements to a product or profession. From a design perspective, an extreme character is used to gain a more “out-of-the-box” view on a specific design, allowing more unique and interesting ideas and possible problems. They can inform personas or be slotted into storyboarding.
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Extreme Character 1 Work Personality and Behaviours
Maleficent is incredibly intelligent and has received the position she is at through her hard work and determination. Having religiously studied to receive her masters, she is unable to comprehend the laziness that some students show towards the workload she places before them. Maleficent is very inattentive to students needs in lectures and rushes through much content, leaving many students confused by the end of each lecture.
Maleficent underestimates the knowledge and intelligence of “If they are not intelligent other and often burdens herself with the workload usually enough to figure it out on their shared by the tutors she employs, believing that all papers and own, they are not intelligent exams should be marked by the one hand to ensure that it is enough to continue their fair. program.” The only reason Maleficent chose to be a lecturer in the first Name: Maleficent place was to satisfy her craving for domination over others. She Age: 26 longs to be in charge and relishes the ability to order others around. Gender: Female Social Circle Marital Status: Unmarried
Position at work: Lecturer Maleficent is close friends with the head of her university, having known him since High-school. Outside of that, she has Qualifications: Masters (Physics) very few friends who she only remains friends with for short amounts of time. Hobbies: Enjoys reading.
Goals Low:
Maleficent aims to truly limit the professionals in the world through her teaching while satisfying her lust for power over others.
High:
In the long term, she seeks to better herself and, when she has enough money, become a politician.
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Extreme Character 2 Introduction From an early age Jack sparrow longed for adventure. He grew up as a stowaway. From there he worked as a cabin boy on various ships until he finally ended up the captain of his own ship.
Work Personality and Characteristics Jack began work as a lecturer because he was short on money. Jack became a lecturer on the recommendation of a friend and then he forged fake certificates.
Jack has an incredibly “laid back” personality. He strongly believes that if people are to pass his course then they have to be able to think outside the box and bend the rules. Jack will help students if they approach him but will rarely replies to emails as he is not adequate with technology. Jack is also an alcoholic and because of this he is constantly in trouble by his superiors.
“The problem is not the problem. Jack comes across as very slow and unintelligent however he is extremely The problem is your attitude about clever and thinks fast. Jack deliberately slurs his words and walks with a the problem.” drunken stagger to trick people into underestimating him. This is an old Name: Jack Sparrow habit of his pirate days. Jack can also talk himself out of almost any situation. Because of this he has to do little to no preparation for his Age: 35 lectures. Jack can string words together well and his lectures are the most interesting because of the way he talks and the way he structures his Born: On board a ship during a sentences. typhoon in the Indian Ocean
Gender: Male Jack has a lot of life experience w he incorporates into his lectures. He knows what it is like to start with nothing and work your way to the top. Professions: Pirate Lord, Captain, He likes it when students have a strong resolve and will work hard for their First Mate, Cabin Boy dreams as it reminds him of himself when he was younger.
Qualifications: None Social Circle Jack does not have many friends in the staff of the university as he comes across as unprofessional. However, his students look up to him and think highly of him. Jack can also be found some nights at the on campus college partying with students.
Goals Low (Short Term) Earn money High (Long Term) Freely travel the seas for eternity
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Sources:
Extreme Character 1 • Schaefer, S. 2012. “Angelina Jolie Confirms ‘Maleficent’ As Her Next Starring Role”, Screenrant. (Accessed 10 March 2013) http://screenrant.com/angelina-jolie-maleficent-sandy-154668/
Extreme Character 2 • Pirates of the Caribbean. Dir. Jerry Bruckheimer. Perf. Johnny Depp, Orlando Bloom. Walt Disney Home Entertainment, 2003. DVD.
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DECO1100 Project One: People – Project Portfolio
Personas: Personas are a design tool used to represent data collected from real life people and are generally based on design portraits that are made beforehand. They take the form of an imaginary person designed to represent a ‘user group’ which all have certain aspects or demographics in common; which can then be used to design a product specifically catering to the needs of that user group. For example, a persona may have a limited knowledge of technology like business management software, but be very proficient in sending email and creating documents. This means that designers won’t have to make their designs overly simplistic as the user group has basic computer skills, but may have to include training or detailed instructions in order for users to be able to utilise more complex software, such as SAP. As mentioned earlier, personas are based on data generally portraits, therefore they actually quite resemble a portrait in the information they contain; although there are important differences. For instance, personas may contain an age group, job position and other basic demographics of the group it represents; as well as a description of their work attitude and behaviours, social circle within the workplace and their goals and ambitions, both high and low. Possibly the biggest difference between a portrait and a persona is that the former will have a lot more specific details about working life and job habits, with the possibility of some more personal information that affects their working life than the latter will. This is due to the fact that a portrait is based on a real life person, whereas a portrait is not. This is an important difference that needs to be recognised when observing personas and their use to design, especially in comparison to other design tools. The following section will show different personas created to represent the different types of lecturers there are working within the profession.
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DECO1100 Project One: People – Project Portfolio
Persona 1 Work Personality and Behaviours
Jeb is very excitable. He often rants during lectures and subsequently rushes through the rest of the “boring” content afterwards. On the content he enjoys, he is very enthusiastic, often making jokes that no one laughs at and occasionally talking to himself.
However, this is some of the only time Jeb spends on his lecturing job. He seeks to further other, better paying careers but is happy to work as a lecturer in the meantime while he waits for the right opportunity.
Working a little on the side, Jeb often puts off his lecturing duties and just enjoys himself. Never one to rush anything, he is happy to waste time away on small projects and catch up later.
Social Circle
Jeb still maintains a healthy group of friends outside of his workplace and talks to them regularly both online and in person. In his “Money is money; this is just a workplace, however, Jeb rarely talks to anyone outside of his fun way to get it.” interests as he often bores people if he talks about anything he is passionate about. Name: Jeb Goals Age: Late 20’s Low: Gender: Male • To make enough money to buy some more household Marital Status: Dating appliances Position at work: Lecturer High: Qualifications: Masters • To find a better paying job
• To move out of his apartment and buy a house
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DECO1100 Project One: People – Project Portfolio
Persona 2 Main points
• Innovative, dedicated and popular teacher • Thinks he knows less about technology than it appears to others • Has a consulting business
Work Personality and Behaviours
William is a popular professor among students, because of his enthusiastic teaching style, knowledge, and sense of humour. He has won best teaching awards in the past and hopes to win more in the future. Not really is he busy with his teaching but he also is on the way to publish a book.
He typically hires his graduate students in the summer as interns. Though he doesn’t think he is particularly tech-savvy, William uses a great deal of new technology in his teaching. He likes to be innovative and wants the students to self-teach. He uses Dropbox for “I’m not tech-savvy, but I love data storage, a communication tool, and more. He believes in giving what technology can do for me his students access to course material by uploading all of his course and my students.” contents, including the lecture notes, assignments, readings to his course site to make them readily available. Name: William He uses Keynote to prepare his lecture slides and prepares Age: Mid 40’s condensed version of lecture notes to go with the slides. Sometimes Gender: Male he’ll put the tables in the classroom into a U-shape to better facilitate student involvement. He tries to make his lectures as Marital Status: Unmarried interactive and dynamic as possible. He walks around the room with Position at work: a microphone or sits among the students while he lectures to keep Lecturer/Academic students engaged in class. William cares a great deal about his students. He works hard to keep them coming to classes, and keep Qualifications: PhD them engaged in classes.
Goals
• Gain student recognition and win best teaching awards • Use technology as a medium to create new thoughts and to provoke students into self-learning • Increase quantity and quality of interaction with students and amongst students • Work efficiently with his support staff and reduce time spent on administrative issues • Establish his reputation academically and in the industry • Secure extra income through consulting work
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DECO1100 Project One: People – Project Portfolio
Persona 3 Work Personality and Behaviours
Natalia puts a lot of effort into her job as she finds herself considered to be rather inexperienced in comparison to lecturers who have been in the profession for many years.
She also works hard to balance her work responsibilities as both an academic for her employer and a lecturer. However, this balance is not always achieved as she has a habit of procrastinating and her open door policy regularly puts her behind schedule as many of her students and colleagues stop by her office. This means that her work routine is rather erratic as there are many last minute changes to her schedule and Natalia generally has to stop in the middle of completing one task in order to work on another.
Social Circle
“I really enjoy my job, but I wish I As a lecturer, many people are included in Natalia’s social circle at was better at doing it quickly so I work, such as work colleagues in her department and her students. had more of a social life.” There are also staff from other areas of the university whom she interacts with in order to complete her everyday tasks such as Name: Natalia members of ITS and building management. Age: Early 30’s Goals Gender: Female Low: Marital Status: Unmarried • to improve her time management Position at work: o Motivation: to enhance her efficiency at work to Lecturer/Academic allow for a better social life outside work
Qualifications: Masters High:
• to become a respected member of her profession o Motivation: to feel that she has become successful in her field • to complete her PhD in Ancient History o Motivation: life-long dream to be able to conduct and publish research on ancient history
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DECO1100 Project One: People – Project Portfolio Persona 4 Work Personality and Characteristics Key Attributes Brett is a very traditional and idealistic lecturer who prefers to use the whiteboard most of the time in his lectures. When he is ‘forced’ to use Introvert Extrovert technology, he usually has an assistant around to help him. John has an odd quirk when it comes to lecturing. He will slowly pace around at times of emphasis. In addition to this he will wander off topic on course Unorganised Organised related events in his own life.
He likes to clarify and receive input response in lectures where possible. If Little Experience Much Experience not, he turns them into questions generating additional content that may or may not be useful. In short, his teaching is of a round-about fashion. Not Confident Confident Despite this, he has over 10 years of experience in lecturing in an institution environment. “I aim to enrich the lecturing Not Focused Focused learning experience by sharing As well as being a lecturer, he is a senior manager in a large corporate some of my own experiences to business, which he likes to talk about to his students. students.” Ideal Goals Needs Name: Brett • Would like to have focused students, enthusiastic during his • Collaboration with other lecturers on course content. Age: Late 40’s lectures, participating when he asks for responses • Able to feel that his teaching has made a difference to Gender: Male • To be significantly contributing to his business company students. Marital Status: Married • To be recognised for his achievements • Asking questions and receiving input (e.g.: “Gross profit Professions: Lecturer/Senior is $270,000 minus $150,000 expenses which is?). Manager
Qualifications: BBus (Hons) Image Source Frustrations Social Circles Centre for the Study of Co- • Students do not get as high marks as he expects. Brett has several social circles in which he communicates operatives. 2013. “Brett • Students telling him he has missed some course content in with. As well as his fellow lecturers, John maintains several Fairbairn”, University of his lectures, and he thinking otherwise. business connections with other colleagues, companies and Saskatchewan. (Accessed 14 • High reliance on technology, confused when he has to use a his superiors. A hindrance to these relationships is the lack March 2013) computer or device. of connecting via technology, i.e.: social networking, instant
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DECO1100 Project One: People – Project Portfolio
Sources
Persona 1 Image source
• Gamasutra. 2011. “Persson Hands Minecraft Lead To Jens Bergensten, 'Confident' About Move”, Gamasutra. (Accessed 14 March 13) http://www.gamasutra.com/view/news/38917/Persson_Hands_Minecraft_Lead_To_Jens_ Bergensten_Confident_About_Move.php#.UUGnjhzqh8E
Persona 2 Image source
• Rock’n’pixel. 2013. “ERIC BANA”, Rocknpixel.com. (Accessed 12th March 2013) http://www.rocknpixel.com/news/502/15/Eric-Bana/ • Information to create persona based on observations of lectures conducted by UQ staff Ben Matthews and Lorna MacDonald.
Persona 3 Image source • Rock’n’pixel. 2013. “ONCE UPON A TIME - "EMMA SWAN" - JENNIFER MORRISON”, Rocknpixel.com. (Accessed 11th March 2013) http://www.rocknpixel.com/news/811/15/Once- Upon-a-Time---Emma-Swan---Jennifer-Morrison/ • Information to create persona based on observations of lectures conducted by UQ staff Ben Matthews, Kayoko Uchiyama and Lorna MacDonald.
Persona 4 • Johnson, P. 2011. “Professional Persona”, Google Sites. (Accessed 10 March 2013)
Image Source
• Centre for the Study of Co-operatives. 2013. “Brett Fairbairn”, University of Saskatchewan. (Accessed 14 March 2013)
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DECO1100 Project One: People – Project Portfolio
Storyboard dilemma scenarios
Dilemma scenarios and storyboards are a way that designers can try and predict how characters would react to certain situations, usually the characters developed in personas. These scenarios help identify flaws in whatever the designer is analysing and allows them to imagine situations from different perspectives and how they can be solved. These scenarios are usually accompanied by storyboards which can be used to visualise a scenario more than just pure text. All scenarios used must not be tied to a particular trait, so that numerous characters can be fitted into the same scenario.
The three scenarios that we chose to look at which related to lecturers where illness, technical difficulties and double booking. All these scenarios can inconvenience a lecturer and there students as they must wait for the lecturer to try and solve the issue.
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"5on Cl. • ..•.. i IJ , l 3, ~.d; a nW/fb\ ~ .!- :\10/'" .ties ~ CfeeJ-,,//l J1C/'ftMC( , ~ -, i =5 r v~'\e.sf,l\ ~, tr""" ,.\1- le<\-vrc? .:» I ,,/ ~./ .~ ; , '\, . r ;5 <;: ~ \J-i V\ ;;. .~;e ~ ~ s::' ""' 0 d r---- ., 8' ~~( .,-c-.- <:- v (' "\"'" (} C- ~ l'> .:":>' ,::> ~ 3 c, V> r,...- &, )qh~~1f-- ~ "'. ~ J::= ? r O{~ -"1 T 'V-. \ 1>'):> 6 .~.•... t.. '" 0- c:o '6"" "";/ \G\t-'~ f :r c::. & ~ ~ ,.. t= 3 C; t: -r- ~ ~ v. V\ ~ o s ~ tr. :;) -;- ;;:> ~ \ <, v. ~ ib s:b. I''" ~ (' "" " ..-<:. r- }> :; I'> r <::> ,;- "- "- ,.... ~ <..../ ~ "f' s: ts: , ~ <, '"") 11'> ,-.. ~tA -, ~ ~ " r ~ s; '['" -, I'"n 3 ~lA ...,.... ~ e 0 3 t ~ ::> o ':" ~ J> ~ 6 " DECO1100 Project One: People – Project Portfolio Frame Design and Analysis A frame design is a concept that is very useful as it allows for designers to visualise and understand things with a different frame of mind. This allows for objects to be considered in a way that allows for more uses than originally thought. Frame analysis on the other hand is done when someone analysis the terminology and words used by an individual to understand how someone is trying to 'spin' something, understanding who someone is trying to make seem weak and who they are trying to make seem important, making others appear to be victims when they are in fact not. This is most useful when trying to understand the stand point someone has and understanding what biases they have so you can understand what they are trying to achieve. Page | 26 DECO1100 Project One: People – Project Portfolio Frame Analysis 1: Abstract from the interview with Anton Kozlov “The uni is more of a school based environment which I personally find much easier to teach students in than with a typical uni where I would stand up in front of a big theatre and talk for an hour. There is just a lot more 1 on 1 that you can do.” What is made to seem normal? University classes being very large and lecturers doing little more than telling the students the content is made to seem normal. What is made to seem extraordinary? The extraordinary, in this excerpt, is the fact that a few lecturers are looking after their students and helping them with their problems. What values are implied? Cutting class time and giving over more time to personally help students is implied to be a good value. How else might this be described? “The uni is more school based than other unis, which allows less time to teach content and more time to personally assist students learn the content that was taught.” What is not said? That while the environment allows more time to help students, there is less time to get through content inside of lectures. Who has agency? Who is responsible? Who is a victim? Universities are made to have responsibility. They control the lecturer and demand the way they teach a particular class. The lecturers are passive, they only act under the will of the university and cannot change anything, at the expense of the students, the victims. They are seen as under the will of the university’s teaching regime and can lose out on understanding for the universities decision. Page | 27 DECO1100 Project One: People – Project Portfolio Frame Analysis 2: double booking storyboard What is made to seem normal? It is made to seem normal that a double booking would occur without anyone noticing until it is too late, however in reality this would probably be noticed with enough time to make alternative plans. What values are implied? One of the values implied in the paragraph is that the lecturer cares about his students enough to try and find a new lecturer hall before immediately giving up How else might this be described? This scenario could be described from the students point of view and the difficulty and annoyance of coming all the way for it to be cancelled. The perspective of the other lecturer could also be taken, where his class is interrupted by the original lecturer and his class. What is not said? It is not said why the lecturers were not informed of the double booking earlier, or why they had a double booking to begin with, since most classes are scheduled for the same place all semester. Who has agency? Responsibility? Passivity? The responsibility in this scenario is placed on the lecturer to find a solution for his students as well as the administration for not making the two lecturers aware until it was too late. The students have a passivity in the scenario as they simply have to deal with whatever the lecturer decides to do. What is victimised? What is celebrated? The lecturer is victimised being forced to find a solution that suits no one and having to deal with the fallout of bad management. Page | 28 DECO1100 Project One: People – Project Portfolio Frame Analysis 3: illness scenario dilemma What is made to seem normal? It is made to seem normal that a lecturer would suddenly become sick enough that he can no longer teach, this would probably be a more gradual process. What values are implied? That the lecturer cares enough about his job to continue work; even when feeling unwell, when he easily could have taken sick leave. How else might this be described? This could be described that the lecturer is only slightly under the weather and is using his sickness as an excuse to try and end a lecture early. What is not said? It is not said how the lecturer got sick or when, it also doesn't state how many more lectures he has that day and how many lectures he has attended Who has agency? Responsibility? Passivity? The responsibility in this scenario is placed on the lecturer to find a solution for his students as well as finding a solution that is best for his degrading health. What is victimised? What is celebrated? The lecturer is being victimised as being incredibly sick giving himself a legitimate reason to end a lecture early if he so chooses. Page | 29