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Week 12 & 13- Final Presentations

In week 13 we did our presentation. We didn’t rush it this time thankfully and finished at a good time. Ben seemed happy with our work, and myself and the rest of the team felt really good about it. It was also a relief to finally get it done! The class seemed impressed and engaged which was good. It was also really good and interesting to watch everyone else’s presentations as well. It was especially fun to see everyones videos, they were very entertaining. Overall, this course was a really interesting experience and I felt like I learnt a lot about design thinking, teamwork, time management, planning, etc, from it. I also feel very lucky to have been in the group that I was in. They were all friendly and great to work with. They were hardworking and everyone did their fair share of work which was great. I’m glad to have met them! 

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Week 11 - Discussing Our Roles For The Final Task

In this weeks class, we discussed finalising our ideas, research and roles in the assessment. We showed each other how our work on our parts of the project was going so far. We also got some feedback from our tutor, Ben and he seemed to be impressed with our progress and where we were heading with our project. The only thing left to do was finish things up and to do the 1 minute video for the presentation, which Leanne and Blake filmed and Blake edited it. 

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Week 10 - Prototype Report Card

In week 10, we did our prototyping report card for our project. We discussed what our learning plan was before prototyping. The top three learning questions the project had are social, political, current events and cultural ideations. We figured out that our success would be determined by how viral the app goes and that live tests would help to determine how the popularity of the project would be. Then the assumptions and what would need to be true for this to work is having the council approval for the app design, the three exhibitions and online advertising campaign. After prototyping, we learned that not all of our original ideas ended up working out and were not needed and that brainstorming, discussing and researching can help to figure out what will work and what won’t. Our focus needs to be on the advertising and the app, the things that will potentially go viral and spread the word, in order for the exhibitions to go well and for the musuem to get more younger visitors. 

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Week 9 - The Roses, Buds and Thorns Activity

This week we did an activity called, ‘Roses, Buds and Thorns.’ We had to get some sticky notes and write about 3 different sections, pink (roses): postitives, yellow (buds): potentials, and blue (thorns): negatives. Personally, I found this activity really helpful as it encouraged our group to really have an in depth discussion and thought process on what we really need to do and what is really necessary. I think originally we actually had too many differents ideas and things that we were gonna do, and it would have ended up being fairly chaotic and just unnecessary. Doing this activity, we eliminated the ideas and plans we had that we ended up thinking wouldn’t really help our project. We worked out that social media and apps is a positive because it’s very in right now and it’s accessible and easy to use. So we decided that Olivia would definitely still do the app. Then we decided to not have a festival and just be more focused on the individual exhibitions. It would be easier and cheaper. So, for the exhibitions, Leanne, Saza and I, said we would design the posters and social media posts for each exhibition; climate change, culture, and feminism. And finally, instead of doing a radio show, we worked out that Blake would do the advertising, editing the video for the presentation and talk about what the potential podcast would be like. Podcasts are a lot more popular these days than radio. 

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Week 8 - Lofi Lego Prototype Model

Unfortunately, I wasn’t able to come to this class either, but my group members explained what they did during the tutorial to keep me up to date. The group built a lego prototype model implementing our ideas for what the musuem could do to attract more visitors. It’s a model of what the musuem could look like if they had a festival and had the exhibitions that we suggested for them to have. The lego walls standing up at the back represents the exhibitions and the lego lights and pathway in the middle at the front represents the garden and entry way being all nicely decorated to attract customers. And, of course, the lego people are the visitors looking at the new exhibitions at the musuem. 

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Week 6 & 7 - Musuem Reps and Presentations

I wasn’t able to go to the lecture in week 6 where the musuem reps came in to talk. However, the members of my group who did go said that the musuem reps talked about things like how they would love to have more of a presence on social media and post more about the musuem on there, but everything has to go through the council first, which makes it difficult to have creative freedom in that area. Another issue is that it can be hard for people to find a way there, the public transport to the musuem isn’t very accessible. 

Then in week 7, we did our first presenation where we dicussed our ideas, plans, etc. We were all pretty worried that our presentation would go over the ten minute time limit, and we were trying to figure out exactly how we would go about doing it to keep it at just 10 mins. We practised and organised everything and then ironically rushed through it a bit too quickly and went under 10 minutes, at only 8 minutes funnily enough. Despite the time issue, we still did a good job and we felt really happy and relieved with how our presentation went. 

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Week 5 - Customer Journey Maps

This week we discussed the customer journey maps. The picture above explores the customers journey, from awareness, interest, planning, visit, to finally, the follow up. With awareness, the customer discovers the musuem through social media, advertising, word of mouth and education. The customer gains an interest through friends, family, group tours, tourists and websites. Then the customer plans to go there by buying tickets, working out how they will travel there, and where they will park when they get there. Then the customers visit the musuem and finally they follow up by becoming regular visitors and marketing notifications for future events. 

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Week 4 - Empathy Maps

This week we focused on looking at empathy maps, the beginning of the design thinking process! Above is some examples of an empathy map for our project. We needed to empathise with the potential younger people who would visit the musuem to figure out what their interests are and what would attract them to the musuem. 

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Week 2 & 3 - Getting Into Groups and Discussing Our Chosen Wicked Problem

I was actually away for the week 2 class so I can’t really write much about that. I knew it was the class where we were getting into our groups so I was worried about missing out on that. However, when week 3 got here, before class I went to a local cafe, The Press Bookhouse, and I noticed that there was a group of students talking about the class. I asked them if they were talking about DESN2002, which they were and then I asked if we had got into groups the week before, which they did and I asked if they knew what happens if you were away for that. They then asked if I wanted to join their group, luckily, which I did. I’m so thankful and happy to have been able to join that group because they are such a lovely group of people and they are all hard workers. It was also good that they had things for me to do and to add to the group! 

The wicked problem that we chose to do was the Lake Macquarie Musuem of Art and Culture. The musuem wants to know what they can do to bring more people into their musuem, in particular those aged 12-25 years old. So we started to brainstorm ideas for things that would attract more younger people, like particular exhibitions, getting the musuem to have an app, etc. We also thought about what adveritisement we could use such as, posters, podcasts, radio, etc.  

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Week 1 - The Toaster Activity

In the first class for DESN2002, we did an activity where we had to draw how to make toast without using any words, just drawings. Our drawings had to be clear enough for someone to be able to look at them and be shown how to make toast without any written instructions. We then cut out each of our drawings and split off into two groups and mixed all our drawings together to make one big sketched out ‘instruction manual’ so to say. It was kind of a weird activity to do to be honest, but I get that the point of it was to work on showing how much of an impact design can have even without words, if done correctly.