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Bringing Independence To Parents & Children

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Bringing Independence To Parents & Children

 

project details

Duration: 10 weeks, spring 2018 AT uid

Team: carolyn wegner (USA), iris ritsma (nl)

partner: Umeå kommun, ultra, RISE iNTERACTIVE

Type: service design

my contribution

Research, Co-creation workshop,

microinteractions, Animations,

user-mapping, user-testing, 

PROTOTYPING, VIDEO-prototyping. 

CHALLENGE

increasing the attractiveness 

and thus the accessibility of

public transport in a future

sustainable mobility system OF

UMEÅ. 

Concept

ebbe – A handheld NAVIGATION

device for children that

nurtures the ability of  

understanding and navigating

through the environment.


 
 

Challenge


 

Increase the attractiveness, in the sense of provoking behaviour change, and thus the accessibility of public transport in a future sustainable mobility system.

Parents usually do have a complicated morning schedule, when taking for their children while going to work in a timely manner.

 
 
 
 

Concept


 

The project has lead to the design of a companion for children and their parents in order to help the child to become more independent in commuting by public transport. With this concept, Ebbe, we want to give young children a voice in their road towards independence, as well as acknowledge that both parent and child are growing and learning together. We do this by designing a hybrid service-product that provides a transitional step into independence. We believe, we ultimately encourage children to create a routine and taking a bus from an earlier age and instill value in public transportation. Incorporated in this hybrid service-product are the values of helpfulness, responsibility and inclusiveness, which serve children as well as parents. 

Parent and child planning the route together prior a day.

Anna and her little brother going grocery shopping by themselves.

Anna and her little brother going grocery shopping by themselves.

Navigation device Ebbe works through weight shifting.

Navigation device Ebbe works through weight shifting.

The child will feel weight that weighs in a direction on the child's palm.

The child will feel weight that weighs in a direction on the child's palm.

The weight shifting gives the child a sense of  pulling  towards a direction.

The weight shifting gives the child a sense of pulling towards a direction.

When child arrives at the final destination, the child notifies their caregiver by sending a signal to them.

 
 
 
 

Future vision


 

The future mobility system of Umeå brings independence to parents and children through allowing and enabling children from the young age to travel short distances (e.g to school or to grandparents) by themselves.

Using public infrastructure such as the public transport by oneself – increases responsibility and self-sufficiency.

Using public infrastructure such as the public transport by oneself – increases responsibility and self-sufficiency.

 
 

Ethnographic Research


 

The target group was actually to be defined through the research we conducted and its outcome. This meant our observations and interviews would define the direction of our projects. We began by doing “snowball” interviews. In teams, we contacted people we knew around Umeå, and even approached people on the street to ask about their mobility routines and thoughts on transportation. If the interview went well, we often were referred to someone else that they knew who we could speak with after. Ideally, this referral to other people for interviews and gathering of knowledge, or “snowballing,” would lead to critical insights into the transportation system. Even though in the moment it may have felt like we were gathering only a select and narrow view of this public service, it quickly became clear that their individual experiences exposed a broader systemic picture of mobility in Umeå. After several weeks of doing this form of “snowball” research, we were able to dive into several people’s lives to really get an understanding how they constructed their mobility practices for themselves based around the offerings and constraints of the current public transportation. This meant we were able to shadow people on their journeys from home to work, and on daily errands to do more observational research that would help us to identify subtleties not understood from standard interviews.  

 
 
 
 

Participatory Workshops


 

These methods of information gathering then lead to the identification of problems within the public transportation system and our subsequent creation of conceptual solutions. To keep the flow of input and information coming, we then held a “participatory workshop” with the stakeholders of the project to engage them with the research and concepts we had collected and developed. By having others work with the information, we were bringing a new set of eyes on the project, and getting input and analysis from people of different backgrounds and expertise. This helped to keep our work fresh, more objective and inspired.

 
 
 
 

Sketching out user scenarios


 

We interviewed multiple families and a common thread was that family schedules are complex as parents often have to drive their children to off their school and other engagements. This dependency on coordination and flexibility from parents disrupts their time and makes travel inefficient. Especially as public transportation does not accommodate for these family needs. Families often buy cars to adapt. What about giving children more independence? The solution seems simple. But we saw that children needs support to become more independent and take more responsibility. There are many factors that go into giving the child independence that need to be accounted for.


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asdsaArtboard 1.png

 
 
 
 

Concept development & evaluation with experts


 

Based on the feedback of both evaluation sessions it was decided that the supporting functions of the companion should be made more abstract. Instead of using maps and arrows on the device, we looked into more intuitive ways of navigation; shifting weight, abstract light, haptics and pulling sensations, just to name a few.

 
 
 
 

Concept evaluation with possible users


 
 
 
 
 

Designing final concept


 
ebbe models.jpg
 

 
 
 

Reflection


 

One of the challenges in this course we had to face with was to create an own design brief for a broad user group. We had to figure out for which potential user group we would like to design for and why so. The first iteration of formulating such a brief resulted in a wordy and vague point of view of who the user is and what the problem is. Our project team found clarity of our design purpose through the conversations we had with various stakeholders but also through continual reevaluations on what we personally would like to achieve in this project. The utilisation of ethnographic research and collaborative design supported us to develop an inspiring vision together with the stakeholders, as well as considering those who might be left out of this dialogue. Methodologies we used included but were not limited to snowballing, facilitating workshops, shadowing, interviewing, cultural probing, and value prototyping. When developing knowledge about our users and user contexts for the brief, we had to first establish relationships with our user in order to involve them in as many stages of the design project as possible. This particular emotional work with the user required us to change our role as a designer into a facilitator between different stakeholders.