Research Outline & Research Techniques

"It's time to do research"

But everybody seems to be looking at each other, some looked blankly on the blank paper, some simply totally blanked - all wondering what to do.

It is very common for students to be in a situation where they want to do research but do not know how and where to begin? 

Some randomly looked for stuffs to 'stuff' them in the journal. Some simply followed their teacher's suggestions to find 5 pictures of these and 10 examples of that. Then 5 advantages for this, and 3 disadvantages for that, etc. Then when those works are done, you look at them, and one wonders what they are for. And neither can the students explain when you asked them.

Is this very familiar?

Very funny actually.

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Firstly, you will need to be very clear on where you are in the design process. 

Because when you are at different stages of the design process that will requires very different type of research methods and strategies and there are not one size fits all approach.

Secondly, you need to know what information you are looking for. 

Ask what specifically are you looking for? 

Ask what do you want / need to know?

Thirdly, you must know your objectives for looking for those information.

For example, knowing what you want to achieve with those information. 

Knowing what you need / want to understand. 

Working out what information you do not have (yet).

Working out what you do not know (yet) but will be important to know or have to. 

Knowing what you will be doing with all those information? 

Knowing how will you be using those information to achieve your objectives?

Finally, having worked all of the above out, you should be clear what you need now. 

Next you'll need to have a few strategies to get those information you need. 

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I just realized I have written on just about every strategy a student can use as research methods / strategies for any part of the design journal. They can be found in the links below.

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Having worked out the objectives, you can use any of the research methods below to fulfill your research needs. Every method yields slightly different results. 

You must understand how each research method works and their respective objectives before attempting any of them for your research. I believe in each of the methods stated below, you should find at least a brief introduction to their functionalities. You may be even find examples of how they are used. IMPORTANT: Do your research with understanding.

• PI.E.S. (Physical / Intellectual / Emotional / Social NEEDS)
• 5W1H (Who, What, Where, When, Why, How)
• Asking the Five Why's
• Activity Mapping (Pre-activity, Activity, Post-Activity, Assessment)
• Observation, Shadowing, Narration, Interviewing + 5 Whys, Survey

Eventually ALL reseach will lead you to an identified Design Opportunity. And ALL subsequent researches will lead you to various solutions you are looking for and solving the issues you have identified.

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More Tips: 

Primary research will give you the best results in a research. e.g. Empathy research enables the designer to live in the shoes of the target user. To really live out the user's life for a considerable time to experience what it is like to be him / her. Only then will the designer most closely understand the NEEDS of the users. Other examples are observing / experimenting the product and experiencing it first hand. Anything that is done that gives the designer first-hand data and experience is primary research.

Secondary research on the other hand should only be done if primary research methods are not possible, or as a supplementary to primary researches. For example, in supporting the claims and evidences from primary researches. Examples of secondary researches are information obtained from internet researches, third party observations, records of surveys, extracting information from articles and journals recording facts and evidences.
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What is S.C.A.M.P.E.R.

S.C.A.M.P.E.R. is a great idea generation technique. 

There is no former meaning to the word 'SCAMPER', because each letter is actually an acronym, e.g. P.I.E. = 'Pan Island Expressway'. S.C.A.M.P.E.R. is made up of the first letter of 7 or more possible ways (see below) that the Idea Generator (that is YOU) can use quickly and efficiently to 'modify' or 'evolve' an existing solution into something else. Sometimes into a very radical ones. So when you see 'S.C.A.M.P.E.R.' it simply means its an Idea Generation technique / strategy.

In a nutshell, if you use each letter onces in sequence (or randomly), minimally your effort will enable you to create at least 7 different possibilites starting from just one existing idea.

Since many people 'claim' that they are lousy at generating ideas, the S.C.A.M.P.E.R. technique is there to assist the idea generator to generate more ideas quickly and more efficiently. The same technique can also be used for '^Design Improvements'.

To use S.C.A.M.P.E.R. you ask questions:

S    Substitute             
What could be used instead? What kind of alternate material can I use?

C    Combine               
What could be added? How can I combine purposes?

A    Adapt                   
 How can it be adjusted to fit another purpose? What else is like this?

M   Modify               

What can I adjust to better suit the intended needs or preferences?

M   Magnify                
What happens if I exaggerate a component? How can it be made larger or stronger?

M   Minify                     
How can it be made smaller or shorter? 

P    Put to other Use  
Who else might be able to use it? What else can it be used for other than its original purpose?

E    Eliminate              
What can be removed or taken away from it?

E    Elaborate             
What can be expanded or developed more?

R    Reverse              
What can be turned around or placed in an opposite direction?

R    Rearrange           
Can I interchange any components? How can the layout or pattern be changed?

Fig. 1 below shows an example of SCAMPER in action starting from an ordinary eraser and improving it using the technique.

Fig. 1 The S.C.A.M.P.E.R. technique to improve an ERASER.

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Fig. 2 The S.C.A.M.P.E.R. technique to improve an ERASER. 

~(Class demonstration version)~

Ways to use the S.C.A.M.P.E.R. technique

Step 1: Decide if you would like to do it randomly, i.e. choose any 'letters' to begin and work towards exhausting all the acronyms, or you may want to just do it from the left to the right, or vice versa. You can even choose to just use one letter or a combination of a few. Whatever it is, the objective is to generate as many initial ideas as possible.

Step 2: For the selected acronym, say, beginning with S = Substitute, you may wish to make a list of things you can 'substitute' with. For example, think about what you can 'substitute' for the 'sleeve' that goes around the eraser and *make a list of them very quickly. You can substitute 'color', 'material', 'texture' or 'parts of the object with something else', etc. Finish every S.C.A.M.P.E.R. before you call it quits.

Step 3: Sketch the different 'mutations' as quickly as possible. Use various drawing techniques to achieve the best communication of the ideas.Sometimes 2D is good. Sometimes 3D is good. Sometimes drawing how each stage works is good. Be creative in the ways you present you ideas. Coloring may be good at this stage too. But do not go overboard. See Fig. 2 below for a classroom demonstration version.

Also do not be too caught up with the practicality of the solutions or the aesthetics of those ideas. It is perfectly alright to have a few ridiculous or out-of-the-world ideas but do keep them there for the sake of generating as many ideas as possible. We can always go back to those ideas later and either make improvements to them, or we simply elimiate them (or ignore them).

Step 4: Always remember to annotate your solutions. Make notes about them. Explain what is going on. Describe how the solution works. If you do not do that, the idea cannot be easily understood by someone else.

Step 5: When you are done with all the initial ideas and you should have lots of them, it is time to take a good look and highlight the good ones. Do not reglect the 'not-so-good ones' but try to see if you can further improve and refine them to make them work better. Use  S.C.A.M.P.E.R. all over again if you need on each idea. Start combining good features to create even more new hybrids.

Step 6: Selection and refinement. This will be for the Development stage.   

(*) For those those who think you cannot draw fast enough. You can first generate a list of stuffs you can modify from S.C.A.M.P.E.R. And later on you'll look at your list again, and you can proceed to sketch them out.

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Some ground rules when generating ideas

1) Quantity is #1 over quality of ideas.

2) Suspend all judgement on functionalities and usabilities.

3) Maintain 100% survival rate for all ideas.

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Some examples of how S.C.A.M.P.E.R. is be used can found 

here  (How to Use S.C.A.M.P.E.R. for Idea Generation (Concept Borrowing) and Development) 

and 

here  (How to Use S.C.A.M.P.E.R. for Combining Ideas and Further Refinements).

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(^) reference: http://download.intel.com/education/common/en/resources/DD/DD_Session2_SG.pdf

Using Activity Mapping to Identify Design Opportunities

Activity Mapping to Identify Design Opportunities

Part A: Activity Mapping

Note: You cannot do this exercise in a random manner. It will lead you to no where. You must have in mind your target audience (targer user or target group) to begin and end effectively.

An example: Activity mapping on 'Eating Satay'

1) Pre-Activity - Describes what is done before the activity

e.g. bring money. order the satay. satay is here. reach out for the juiciest stick.

2) Activity - Explains what is involved in the activity

e.g. dip satay into gravy. take a first bite. push the remaining to the front. dip satay into gravy again. take last bite.

3) Post Activity - Includes what is involved after the activity

e.g. put down the satay stick on the table. or continue 'poking' a sliced cucumber or onion.

4) Assessment - Involves how one knows if the activity has been successful

  

e.g. I have problem moving the last bit of the satay from the back to the front. If I don't move it, cannot get it dipped in the gravy. the satay gravy bowl might be a little shallow. But when I do move it . I used my mouth to slide it to the front, my lips becomes full of gravy. Sometimes the gravy touches my cheeks! It seems to be the case everywhere I go and happens to almost everyone I observed.

Part B: Identify Products in Each Process of the Activity Mapping

In Activity Mapping, you made a list of activities involved in each process. Next you will

(a) identify products involved in each process

(b) identify / investigate if there are any problems with these products

(c) suggest any improvements or any possibility of inventing / innovating a new product

(d) note what could make life easier for people

(e) perhaps list all the things that could go wrong when using a product

By now you would have already identified quite a number of design opportunities. Imagine if you do activity mapping for another one or two more activities...

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Activity Mapping is adapted and modified from:

http://educate.intel.com/en/DesignDiscovery/Curriculum/DesignProcess/Session2/Session2B/

or

http://download.intel.com/education/common/en/resources/DD/DD_Session2_SG.pdf

This post was first published on 16 January 2012

Secondary 2: Dining Storage Accessories Project - Design Considerations & Limitations + Design Specifications

This part of the design process is right after you have written your Design Situation and Design Brief. 

Design Considerations and Limitations

The 'Design Considerations and Limitations' (or Constraints) can be liken as 'what factors should I consider'. Thinking of it in this way will make completing this task slightly easier.

Limitations or Constraints refers to factors that will 'restrict' you in making the product. Some factors that are considered 'limitations' or 'constrains' or 'restrictions' are for example, time, cost, size, technological feasibility (i.e. the available type of machines and tools in the school design workshop), so on and so forth.

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Imagine you need to plan for a class outing. You will need to plan and create a list of stuffs you need to do (or consider bringing). You do not need to go into the details yet but generating an initial list from which you can work out in details later. For example, you'll need to consider to 'bring some bottled drinks', then 'plan the routes to the destination', etc. 

In a similar way, you would have already chosen a particular type of 'storage' or 'holder' you want to design for. Recall your Design Brief. Now think, "I want to design and make a ..." so "what are the things/factors I must 'consider'?"

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Examples of common factors related to a proposed project

'I must consider..."

'functionality': what you want your product to do or how you want your product to work)

'size': this could be the area of the space you want your product to be placed, or the overall size of the product you will eventually make.

'materials': this can refer to the type of materials that you are given or the quantity.

'time': in a project you are usually given a period of time to complete your work. so considering the time you have is important as it will influence the way you spend your time and design your product. so that you can complete it in time.

etc. You can read more about the other factors by referring to your textbook. 

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Critical Dimensions:

The critical dimension is part of research and it is an important one to consider. For example, I want to design and make a 'business card' holder. Before I begin generating ideas and such, I got to have some important data on standby for me to make some design decisions later. 

One common dimension that you must have is the dimensions of the 'things' you plan to hold or store. If I plan to make a holder / storage for business cards, I should research on the sizes of a typical business cards. I might go as far as measuring the thickness of a single card, or multiples of 5 cards all the way to 20 cards, or so. The more variety of ways to measure and better. Because I do not know if I will need them. Who know?

If yours is a straw holder, then measure the straws. A single one and a bunch of them. If yours is a spoon and fork holder, then measure them too. For the rest it is the same. Measure them. Weigh them. Whatever data you can record.

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Design Specifications

I like to think of Design Specifications as a 'wish list'. 

It sounds more 'friendly' and less daunting than 'Design Specifications'. So technical.

The design specifications are a list of very specific instructions that comes from your list of design considerations. Can you still remember design considerations as a 'list' of factors which you need to 'consider'? They were not detailed at all. Or not detailed 'yet'. 

When I say 'I need to consider the quantity of cards for the business card holder', I have not specified 'how many'. In design specifications is where you state 'how many'. In design specifications you will also state how 'big / small' (e.g. area or volume), how 'cheap / expensive'(e.g. cost), how 'long / short' (e.g. time or length), how 'heavy / light' (e.g. weight), etc.

In the example above, I will be very specific to say, 

'The product must hold (at least) 15 business cards'. 

Nothing more than 15. The number 15 is a very specific number.

You can also put numbers on factors that is concerning efficiency, or fast or quickly or ease o use. You use 'time' to quantify efficiency. You can say,

 'The product must be easy to use. The user must not take more than 5 seconds to refill all the 15 business cards into the holder when it is empty'.

Shown above are two examples on how you can complete your Design Specifications. 

Refer to your textbook if you still have problems completing this section.

Part 1/2: Theme: Definition + Exploration & Study

INTRODUCTION

THEME

To cover the 'theme' thoroughly and to understand the 'theme' well, what does that require us to do? Some observations? Do some definitions? Give examples of them? What else?

To study and explore the theme is more than just pasting pictures and writing 'reviews' on what you see. It is not even just churning out on the next page or two of mood or theme boards mindlessly especially if you do not even know what they are for and what to do with them later; just your 'checklist' says so.

If you look at what you have researched and and find they hardly reflect the 'theme' clearly, you have not done any work. If you cannot explain your work, you have not done any work either.

You will be spending considerable efforts defining and understanding the 'theme'. This is an important base work and you got to do it well. 

Because that will be the basis to your entire coursework - for the 'theme' is the reason for your coursework which leads you to an identified need and then to a solution. 

You need to be reminded of the 'theme' throughout your coursework and not deviate from it. But you cannot to stretch this process for too long. You think about how long it requires to simply define and understand the 'theme'.

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DEFINING THE THEME

Defining the theme is one of the very first step you do before you begin exploring and studying the theme as widely as you can. 

1. Making use dictionary definitions is one good way to begin.
2. You should also offer your personal interpretation on what the definition of the 'theme' means.

You should use both illustrations (graphics) and annotations (descriptions) to present your definition as clearly and as widely as possible.  'Words only' definition presentations are boring and does not present ideas to be understood quickly and effectively.

• Interpret your 'theme' with understanding. 
• Comment on you research works (on data, facts, images, etc) showing meaningful interpretations and thoughts on them. 

How do you know if you have done a good job defining the theme? 

A very simple way to check. Give it to someone who does not know the theme. 'Hide' the theme (do not give the cat away), and get the person to guess what might the theme be after looking at your work. If the person guessed it right and gained good knowledge about the theme - You got it.

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Click 'here' for examples on how how a theme can be defined.

An example theme starter

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EXPLORING THE THEME

Planning for Theme Exploration

A Broad Plan is necessary to begin engaging the theme. 

Think broadly and quickly on what you want to cover and how you can approach studying and exploring the theme as widely as possible.

The above example shows a very quick draft on what I can include and find out in order to explore the theme. Point forms using a mind-map are very simple and effective to do. Once you have this draft, you can proceed with more in-depth exploration and study.

Note that you should cover the theme as widely as possible but you cannot possibly cover everything. 

However you also do not want to be seen as not having sufficient content. 

So sometimes it is about knowing what is necessary and how much is enough and to be able to balance between covering firstly enough 'breath' (widely) and secondly enough 'depth' (deeply).

Next, I'll show you a way you can cover both 'breadth' and 'depth' for any given theme.

1. Begin with a Broad Plan (like the above). That will provide you with enough 'topics' to investigate and explore. Find out facts about those stuffs. Build up a good understanding on the topics you have noted. Make notes of interesting stuffs, products, events or activities along the way.
2. When you begun exploration, you will notice that you will be covering some issues lightly and some more in-depth. Notice that you will only bother to cover a topic in detail if that interests you!
3. You may have incidentally found or identified a problem area, an interest area or an area for improvement. Once you find those, you begin studying them in detail - 'Deeply'.

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Technique

'Is there a particular technique I can use?' You may ask. 

One that will alway work in almost every situation is the 5W1H technique. 

the 'Who', 'What', 'Where', 'When', Why', 'How' Technique.

The 5W1H technique enables the explorer (you) to move between exploring the theme both broadly and deeply.

You can use the 5W1H technique repeatedly at any point in your journal where you need elaboration.

Next... Identification of Design Opportunities.

Part 2/2: Theme: Definition + Exploration & Study - How to use 5W1H

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An example

Definition for "AMUSEMENT"

"A State | An Experience | A Provision... for

Funny | Laughter | Enjoyment | Entertainment | Diversion of Attention"

And you go...

'I finished my definition of the theme, what do I do next?'

Sounds familiar?

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The beginning of a project starting with a theme can be very daunting. You may either have too much information coming in all at once or you may think of nothing at all or you may be clueless on what next. You may find difficulty recording information systematically and effectively despite making attempts to do so.

The following tip can help you transit effortlessly into the exploratory stage. 

Suggested Method:

"Who? What? Where? When? Why? How?" (5W1H)

Craft and ask relevant questions with '5W1H'. Some examples on how you can apply 5W1H to define and explore the 'theme' broadly are shown below. 

Note: 

For the examples that follows you can replace '...' with your given theme, e.g. 'Entertainment'.

WHAT?         

Digs out definitions and provides understanding, clarity, functionalities, processes of the theme.

• What is the meaning / definition of this word / phrase? e.g. 'entertainment'.
• What is related to...?
• What does ... do?
• What does ... look / feel like?
• What is the process of ...?
• What problems do people face with ...?
• What could be the problems faced when showing ...?
• What could be the frustration with ... be?
• What else is related to ...?
• (Research outline question #1/3) What do I know about ...?
• (Research outline question #2/3) What I do not know ...?
• (Research outline question #3/3) What do I need for find out about ...?
• Converting to a design challenge question by asking "What if...?"

WHERE?         

Locates the sphere of influence. The locations, the place, the space, the environment.

• Where might we find ...?
• Where does ... take place?
• Where else might ... take place?

WHEN?         

Specifies the time. Past, Present and Future.

• When does ... start / stop?
• When does /does ... not happen?
• When else does ... / does not happen?
• When will the activity be considered ... and when it is not?
• Is there a good / bad time for ...?

WHO?         

Focuses on Target Users / Target Groups / leading to design NEEDS.

• Who is / are involved in ...?
• Who are the people involved in ...?
• Who can / cannot be involved in ...?
• Who are the receiving end of ...?
• Who else are involved in ...?
• Leads to Design Needs analysis using P.I.E.S.

HOW?         

Questions on functionality, processes, methods, techniques.

• How does one know if he/she is being shown ...?
• How is ... done?
• How is ... achieved?
• How is ... so?
• How else can one show / be shown ...?

WHY?

Getting to the hard facts and evidence and the root cause. Seeking fine clarify.

• Why is there a need for ...?
• Why can't ... be ...?
• "5 Whys" technique: challenge assumptions and finding out root causes.
• Converting to a design challenge question by asking "Why not...?".

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Tips:

To present your exploration and study of the theme, use images, on-location photographs and researched data as supplements. I won't be surprised in doing so, you might already identified some design opportunities.

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Conclusion

The ability to free the mind to explore is very important. Do not be too concerned that you may not do it right. Ask yourself this basic question: "Does what I am about to do contribute to the understanding of the theme?" Be creative in your presentation of information.