Last exchange

Ive enjoyed giving and getting feedback on my groups  assignments. I really enjoyed hearing ans seeing how Sydeney's textiles progressed with her focus on fabric for blind people and how she progressed. I also liked giving feedback to Annabelles refugee fashion assignment , her and i stayed after class and i helped her with her instruction booklet f or her garments that would be given to refugees in order to make her clothing.

I gave her heaps of feedback from a VCD perspective and helped her create visual hiearchies and help her work make more sense beacuse it has no writing or numbers beacus its meant to be able to be understood by people from any language but me and another vcd student discussed wit her that some of her symbols seemed decorative and wern clear enough to be read as instrucions



The feedback i recieved was to perhaps use diff types of monsters fro diff users so there would be a parent set of monsters and a set for the teen instead of the same lot for each

Another girl suggested dumb ways to die as an inspiration

Monsters

after some very delayed thinking we came to a resolution that we involve characters at this point theyre currently monsters that represent the modds in which you choose at each time you use the app. This deveelopment :
Makes the app mmore fun and lively

Creates a more sustained relationship as the people involved will get notififations saying theyre monster is unwell and some more lessonms need to be done
e.g the health relies on the amount of driving

(if they start to decline in the use of the app beacuse i means they arent practising driving as much( Through our research we noted that if lessons and learning arent sustained and consistent the progress made deteriorates with the longer lengths of not practising.)



Offers a chance to connect with others and shares the progress of their monster and their monsters rewards , this can be shared on socual media and people can compete and compare against eachother creating friendly rivalry between peers.

Interim and crit 2

From this we gainmed knowledge that all our elemtnes were there but it just wasnt fun enough and we got some relly good feedback from one of the people vistiting from Life Hack called Marea who gave us some insights based on her own expereinces and addressed who ownneeds as a parent trying to teach her teenage son to drive and that we should chnage our map and location focus from the star of our ap joumey into being  objective focussed i.e i only want to practice stop signs today and so the app will automatically map out a route for you around your current location or to wherew you would like to go with the most stop  signs

Refining Our Idea

From our finsings we've decided that we will integrate what we learnt from our simulation into the app in which people mostly enjoyed the two way assessment and two way dialogue  beacuse it was confronting but light hearted. through our feeedback we noted that we will make this our main feature in our app and revolve our app around this interaction between two people and how it affets the relationship and ao fourth once takng part in our simulation

Interim Critique/Prototyping

This was our prototyping we had two at this stage. A driving simulation with the pics down below an app .

The aim of our simulation was to test our hunch on how people act when being taught how to drive and what roles people instantly take on to do so.

Mid Semester Task: Softwalks

Marcus and I found this very cool innovative example calleD Soft walks which was attachments tht go onto sidewalk sheds and provide a seat, table, leaner or lampshade to make use of the sidewalk sheds. Heres our script from our presentation to further explain


Marcus 1st slide These are side walk sheds. A sidewalk shed resembles scaffolding, but is designed to protect pedestrians from falling debris. New York City has over 189 miles of scaffolding. and NYC is known as a walking city and these scaffoldings have a detrimental impact on the walkability of urban environments However, in NYC the vast majority of sidewalk sheds are inactive construction sites, presenting a unique opportunity for temporary peacemaking Lani 2nd slide An urban innovation studio called Softwalks has developed a DIY kit that changes pesky sidewalk construction scaffoldings and transforms them into support stations for fun and lively modular public spaces, making them more appealing to everyone. The project was based off insights from users and focuses on their true user needs. 3rd slide Marcus The components latch onto the metal beams to create simple impromptu hang-outs and rest stops for busy city dwellers, making the possibilities for sidewalk beautification endless. A simple chair, counter, planter and lighting fixture are installed to create pop-up parks, transforming an eyesore into a community asset. Lani 4th after Marcus 5ways These relate to the five ways of wellbeing through offering places for rest and support and opportunities for social interaction amongst others through using the soft walk accessories.

Pimp My Idea

Today we did a pimp my idead excercise i think this helped me and marcus alot beacuse it kind of gave us three things we could kind of run with and test out , bne being a controlled obstacle course environment to help people learn how to drive and beacuse it was in a controlled safe environment teens and adults could learn to drive safely, fun, and be more engaged then they usually would this is where we discovered gamefiction and are not quite sure what we will do with it but we want to push it . We wanted to have like a race thruough amn obstacle course in which you have to beat your parent and in order to do that you would have to know the road code better than them in order to win , this made  it into a game and introduced a fun aspect into it 

Week 6

I've changed partners and now working with Marcus on our breif beacuse we both wanted to focus on making the expereince for the learner driver better in the jounrwy of learning to drive and we wanted to explore what the pain points were that affect the teen more in depth and through my work on the preveious half of this project we found an interesting pain point was the parents due to ongoing conflict and the affects of puberty and what not and the whole awkward not a kid but not an adult phase played a big part of the attitude of the teen towards the parent

Exchange week 5

We met in our Ex-Change groups for the second time. We went round the table and showed each other what we had been up to since we had last met. 
Throuhg this process we all crtiqued and gained more insights on where to next. I found this wouldve been more helpful if we hadnt already finished our presentations beacuse it felt a bit pointlless caus we couldnt change or add anything.

Prep for hand in

In preparation we worked together with me  focussing on the dialogue and text and coming up  ideas for visuals for December to draw December and i work well together and do what we're best at. I made two different sets of text for the  dosseir and presentation  , we wanted to keep the text minimal on the presenation beacuse we both find it hard as an audeince member to listen and read at the same time in such a short presentation so we decided to talk and have visuals to aid us. We wanted to keep our tone and visuals fun and playful because we wanted to relate to or target audience.

4.2

I'm quite a nervous public speaker so we'ver decided ill be clicking through the slide and we've practiced many times so we are both very comfortable with what we're saying we've timed ourselves a but we realise that because of added nervousness and adrenaline rush people tend to speak faster while public speaking so we will work on slowing ourselves down




These are the visuals we will be using and paring with the text for our presnation

Slide 1 – TITLE intro slide

Young adults in the beginning phases of getting their drivers license often face unique stresses. Scheduling, financial, and interpersonal issues inhibit them progressing toward their journey of gaining their full drivers license.

Slide 2 - situation

Learning to drive is an exciting part of growing up. It’s a step towards independence and freedom, but it can have adverse consequences. Being on the road does carry a risk and teenage drivers are more likely to crash than any other age group.

Slide 3 – Maze slide

Road crashes are the single greatest killer of 16 to 24 year olds, and the leading cause of permanent injury.

Young drivers were ‘at fault’ in 81% of the fatal crashes and 78% of the serious injury crashes in 2012. (Data from the Centre for Road Safety Intelligence, 2013).

At least one young Kiwi motorist will die on a New Zealand road this week.

4 – User profile

We believe there are many ways to help these young drivers on their journey to their full drivers license become more confident and less stressed on the roads, and hopefully lower these grim statistics.

5 - needs

Our character Lucy represents young drivers in New Zealand on their journey to gaining their full license.

She is a 16 year old learner driver on her way to her restricted which requires practical driving experience.

Her parents are keen for her to get her license but she finds that her parents teaching her stresses her out too much.

6 -  FILLER WELLBEING

We found that young adults who utilise their family members as a means to learn how to drive need a way to manage their relationships better, so the experience is less stressful for the young adult, and person teaching them.

Young adults need a financially viable alternative option available to gain driving experience but still be taught to drive in a professional manner.

Young adults learning to drive need a way to cohesively schedule times with the person who’s teaching them to drive.

7 - provocations

How might we help and support these young adult learner drivers recover mistakes on the road and regain their confidence, and how might we facilitate a cheaper alternative to private driving lessons while still providing a professional level of teaching?

Also, how might we facilitate a means to help young adults co-ordinate and schedule time with people to teach them?

4.1

so we started to mock up the visuals we are going to use and have decided to go for a sketchy aesthetic with minimal colouring as it was appealing to our demographic of choice and wanted it to be relatable.


Ive been writing up all the text for the bookelt and all the content helping to come up with the visual ideas behind the slides and pages. We spent a couple of hours in the library last week looking for inspiration in the design books and thats how we came up with our colour scheme.

We are farily confident and want to keep all our insghts , we dont want to cut down to one or two w like to keep the options open instead of focussing one one which keeps the brief more interesting.

Week 3.2 Reflection Lani

Studio relefction

Critique:

Explore a more narritive approach

Need to change visuals , we decided that we will use a combination of vector illustrations and photography. 

Explore driving adverts


Also replace design solution with "How might we" to leave the breif more open, paint the problem and point out opportunity:

How might we create a comfortable and less stressful journey for young adults in their way to getting their full license. In order to do this we suggest  looking at the stress before and after driving that affects young adults. This can be done by exploring the relationships between the learner driver and the person teaching them and how this can be facilitated in order for the best outcome of the young adult driver's well-being

We also narrowed down our insights to be more refined and specific 

• Sometimes a parent or family member teaching the young adult learning causes more stress leading up to the drive and has repercussions after the drive.
• Financial costs inhbit the young adult from pursuing private lessons 
• By implimenting good driving behavior from the starting point of getting a lisence it ensures that the yoiung adult knows how to cope well  with the stresses of driving

3.1

We had many audiences so we changed it and narrowed down to Lucy a 16 year old on her learner on her way to her restricted lisence. We went back into our reseach and noted oour interviews and decided we wanted to focus on this demographic beacuse there is such a high risk and many people face the problem of this age group try to gain ther lisence.

Itsresses out the perosn teaching the young adult to drive as much as it does the young adult being taught

we also noted that there were issues with parents being unable to affored private lessons for their kids resulting in them having to teach them but their and thir childs schdules would often not match up

Shared moment

My example for shared moment

My example is the City Safari run by Metlink 

The city safari explores the use of Wellington's public transport. 

For the majority of students and adults alike we despise public transport , but the city link safari invites families and groups of people to change their views  and make public transport exciting.

Week 2 Session 1

Looking at target audiences. I did brand communication and brand experience so personally I'm used to such techniques as through all of those briefs we had to segment audiences , create characters to represent that audience and go through journey maps for each to uncover pain points and opportunities that could be resolved and designed.
 Wwe started off with kim a mother with kids whos very family orienatated but sturggles to find time for herself and that the only time she has is her commute to work once shes dropped her kids off and continues on her way to work