This activity encourages students to find a close contact in their world who would benefit from assistive technology. Grandparents, a parent with a physical condition or someone that they know living with a disability make good clients.
The idea is that the student feels close enough to reach out personally for an interview and have in depth discussions about the person's particular needs and desires in a device that would assist them with activities of daily living.
The student works over a series of interviews to determine:
Who: This is for any class teaching students about customer discovery or product development.
In the first phase of interviews students work one-on-one with their client to develop an empathy map to better understand the client's unique needs and desires. They determine the specific pain points and the Jobs to be Done by the device they hope to design.
In the second phase of this project, students work in virtual classrooms via Zoom breakout rooms to get feedback from local nurses, occupational therapists, physical therapists and people with work experience helping their clientele. They use this feedback from the professionals to refine their ideas.
If the class schedule allows, students can continue progress on the project by executing one of three things:
BONUS: Also included is a participatory design activity (see .PPT below) where students worked in teams of 3-4 to practice coming up with interview questions for specific clients that were assigned to them. This activity was done in Zoom breakout rooms with a 10 minute report out at the end of the class.
Timeline of the Module:
In this activity students will learn:
Encourage students to interact with clients they are comfortable talking to.
Allowing students to design using empathy and for a client that has a disability or needs assistive technology helps them design beyond their own needs. Most students do not think much about how elderly or people living with disabilities might struggle with basic needs such as bathing, feeding, or other activities of (ADLs). By helping them learn to design with empathy, you encourage their worldliness and awareness of people outside of their own network.
Make sure students interact with their client at least 3 times to get feedback from them about what they need. They also need feedback on their design ideas about what the client likes about the design idea, what needs to be improved and how it can better meet the client's specific needs. This helps students receive and respond positively to constructive feedback.
After completion of the activity, it was really helpful to meet with professionals (we met with nurses, Occupational Therapists, Physical Therapists and OT students). This was done with a group of 30 students separated into Zoom rooms with 4 students per room. 1-2 professionals per room were needed to give feedback to each project. This took a 1hr. 20 minute class period and the students received feedback from at least 6 professionals.
User-centered design and empathy mapping: https://builtin.com/product/empathy-mapping
Clay Christensen, The Innovator’s Dilemma. Disruptive innovation: https://www.youtube.com/watch?v=rpkoCZ4vBSI
Bob Moesta, Rick Pedi, “Jobs To Be Done — UX Knowledge Base Sketch #82” Source: https://uxknowledgebase.com/jobs-to-be-done-d77e9e0d725c?gi=c5d8de678bf5
Product Frameworks, https://www.product-frameworks.com/Jobs-To-Be-Done.html
Vassilena Valchanova, “The Ultimate Guide: Jobs to be Done Interviews for Customer Development, with Templates,” Source: https://valchanova.me/customer-development-jobs-to-be-done/
Alan Klement, “Jobs to be Done.” Oct. 9, 2016. Source: https://jtbd.info/2-what-is-jobs-to-be-done-jtbd-796b82081cca
|Empathy Map.pptx||Activity / Handout||.pptx||6/22/2021||45.1 KB||127|
|Jobs to be Done Framework.pptx||Presentation||.pptx||6/22/2021||8.5 MB||159|
|User-Centered Design with Interviews.pdf||Activity / Handout||6/22/2021||202.8 KB||123|
|User-Centered Design Interactive Workshop.pptx||Presentation||.pptx||6/22/2021||22.8 MB||132|
|Student Sample - Empathy Map.pdf||Student Artifact / Example||6/22/2021||1.5 MB||126|