Contextmapping @ Taipei, Taiwan

2010 Workshop 規劃

2010-02-21T18:36:00.000-08:00

2010 Workshop即將上場,請大家多多利用這個平台交換訊息,謝謝 : )

CM 經驗分享

2008-07-03T23:19:00.000-07:00

Dear all,
大家好我是康寧去年(07)從台夫特DFI畢業我的論文也是跟Contextmapping (CM)有關對於CM的發展我是很期待他可以在"華語市場"發揚光大因為他是個很有潛力的方法我們也需要仰賴他"創造性工具"的部分而目前就是亟需東西融合-像這次辦的活動讓這個方法適用在亞洲也需要積極累積個案才能逐漸推廣成功經驗
看到大家對於這個CM Workshop 都這麼認真身為也用過這個方法的人實在很感動畢竟是比較新的方法所以很期待大家的反應跟回饋
在大家正經的結果發表之後讓我從全民大悶鍋的角度來發表一下經驗分享吧 (就是有一點嘲諷有一點自省的角度:))

對執行研究的人而言

最受矚目的WORKBOOK
在構思小冊子的時候我覺得最常遇到的問題就是到底我想要知道的是甚麼你會說就是要讓使用者感同身受阿這裡說到重點了要如何感同身受呢我們會以為做一些時間軸/mindmap/rating 的問題 (笑因為我們台灣人很會抓模仿的精隨我想大家應該都從PJ帶來的範本中有自己的解讀) 就會獲得答案但是請試著想想再之後的步驟這些東西要如何來幫助我們是要提供一個可以討論的線索 (這樣的話之後要討論的是甚麼?) 還是為SESSION的東西做行前準備 (這樣的話 SESSION的內容是甚麼?) 可能會比較清晰

例如今天請他們做一個rating的題目只是好玩想要知道她包包裡面哪個東西最常用哪個東西次常用嗎我想應該不只這樣但是如果沒有仔細去想這個題目存在的意義之後的延續對研究主題的貢獻那麼就真的就只有這樣了你可能最後得到三個人說鏡子最常用但是僅止於此後面呼之欲出的豐富的"CONTEXT"沒有問到這樣就可惜了

在第一天的演講中約略有提到東方人比較注重事物間的關連西方人比較注重線性的邏輯用在我身上我覺得還滿有道理的常常自己的思緒跳跳跳很快就跳到別的圈圈但是橫向的不是縱向的而我覺得CM是個橫縱向都要顧到的方法

對參與受測的人而言

你們是專家!
這是一個CM的精隨使用者是他們自己的經驗的專家我們向專家學習發覺他們的需求然而外國人一向是比較直接的當他們跟別人說你是專家時是多麼自然而順理成章你知道我們一被說是專家第一個反應可能是不不不然後躲到身旁的人身後說他才是你問他吧

我們怕丟臉不直接我們需要漸進式的和諧 (白話就是跟這人混久了交情套夠了就可以給人家戴高帽子了) 時時要顧及參與者的心情也是研究員要注意的相信大家在一開始的自己當受測者的體驗有很多感觸

例如我之前就很傻的跟別人說 "你們是專家..." 其實是有一點奇怪的並不是質疑專家這件事只是我覺得這應該要很有技巧的被表達出來 (可能是教授他們提到的信任...) 在我們的這個文化中以我們的方式呈現達到一樣甚至更好的效果這才是東西交流的目的阿

在此拋磚引玉感謝大家收看也期待來自您的想法喔

工作坊第一梯次小組簡報

2008-07-02T21:37:00.000-07:00

大家好
這裡是第一梯次各小組簡報彙整

| View | Upload your own

工作坊簡報下載

2008-06-29T08:22:00.000-07:00

大家好工作坊簡報已可下載
請點選下列連結(PDF檔)
第一天的lecture
第一天lecture的case study
Workshop第一天assignment說明
Workshop第二天_Helma的亞洲經驗分享
Workshop第二天_Froukje的contextmapping第二階段解說

[TEAM02]Contextmapping workshop (day2)

2008-06-28T08:21:00.000-07:00

這次的workshop除了學到這個方法的知識外，對於送ㄧ個感動的禮物有了另外的看法，原來女生這麼喜歡男生動手做的禮物。另外這個方法透過用貼紙的方式陳述故事，強化了受測者的表達能力，懹我們很快速的深入訪談。先前我們曾經做個壹次類似的觀察研究，事先讓觀察者自行觀察並紀錄，希望他透過相機尋找她生活中他關注的事物，但此方式對於受測者是ㄧ件相當麻煩且繁瑣的事情，必須ㄧ邊拍照並且一邊紀錄，而用貼紙的方式確實在執行的容易度上有明顯的提升，旦先前關鍵字的收集與圖片的整理便的相當重要，因為如果受測者找不到圖片或適當的文字可以黏貼可能就會放棄表達。如上所述，使用者觀察的研究需要有相當創意的方式，方法還可以繼續改變，以後希望還可以接觸到更有趣的方式進行使用者觀察。

第二天，聆聽各組對於昨天進行這項方法的作業過程與結論，雖然主題同為禮物，但是各有巧妙之不同，發現了不一樣的問題和趣味。運用圖像、文字、貼紙的方式做記錄，讓受測者有創意的表達方式，發現使用者的故事，進而從事設計活動，對於這樣活潑的研究方式，覺得很有趣，老師也相當親切與深度，很開心能參加這次活動，希望未來還能接觸到更多有創意的議題。

I appreciate very much for this contextmapping workshop. Professor Stappers was quite humorous and we have learned new knowledge and techniques about understanding people's real needs. And it helps me a lot with my researches in human computer interaction field.

[TEAM02]workshop day2

2008-06-28T07:20:00.000-07:00

經過workshop第一天的訪談，我們先做整理與討論，一大早在openLAB做報告的準備工作。

臨時動議決定要從昨天獲得的結論，製作手工禮物送給美麗的Helma和Frakje。

報告我們的發現~

Findings about the Topic：
•Hand-made stuff
•Memorable gift (Souvenir)
•Taking time is sweeter and touching
•Some plan before sending gift (ex: dinner, hand out)
•Bad gift: 3C products, slippers*, nothing
•Need a story of gift
•Surprise
•B: practical / G: hand-made

Learning about method：
•User like stickers
•The meaning of picture differ from people
•Workbook inspire user to think
•Couples might save more words than interviewed alone.

報告完畢~送上我們的結論~手工小卡片為禮物。

解說手工小卡片

大合照為此次workshop畫下完美句點。

Workshop day 2 紀錄

2008-06-27T19:27:00.000-07:00

Workshop day 2
早上第一部份即是把前一天的資料做‭ ‬最後整‭ ‬理‭,‬在十點開始報告‭,‬時間因素各組有十分鐘報告

第一組
大膽才會贏
gift to strengthen relationship
1‭.‬how to confess‭?‬
2‭.‬giver/receiver
3‭.‬Your experience‭..‬

首先將實驗前測內容與在會的人分享‭,‬之後將實際測試的部份進以說明‭..‬並且說了一些‭ ‬調查中的‭ ‬趣‭ ‬事‭, ‬
What we think about contextmapping is
1‭.‬A good‭ ‬way to improve the interest of the interviews‭.‬
2‭. ‬Good for approaching the interviewees‭.‬
3‭.‬To inspire the interviewees thinking deeply
4‭.‬To provide many aspects of interviewing people

P.J asked‭, ‬what did you learn from this method‭, ‬and what didn’t learn‭? ‬What’s the surprise reaction from users‭? ‬Did you find anything new between with the interviewee‭?‬

Group 2‭.‬

The most touched GIFT for your girlfriend‭.‬

Researchers:6
Users‭: ‬2‭ ‬boys‭, ‬2‭ ‬girls‭..‬

Show Mind map‭..‬anailize the relationship with the person and narrow down the relationship‭.‬
Why‭, ‬when‭, ‬where‭, ‬what’s the purpose‭..‬

Toolkit

Put all questions on the toolkit and let the person to answer on it‭.‬

USERS

Use icon to represent themselves‭.‬
Couple‭: ‬unspoken consensus
Nerdy‭:‬
‭-‬No time for hang out‭, ‬want to have‭ ‬a travel as the gift
‭-‬take toolkit seriously‭.‬

Finding about the Topic
‭.‬Hand-made stuff
‭.‬Memorable gift‭ (‬Souvenir‭)‬
Taking time is sweeter and touching

Some plan before sending gift‭ (‬dinner‭)‬
Bad gift‭: ‬3C products‭, ‬nothing
sSurpise

‭.‬B‭. ‬practical‭/ ‬G:hand made‭ ‬

LEARNING ABOUT THE METHOD‭:‬
User like stickers
The meaning of picture differs from people
Workbook inspires user to think
Couples might save more words than interviewed alone‭.‬

GROUP 3‭.‬
Father’day gift‭.‬

Mind map and explain the reason to choose the‭ ‬topic‭.‬
Our Targets‭..‬
And introduce the pre viewer‭.‬
The workbook shows the past and current and future‭, ‬and show people the workbook‭.‬

Then introduce the tookit‭.‬
A kid used his way to draw the timeline and the kid use bicycle as a timeline and ride the bike‭.‬

We found‭:‬

Culture means a lot
‭-‬personality
‭-‬Taboo
‭-‬Formality
Fathers wont’‭ ‬tell what they really think about‭, ‬what they areally want and need
‭.‬It’s hard to choose a present because we can’t
‭.‬It seems that giving a present has became a normal condition‭.‬
‭.‬There’s a gap between acceptor and giver

We found somthing special‭.‬
‭.‬each of our participant use the picture with portrait‭.‬
‭.‬most people prefer to use both text and image to express their emotion and feeling
‭.‬some people prefer special way to express‭,(‬i‭.‬e‭. ‬tear off the one that is not possible‭). ‬Bicycle also represent‭ ‬“Time”
‭. ‬The time line for a kid is hard to realize that she try to tell her story in her own way‭.‬
Beyond our finding is the filial piety‭..‬

We learned‭..‬
How to realize their real need‭.‬
How‭ ‬to open their heart‭.‬
Not only the way for a research‭, ‬but also a strategy to help them to think about this issue‭.‬
Toolkit can be various in format and representation‭ . ‬it can also be a stimulus for the user in‭ ‬terms of brain storming‭.‬
Different people with different favorite of presentation‭, ‬text or image‭.‬

P.J‭: ‬what was the biggest surprise you are finding‭? ‬
p.J‭: ‬You are saying people love using people figure‭?‬

GROUP 4‭.‬
How to prepare a gift to your female friend‭?‬

Toolkit
Introduce the toolkit what they‭ ‬have‭.‬

Finding‭:‬
Motivation
Strength of the friendship
‭.‬Quality of the gift
Meaning
Expected emotion

Special to close friend
Commons to commons

LEARNINGS‭:‬
Contexmapping‭:‬
The style of representation‭ ‬
Materials‭& ‬Translations
Hint or limitation‭?‬

Interviews‭:‬
Packaging is so essential‭ ‬
Choose my favorite ot my friend‭, ‬or her favorite to her‭.‬
Efforts on atmosphere create‭, ‬hand-made‭, ‬willing‭, ‬but not only on price‭.‬

P.J‭: ‬What was your finding and most surprising one.You got very rich stories‭, ‬give a example‭.‬

GROUP5‭.‬
WHY WE CHOOSE STRANGERS‭:‬
It’s more challenges and how to touch their heart‭.‬
Unexplored market‭.‬
Challenge‭.‬
It’s difficult to give a gift‭.‬

Why‭, ‬who‭, ‬where‭, ‬how‭..‬

Key words‭..‬

OUR QUESTIONS
What kind of the strangers do you want ot know‭?‬
How to give‭ ‬a gift to strangers‭?‬

Who attended the interviews‭?‬
What kid of the strangers do you want to know‭?‬
How to give a gift to strangers‭?‬

Beautiful Smile‭..‬is important as a stranger‭.‬
Something creative‭..‬is important as a gift‭.‬

P.J what is the surprising thing‭ ‬you learned from the users‭?‬

GROUP6‭.‬
My most impressive experience of giving gift‭.‬

Toolkit
USERS‭. ‬Those impressive stories from users about those experience of giving gifts‭.‬

OUR FINDING
1‭.‬the meanings of“gift”
‭.‬Importance‭, ‬meaningful‭.‬
‭.‬Memory reserving
‭.‬Care‭ (‬Giver&Receiver‭)‬
‭.‬Connect to each others

2‭.‬Preparing
‭.‬According to other’‭ ‬need or habit

3‭.‬The same gola‭: ‬Make him/her happy
4‭.‬Gender difference
‭.‬Frequency‭.‬
‭.‬Moments

LEARN FROM THE METHOD
1‭.‬Inspire our thinking
‭.‬Via their experience
‭.‬focus on the user’s need
Use more abstract photo related to the topic
‭.‬Prepare your questions
Time line style changing
‭.‬Discuss>ask
Free talking

P.j
WHEN YOU APPROCH USER THAT’S HOW YOU GET‭. ‬Not end up with your own ideas‭. ‬The stories from user is interested‭. ‬

‭ ‬午休

Contextmapping Experience Design‭.‬
此部份為P.J提‭ ‬供實際應‭ ‬用在後半部設計的案例‭.. ‬
以理論為基礎用於設計案例中

Helma提供了南韓的案例
Joint research project
KAIST‭ & ‬TU Delft

Goal‭: ‬Adapt contexmapping for south Korean culture‭..‬East vs‭. ‬West
Research Question
How to make contextmapping suitable‭ ‬for east and west culture‭.‬

Solutions
‭.‬Build on a relationship of trust‭.‬
‭.‬Make them feel in control
Elicit discussion
‭.‬Facilitate their‭ ‬“nunchi”‭(‬eyes in the back‭)‬

Sensitize

‭.‬Relationship of trust
‭.‬step by step‭ (‬have meeting everyday‭)‬
‭.‬Personal messages‭ (‬showing your applications‭)‬
‭.‬The possibility for contacting us‭ (‬gave contact information‭)‬

Relations among people

Kibun
‭.‬A word for feeling‭, ‬emotion and mood in one‭.‬

Nunchi T-shirt

Conclusions
Very deep insight in the contest
Difficulty speaking English
Little techniques can help people with expressing their stories

Your experiences‭..‬
What about contexmapping in Taiwan‭?‬
‭.‬Hierarchy
‭.‬Icons or photo‭?‬

…‭..‬
CASE 2
HTACHI

Contextmapping‭: ‬a flexible procedure‭..‬

Preparing‭..‬collecting user insights…share with‭ ‬and communicate to design team‭.‬

PREPARATION‭ ‬
‭.‬TIME
‭.‬Setting goals‭.‬
Exploring topic
‭.‬choosing methods
‭.‬Recruiting participants‭.‬

Shoecare case‭: ‬possible goals
To generate real world consumer insights and concepts
To gain a deeper understanding of the role‭ ‬of footwear freshness in peoples’‭ ‬everday lives‭.‬
‭.‬Make the‭ ‬“glamorous”‭ ‬and‭ ‬“conformist”
‭ ‬target groups”come alive‭ ‬”‭ ‬for sharing the work‭. ‬

COLLECTING USER INSIGHTS‭.‬

Principles‭:‬
‭.‬Expert of his/her experience
‭.‬Everybody is creative
‭.‬Small steps to access experience‭ (‬start let them spend the time on their story‭, ‬and let them feel the meaning for them and prepare the materials in simple way not too formal and let them create‭.)‬
Aesthetics
Ambiguity
Surprise

DESIGN PART‭..‬

Analysis
‭.‬Transcript is main data source‭..‬
group section and what they said‭..‬
‭.‬Grounded theory approach‭. ‬WHAT SURPRISED YOU‭, ‬You have to put emphasis on it‭. ‬What it means to people‭.‬

‭.‬Subjectivity
To open your mind to see the datas‭.‬

‭.‬DIKW‭.. ‬Wisdom‭ (‬implementation‭, ‬create and think and create new design‭), ‬knowledge(category‭), ‬information(paraphrase‭), ‬Data(quote‭)..‬

collect datas‭, ‬put on ten cards‭, ‬and let them select which surprises them most and category it‭. ‬

Analysis‭: ‬Leisure‭..‬

Analysis‭: ‬conclusions and tips

‭.‬keep main aim clear‭..‬
‭.‬immerse in data‭ (‬transcripts and use space‭)‬
‭.‬connect‭ (‬on emotional level too‭) ‬understanding the feelings and like own feelings
‭.‬categorize‭: ‬select quotes and create themes
‭.‬accept subjectivity
‭.‬Triangulation by at least three researchers so know you are in right direction‭.‬

……

COMMUNICATION‭..‬
‭.‬Inspiration‭ ..‬engagement‭ ..‬empathy

Inspiration‭ .. ‬Leading to innovative product ideas
Engagement‭ ..‬fitting in organization over time‭..‬
Empathy‭.. ‬DEEP understanding of user‭.‬

Communication‭: ‬empathy
Stepping into the user’s shoes

Communication‭: ‬inspiration

To support the design team in enhancing empathy with users
‭. ‬to provide designers with inspiration for new product ideas
‭.‬To support the team to engage with the project‭..‬
‭.‬
Discovering opportunities for products‭..‬
Give details not abstract information‭, ‬with collage‭, ‬workbook and make it clear and let designer feel the feelings from users‭.‬

Communication‭: ‬ENGAGEMENT‭ ‬
Fitting with company’s organization‭..‬

Rich visualizations‭:‬
Reports‭. ‬Posters‭. ‬Documentary‭, ‬cardsets‭, ‬personas‭, ‬storyboards‭.. ‬to surprise them too‭.‬
Let marketing dept‭, ‬when they see the results and would like researchers to analize the datas…
Let them take part and bring them together on the web and let them participate with the project‭. ‬And let company have‭ ‬interactions with users‭. ‬So‭, ‬letter the members of company will have more reactions‭. ‬
So‭, ‬put contastmapping datas with professional datas figures will be easier to connect with higher managements‭. ‬

COMMUNICATIONS‭:‬
CONCLUSIONS AND TIPS

‭.‬To support empathy‭: ‬photos‭, ‬anecdotes‭, ‬raw data’s
‭.‬To support inspiration‭: ‬open ended visualizations
‭.‬To support engagement‭: ‬

Conceptualization‭..‬

New aspects to create new product‭.‬

Useful in sketching/prototyping/role playing
‭.‬choices in opportunities
‭.‬useful in further‭ ‬stages of design process

choose little one and try to extend it‭.‬

To use same user for later test again is very easy to let them particape it‭.‬

Contextmapping‭..‬
‭.‬expert of his/her experience
‭.‬make and say tools
rich data‭..‬

2nd‭ ‬step
user are present in‭ ‬early stage
‭.‬research and design merge
‭.‬rich visualization

‭..‬
Social world of elderly‭: ‬overall findings‭.‬
‭.‬big change of social world after life events‭, ‬e.g‭, ‬retirement‭, ‬divorcee‭, ‬illness‭, ‬moving out‭.‬
‭.‬Neighborhood is important part of social world‭.‬
Full‭ ‬filled agendas
‭.‬desire for recognition
‭.‬satisfaction by volunteer work

FINAL

The booklet will help you more later or go to website which can be searched on google and just type contexmapping‭. ‬The background‭, ‬theories‭, ‬projects‭, ‬publishes and useful links are all on website‭. ‬If you still have questions‭, ‬then you can start finding answers there or contact us‭. ‬

Workshop DAY1 紀錄

2008-06-27T19:16:00.000-07:00

Introduce:

Goal of learning..

Overview of the workshop

Day 1, basic theory
One example case
Making tookkit
Trying it out with people

Day 2,
Present findings
Discussion

第一活動‭ ‬
STEP 1‭.‬Make a collage‭,‬
‭.‬About‭ ‬“How I got here”
‭.Reflect on your experience and memories
‭.There is no right or wrong way‭ ‬
it’s your experience that‭ ‬counts
‭.You may use the toolkit in any way you want‭, ‬add to it‭, ‬change it‭..‬
Please finish in 10‭ ‬minutes

與課者成為user‭, ‬主是為我如何到達這裡‭,‬而教授為研究者‭,‬並發下材料讓與課者在十分鐘內將自己今天到達會場的方式用剪貼方式貼以及畫圖等方式紀錄在準備好的紙上‭.‬
在過程中參與同學思考今天是如何到達會場‭,‬並在卡上貼上相關的文字和圖片‭.‬

Step 2.
Talk to a stranger,
.Please find a person that you do not know yet
.Introduce yourselves, and exchange collages.
.You interview him/her, the s/he interviews you.

Please finish in 2*5 mins

教授指導下步為找個室內不認識的人把自己在卡上的事情與另個人分享並介紹過和‭,‬而這部份時間為五分鐘‭,‬之後再交換卡片並向對方介紹他本人‭, ‬這部份也為五分鐘‭,‬所以此部份小組討論為十分鐘‭. ‬

3‭. ‬Reflect
‭.‬what happened‭?‬
How‭ (‬much‭) ‬did you learn about the other person‭?‬
‭.‬what surprised you‭?‬

10分後‭,‬教授提‭ ‬到‭ ‬在過程各為‭ ‬發‭ ‬現了什麼驚奇‭ ‬的事‭ ,‬並請同學發表及分享自己卡上的故事‭,‬並問之前相互討論同學的故事‭, ‬並針對卡上的圖像特色做進一步的‭ ‬了解其紀述的動機‭. ‬而同學也熱情地分享自己的故事‭.‬

教授在聽完故事‭ ‬後‭,‬在短時間內了解在來的‭ ‬路上各種人在這過程中的‭ ‬感受‭,‬並且發‭ ‬現每個人用不同的‭ ‬方式表達‭.‬而‭ ‬當‭ ‬我們再次看到卡上的‭ ‬資訊‭ ‬加上各自的敘述可以了解其中的故事‭..‬
而之後教‭ ‬授問了誰用了”時鐘”在卡上‭,‬代表時間外‭,‬有無其它的‭ ‬情境‭,‬而教授並問到有無同學‭ ‬回答了壓力‭,‬因為在日本有很多的上班族將時鐘代表了壓力‭. ‬另外誰用了orange‭,‬而在英國‭ ‬有很多人用了‭ ‬orange‭,‬而現場只有一位同學選了orange‭..‬另外有無同學自己用畫的方式代表自己的經‭ ‬驗‭,‬而不用現成的圖片‭,‬而‭ ‬通常‭ ‬這代表了其所‭ ‬畫‭ ‬的圖具有相當‭ ‬的意義‭,‬

4‭. ‬what we expected‭.‬
在第四部份‭,‬教‭ 授‭對‭ ‬collage部份分析了其中可貴‭ ‬的‭ ‬部份尤其是與受測‭ ‬者建立了情感部分‭.‬

Making your own collage‭:‬
It takes time to start reflection
Triggers give handles express yourself
Triggers are ambiguous‭:‬
You give your own‭ ‬interpretation
Brings out personal anecdotes and concerns

What you learned from others

Some people used only words
Other people used only images
This and the way they talk‭,‬
How they refer to culture‭ , ‬to values

Dialogue‭:‬
Elicit discussion

Goal of toolkit

Put users in the position of expert of their experiences‭()‬
Commuters‭, ‬museum‭ & ‬leisure‭ (‬short student interview toolkits‭)‬
Liz Sanders/Pieter Jan Stappers

Choosing the topics‭, ‬and interview and report the feedback‭.‬

案例‭ 通勤者
使‭用可重覆利用之材料‭,‬最後並清點那個重覆選出的圖像‭. ‬而相同的禁止吸煙的圖有不同的‭ ‬情境‭,‬一半是放鬆‭,‬一半是壓力因為是吸煙人口‭.‬

案例‭ ‬休閒‭ ‬

讓受測者在選圖及做答過程相互認識‭ ‬更深‭ ‬入‭.‬而圖片的準備可以天馬行‭ ‬空‭,‬也可以給受測都發‭ ‬揮‭,‬不一定要做‭ ‬成貼紙方式‭.‬

Making contact with uers‭.‬

‭.‬Who to involve and how to approach them‭?‬
How to ask the right questions‭?‬
How to help your users to get started‭?‬

Help them to get started‭:‬
Provide a grid‭.‬

Tips on using the toolkit with people
‭.‬provide them with ownership‭. ‬
‭.‬Say‭ ‬“We want to learn from you”
‭.Say explicit to your participants‭: ‬“You are the expert of your won experiences‭, ‬plaes do it your way”
‭.‬Continue asking for explanation
Ask open questions
‭.‬Continue on their answers

The experience of giving a gift to a friend‭.‬
Research for company C‭, ‬who have been making functional household products‭.‬
‭.‬Users buy the products only for themselves‭.‬
‭.‬Company C now wants tits products to be bought more as gifts for others
‭.‬they hire your team to help them understand what‭ ‬“giving gifts”‭ ‬means to people‭.‬
‭.‬Topic‭: ‬“Giving a present to a friend”

Our Mindmap‭.. ‬
Make your own map‭. ‬
今早工作就‭ ‬是建立自己的‭ ‬mindmap‭. ‬以小組方式討論進行‭.‬而明天要發表‭,‬而早上可以小組討論‭ ‬要做‭ ‬的主題‭ ,‬下午可以分組進‭ ‬行甚至去找受測者進行‭.‬

分組過程中‭,‬各小組分別分區進行討論‭,‬而主題‭ ‬是”送禮主題‭ ‬進行延申討論‭.‬並選擇所需要的調‭ ‬查材料toolkit‭.‬過程中教授與助教們也分別到不同小組去了解各組進‭ ‬行‭ ‬之情形並給予不同之意見並且再次用各組的主題進行不同的指導‭.‬尤其在於過去受訪者的經驗了解其當時之動機以及當時情境‭,‬再從所找出的答案去了解受測者所選擇之素材的因素‭,‬進而再去問受測者現在以及未來的相關問題‭,‬去了解其本來所送禮之對象之情境‭.‬

而各組在目標及問題確立後‭,‬即展開剪裁作業‭,‬將自己準備好的圖像剪下準備給受測者挑選使用的toolkit‭.‬
而在所有材料準備好後‭,‬並找別組同學做‭ ‬前測‭,‬看是否在問卷設計上有無問題以及執行上可能會出現的問題‭ .‬並針對前測的過程調整內容‭.‬
而討論中各組展開腦力激盪和不同另類和創意的想法‭,‬而來自印度的同學更覺得討論的安排將不同背景的人安排一起‭,‬這樣產生出更多的火花以及了解不同學習背景人的想法‭. ‬

在此同時‭,‬各組並選出一位blogger人員將自己組的討論紀錄下來‭,‬讓討論‭ ‬過程更為詳細‭,‬使其它組員和參與的同學能夠了解其它組別的進行‭ ‬過程‭.‬

明天時程
9am discuss result
10am‭, ‬upload your powerpoint/paper

1‭.‬topic
2‭. ‬toolkits‭ & ‬participants
3‭.‬findings on topic
4‭.‬findings on process

第一天回家作業

‭.‬Pilot test here before you go out
‭.‬how many people to interview
‭.‬each group member‭ ‬does one interview with one other group member taking notes‭.‬
‭.‬Group may split up into 2‭ ‬teams to do the i\interviews‭.‬

TOMORROW‭. ‬9-10am come back‭, ‬
‭.‬finding and make presentation‭.‬
.‬topics‭, ‬toolkit and user
‭.‬finding about the topic
‭.‬learning about the method
‭.‬what went good/what went bad

[Team02]Contextmapping workshop (day1)

2008-06-24T11:58:00.000-07:00

經過早上曲折的過程，到達Openlab後，第一件事竟然就是問我們How you got here?我是如何來到這裡的？那不就等於要把我們心酸的過程描述一遍嗎?後來跟別人討論之後才發現，其實這個問題的答案有很多面向，大家思考的方向也不盡相同，因為我們剛經歷了令人印象深刻的過程，所以直接反應就是把剛剛的過程描述下來。另外，在我們討論訂定問題的時候也花了很長的時間，因為要如何將問題問清楚，而且與我們的核心議題是密切相關，是值得學習與思考的部分。

這次workshop是我第一次參加workshop竟然還被點名說明自己的板子第一次在老外面前說英文對我來說是一段難忘的經驗，教授講的很慢，真的相當感謝教授很清楚且很仔細的說明。從這次經驗來看，我必需要好好加強我的口說了，這過程中很想多講幾句話，但在表達上還相當困難。明天就將要結束了希望我能好好活用這次workshpop的內在設計上，教授教導許多很直接且相當容易執行的方法，讓我對使用者觀察這類方式有些許改觀，因為先前也有執行過類似的方法，但始終覺得讓使用者自行記錄與表達是相當困難，這次活動讓我看到更好的方法，此次受益良多。

以往訪問使用者，都只能用數據、選項，或是開放式的方式去訪談，往往花很多時間，卻又不一定會找出所想要得到的答案，但是這次在workshop學到了另外一種模式，用貼紙、圖片、keywords等去勾引使用者的想法，激盪出更多的火花，而如何提出好問題，如何與受測者進行訪問，都是我們今天所學習到的技巧。

[Team02]First day work

2008-06-24T11:41:00.000-07:00

做好了準備工作，先找了作前測者，來進行我們的訪談，對於我們認真回答的模樣，一定也是對我們的題目有深深的感動吧！
接下來，我們找了一對情侶，以及二男二女，各有男女朋友的人接受了我們的訪問。獲得了有趣的回應呢！(下回分曉)

前測者認真的幫助我們~感謝泥

USER1&USER2是一對小情侶，填問卷的時候閃呀閃☆

USER3是目前與男友交往穩定的畫圖高手，以女生的角度回答我們的問題。

USER4求婚成功的浪漫男孩兒~

USER5害羞的一直以為有標準答案的博班學姊

USER6告訴我們交往過程、送禮很有心的的男孩兒

感謝你們的配合，支持我們完成他！

[TEAM02]mindmap & toolkit

2008-06-24T11:17:00.000-07:00

分組討論時間，大家用大白板一起做討論，畫出mind map，先以brain storming的方法集思廣議，再將發散之後的成果，作一個小型的討論，決定出主要的主題後，再針對「girlfriend」這個層次的關係去做更多關於gift的發想，最後歸納mind map，決定以「The most touched GIFT for your girl friend」為topic。
要如何對User問適當的問題和如何呈現，令我們思考和討論了很久，一個適的問題可以命中核心，而且又不會影響User，侷限住他們的思維；該提供多少的素材讓他們發揮，圖像或是文字的表現會比較好呢？讓我們思考量多。

同組的同伴們的合照

在大白紙上努力的填上我們不一樣的想法

發散與收斂的過程

長得很茂密的mindmap

問題與討論

[Team03]our first day homework

2008-06-24T10:20:00.000-07:00

[一]
成品：

感謝：

[二]
成品：

感謝：

[三]
成品：

感謝：

[四]
成品：

感謝：

[五]
成品：

感謝：

[六]
成品：

感謝：

[Team03]Doing our pilot test

2008-06-24T09:54:00.000-07:00

要有結構的研究，總是要先有個前測，所以，我們就找了一個願意分享他的經驗、故事的人來做這個先導測試...

採訪前，先將工具準備好

熱心的先導測試者(其實是被我們硬拉來的~~)

很不專業的講解這個活動要怎樣進行

搔搔頭~~努力思考該從哪邊開始說這個故事

大家聚精會神的聽著受訪者分享的故事，莊博士也在一旁專心聆聽著~~

受試者用力寫著他的故事

賣力找著素材

努力的說明他的故事

作品完成了

看一下受試者的表情，就知道我們的pilot test, 成功y^_^y

[Team03]The process we find our mindmap

2008-06-24T09:37:00.000-07:00

為了避免太過餘目標導向，造成大家的創意或是想法被抹殺，同時也不是流於純粹copy 講著們投影片裡面發想的那幾個關鍵點，所以我們努力想著不一樣的東西~~因此一開始大家也是漫天亂想，但是一段時間後，我們發現開始有些層次、分類的東西出現，因此我們又重新拿了新的紙，再度重組一次我們的發想架構。

這當中，講著們都會非常熱心的前來參與我們的討論，並適時給予我們適當的建議，因此讓我們可以在時間內完成階段性任務。

經過一番激烈的腦力激盪，我們終於建立出我們的Mindmapping了

當Mindmapping完成後，我們就要為下午的田野調查XD進行準備，所以我們需要從龐大的發想內容裡面挑選我們在有限時間內能做的方向，考量許久，我們認為從最近的節日下手，對於受訪者來說，是最能激起他心中的想法，因此，我們決定從父親節切入~~

[Team03]Creating our own toolkits

2008-06-24T09:26:00.000-07:00

空蕩蕩的海報紙上面，我們正在思索該怎樣可以讓受訪者好拿、好貼，3M的黏貼版，就是我們的關鍵所在啦~~

利用大家自己帶來的素材、工具(諸如雜誌圖片、美工用具、電腦等)以及現場提供的工具，我們設計了專屬的toolkit。

把空蕩蕩的海報紙，搭配上我們精心製作的閃亮亮toolkit，鏘鏘~~這就是我們要採訪的終極秘密武器啦~~

[Team03]0624 contextmapping in OpenLab

2008-06-24T09:21:00.000-07:00

Some of us are the first time to take part in this kind of workshop, but some are not. Even though, we all have good time in these two days, and we learned a lot of things like what is contextmapping and how to use contextmapping to do a research etc. from the three speakers. We learned a lot from each other also. It's a good experience to work with people in different background. We enjoyed doing our own toolkits this afternoon. Team work is very important for all kinds of situation, but it's not easy to do team work(we need to know the real meaning of team work). We think we do our team work today very well.
Finally, we would like to say thank you to the teachers, it's good for us to communicate with teachers directly, and we can get respond to fix or actuate our thinking immediately.

Member1：
*How do learn from the first exercise- a collage; ‘how do I get here? ’

It is interesting to use both text and image to present a concept. I found some people like to use more text while others might prefer to use more images on representing their concept. Both materials work together wonderfully.

*How do I learn from the assignment? --to give a ‘gift’.

The method: The main task for today is to learn the data collecting section, the first three steps, namely preparation; toolkit; and interview, of the context mapping. There were six people on each team. During the team working, we found there were various ways we can adopt to do the interview to get the insight from people. We first work out the mind-map to find the components involved on the context of the topic. An interesting focus topic, father day gift, was chosen after mind-mapping discussion. I also give away the idea that to decide a specific population as a priority for this task, because to include more population sectors can have broader and unexpected prospective for this assignment. The pilot test went successfully. Some part of the material and procedure was modified accordingly.

The team: I appreciate all the team members for their friendly attitude and devotion. I did enjoy and learn very much from the workshop.

Member2：
I'm really happy and appreciate that I could have such a chance to join this interesting workshop, and I have learned a lot both from three speakers and my group members.Thank for Prof. Stappers, Froukje Sleeswijk Visser, and Helma van Rijn, you gave a wonderful speech and lots of helpful advices while our group discussion. Hope that I would have chance to use "ContextMapping" in real research in the future though it takes lots of time to brainstorm and to make the toolkit.

Member3：
這是第一次參加work shops,第一次上課就是外國老師真的很刺激.幸好老師非常親切引導我們一步步進入狀況,並給予我們很大的討論空間.腦力激盪的過程非常有趣,每個人因為背景的差異會有不同的思考模式,受訪者也是,藉此我們藉由圖像跟文字的可以進一步的進入受訪的者的故事中,是非常有趣的設計思考方式.

Member4：
之前在大學的時後參加過兩次的workshop，這次是第三次參加。先前有學過類似的方法，內容大至上是大同而小異。但重點就在這些細微的差異，這就是這些設計方法的精華所在。
透過這一次的contexmapping workshop，讓我又多了一套方法來探就使用者的需求，以供設計師不同的視野來進行產品設計。

Member5：
I'm really glad to have the chance to join this kind of workshop. Although we have a big home work today and need to present what we find during this process tomorrow, I still think it's my honor to take part in the workshop.
I was very impressed by the first task called"I am..."and"how do I get to here"~~Why did I think it is interesting?Because it was a great chance for you to remember or creative a daily life story that we might ignore mostly. Sometimes, we might think "design" or "originality" means fresh, never been seen and inimitable. But I found people in this workshop, they have their own way to create and explan the same topic or question. And all the stories I heard today can be good materials for me to create something new next time.
I think this method can be used in all kinds of situation, like doing research, teaching, playing and so on. I think it's not only a kind of method, but also a good way to break ice for the people who never meet each other at the first time. And it is interesting in doing our own toolkits.

Member6：
上課非常活潑有趣，生動的教學方式讓學生更容易了解課程。而授課後的實做作業能讓我們更進一步的認識這整套的設計方法。除了與自己的組員討論外，老師也不時的參與分析，讓我們在錯誤中慢慢的學習，這次的課程讓我們了解到設計師在設計產品前，應該要準備的有哪些功課，讓我們的產品可以不斷的檢討、可以更符合使用者的需求。

[Team04] prepare toolkits

2008-06-24T08:36:00.000-07:00

每位組員都盡心地投入工作中，有人翻閱雜誌、做圖片剪貼，有帶NB的上網找資料、key in data、做編排，還有人詳細地討論訪問的內容及流程、製作各種圖文資料。由衷地感謝初次合作的夥伴們，有各位我們的工作才得以順利的進行。

這是一個很有趣的經驗，我們有印度來的設計師、業界的設計師、資工所的工程人材與設計所的研究生，在短短的時間內不但要溝通協調還要了解對方的工作方法，最後還要有所產出，了不起！

或許我們都不是展現出我們最專業的一面，或許工作成果未臻完美(我在嫌棄自己的表現啊，對不起各位)，但大家都努力了，對吧？

圖：working, working, working!

[Team04] Mind map

2008-06-24T08:19:00.000-07:00

初期採用開放式的mind mapping，中期改成半封閉式的mind mapping；一開始以「送朋友禮物」為起點，經過討論與修正後希望著重在「送禮的意義」、「準備禮物的用心」、以及「女性友人」、「關係的親疏」等做為發展的方向；最後得出「送姐妹淘禮物的經驗」為本次workshop的主題。

第二輪的討論將問題的重點鎖定在「關係的強度」、「送禮的意義」、與「目的」做為訪談的重點。並且就所介紹的幾種工具中決定以Collage為主、關係強度同心圓來做為資料蒐集的方法。

圖：mind map、second round discussion

[Team 00] 工作坊PO文上傳照片說明

2008-06-23T10:03:00.000-07:00

各位學員們好為提高大家的參與以及為工作坊留下紀錄
希望每一組能派位代表在每日工作坊結束時(或任何空檔)
PO上當天的心得與紀錄以及製作workbook的成果

首先請先申請成為blogger共同作者
請寄信給suno (suno0931@gmail.com)索取邀請函
接著就可以開始PO文了
為方便分類請參考以下規則
標題: [Team XX]XXXXXXXXX---請註明組別
Label: 每篇文章請以組別下Label 方便之後整理如"Team01"
(可以本篇文章為範例)

也歡迎大家將在workshop中所拍的照片分享出來
方法是上傳到workshop專屬的Flickr
http://www.flickr.com/photos/contextmapping2008/
只要將圖片以附件用email寄到result27indeed@photos.flickr.com就可以了!!
你可以在信件標題下註解或拍攝者
或是你有自己的網路相簿
也歡迎將連結分享出來!!

任何問題請留言或洽suno (suno0931@gmail.com) 感恩~

Workshop課程內容與時程規劃

2008-06-13T00:24:00.000-07:00

6/23（一） Prof. Stappers 演講

講題：

ContextMapping：Experience from practice
使用者情境與需求研究：實務案例與經驗分享

地點：台灣科技大學，國際大樓IB201演講廳
時間：

報到：13:30-14:00
演講：14:00-16:00
討論：16:00-16:30

6/24 (二) Workshop Day 1 at OpenLab:

08:30-09:00 報到
09:00-10:00 流程介紹與暖身活動
10:00-10:15 休息
10:15-12:00 分組討論
12:00-13:00 午餐聯誼
13:00-14:30 Workbook設計與製作
14:30-14:40休息
14:40-16:00 Workbook測試與修正
16:00-16:20 Q&A
16:20~ 學員走出教室，運用Workbook收集其他非參與者對於研究問題的看法

6/25 (三) Workshop Day 2 at OpenLab:

08:30-09:00 報到
09:00-10:00 匯整interviews成果
10:00-10:20 休息
10:20-12:00 分組報告Workbook收集的資料與發現
12:00-14:00 午餐
14:00-15:30 Next Step: From Workbook to Concept Design
15:30-15:45 休息
15:45-17:00 研究案例介紹與分享
17:00~ Q&A

交通資訊

OpenLab位於台灣大學水源校區，其位置是下面所示之校址圖中標示為12的理化大樓1樓。
水源校區的入口在永福橋旁的自來水園區對面，茲將相關的交通資訊整理如下：

搭捷運：從公館站4號出口往汀州路與永福橋方向，步行約15分鐘。

搭公車：311於”自來水博物館”站下車，步行約8分鐘

腳踏車或摩托車：可以直接騎到校園內停放，不需收費。

開車：可以直接開到校園內停放，但每小時需另外支付15元停車費。

# 第二梯次 (7/7～8)

7/7 (一) Workshop Day 1 at OpenLab:

08:30-09:00 報到
09:00-10:00 流程介紹與暖身活動
10:00-10:15 休息
10:15-12:00 分組討論
12:00-13:00 午餐聯誼
13:00-14:30 Workbook設計與製作
14:30-14:40休息
14:40-16:00 Workbook測試與修正
16:00-16:20 Q&A
16:20~ 學員走出教室，運用Workbook收集其他非參與者對於研究問題的看法

7/8 (二) Workshop Day 2 at OpenLab:

08:30-09:00 報到
09:00-10:30 分組報告Workbook收集的資料與發現
10:30-10:45 休息
10:45-12:00 討論Workbook的研究成果與分析方法
12:00-13:00 午餐聯誼
13:00-14:30 Next Step: From Workbook to Concept Design
14:30-14:45 休息
14:45-17:00 研究案例介紹與分享
17:00~ Q&A

學員名單與梯次規劃

2008-06-05T02:23:00.000-07:00

感謝各位對於Contextmapping Workshop的熱烈迴響，我們共收到67位學員報名參加此活動。基於場地的限制與課程活動的安排和展開，我們將分兩個梯次來進行，讓各位都能夠參與並瞭解Contextmapping方法的內容與應用。

第一梯次的Workshop是6/24,25兩天，由Prof. Stappers、Froukje Sleeswijk Visser、及Helma van Rijn三位帶領。
第二梯次的Workshop是7/7,8兩天，由目前在TU Delft求學，實際參與許多Workshop的suno(黃俊一
)、莊雅量博士、及參與第一梯次的種子教師帶領。

所有報名的人員請務必於6/23日下午，前來聆聽Prof. Stappers的演講。
我們依照各位報名的次序，將所有學員分派到兩梯次中，名單如下：

Contextmapping Workshop 簡介 (2008/6/23-25)

2008-05-31T20:58:00.000-07:00

以人為本的使用者導向設計(user-centered design)正逐漸為市場所重視，然而，你真的知道使用者在想什麼嗎? 你困惑不知該如何開始嗎?
Contextmapping工作坊將為您帶來荷蘭工業設計的使用者研究經驗與方法，讓你既有概念又能馬上應用上手！

6/23（一） Prof. Pieter Jan Stappers 演講
講題：ContextMapping：Experience from practice
使用者情境與需求研究：實務案例與經驗分享
地點：台灣科技大學國際大樓IB201演講廳
時間：下午14:00~16:00
*參加WorkShop的學員，務必參加此演講

6/24（二）- 6/25（三）兩天工作坊Workshop at OpenLab
地點：台灣大學OpenLab (台大水源校區理化大樓一樓思源街18號 MAP)
[Day 1]

o Morning: A presentation about setting up the studies, and small exercises (doing a make&say exercise, scoping a research question to allow sufficient ambiguity)

o Afternoon: Workbook-making design exercise. During the class, workbook assignments are conceived, tuned, and piloted with other workshop participants.

16:00~: After making the workshops, participants would take the workbooks outside class and use them on other people outside the class. They bring back the results on the next day.

[Day 2]

o Morning: Presentation of findings and evaluation of workbooks by the class, discussion of the interpretation and discussion of how these data can be analyzed (with examples).

o Afternoon: Advanced topics (cultural differences, small versus big industrial cases).

報名人數：40人發佈文章
報名時間：5月20日起至5月底止
報名方式：為銜接後續研究計畫，本工作坊將主要受理團隊報名參加，
每個團隊以三人為佳，請下載報名表格，填寫後寄回insight@mail.ntust.edu.tw
名單公布：將依報名情況進行審核，並於6月6日將名單張貼於工作坊網頁上。
主辦單位：國科會智慧家庭科技創新與整合中心、台灣科技大學設計學院

、台灣大學智慧生活科技整合與創新研究中心

講師簡介

2008-05-20T23:55:00.000-07:00

本工作坊將由荷蘭台夫特科技大學工業設計學院(the faculty of Industrial Design Engineering, TU Delft)的Pieter Jan Stappers教授以及兩位博士班學生一起帶領:

Pieter Jan Stappers
荷蘭台夫特科技大學工業設計學院教授
互動設計系(Design for Interaction)系主任

Froukje Sleeswijk Visser

Helma van Rijn

更多資訊請參考 http://studiolab.io.tudelft.nl/contextmapping/

[預告] UOID使用者導向創新設計課程

2008-05-19T23:23:00.000-07:00

透過跨領域合作式的創新，將工程團隊的科技與設計小組的概念，利用IDEO的情境故事法，進行創意發想、實務收斂，創造出以使用者為中心的產品與服務。

• 開課單位：台灣科技大學設計研究所
• 課程代碼：DT5016701
• 開課時間：97學年第一學期
• 成員：3~6組，每組限定3位設計相關、3位科技相關、1位其他有趣的參與者。以參加過Contextmapping Workshop的學生優先。

• 課程進行方式與階段：
1. PRESTUDY: 七月～八月，確定跨領域的小組成員與研究議題。
2. KICK-START WORKSHOP: 九月初，共進行3天，每天9小時。
3. CHECKING POINT (Presentation + Discussion):
九月～十二月，每兩週上課一次，每次3小時。

• 獎勵：表現較佳的三組有3萬元的模型補助；最終發表後的第一名可再得九萬元的模型補助，製作精緻模型並將之展示於OpenLab中。

 相關訊息請參閱以下網站，http://blog.drhhtang.net/design-project/uoid-course/，課程資料會陸續上網，請隨時點閱參考。