Design to Improve Life Education - Sustainability in focus by The Index Project

DESIGN TO IMPROVE LIFE EDUCATION SUSTAINABILITY IN FOCUS

INTRODUCTION SUSTAINABILITY IN FOCUS

When the INDEX: Award and the concept of ‘Design to Improve Life’ was born back in 2002, very few people connected design with sustainability. And for many years to follow, the INDEX: Award was the only design award in the world that focused on this connection. Now, almost 15 years later, the tide is beginning to turn. As politicians, organizations, companies and civil society are beginning to see sustainable design as an essential tool for solving the world’s greatest challenges.

Our Design to Improve Life Education program is based on the idea that we’re all responsible for taking part in solving global challenges, like hunger, climate change and inequality, and in order to solve these challenges, the knowledge and competencies of our society must be activated. But, what makes a solution an ideal one is not only its capacity to solve a problem, but also its ability to avoid creating new ones and to remain viable in the future. That’s why sustainability is a crucial and integrated part of our education program.

design. Such as the surface, the materials, interfaces, colors etc. Is the design intuitive? If you simply looked and didn’t have instructions, could you easily figure out how to use it?

This text is designed to clarify the different aspects of sustainability and to give you, as a teacher, the tools to guide your students through the process of developing sustainable solutions. The basis for this text is the Design to Improve Life Compass and the corresponding techniques, available on our website and in the Teacher’s Guide.

Context is about the context of where the design will function. What are the challenges addressed by the design? And does it effectively meet the social, cultural, geographical and ethical etc. needs of the context?

Measuring sustainability is a large and difficult task, and we don’t claim to have the final solution. But, it’s crucial that you help your students to establish a basic understanding of sustainability during the teaching process, which the tools in this text will help you do. The more specific you want to become in your assessment of sustainability, the more knowledge you need. We don’t provide concrete knowledge about sustainable materials, conditions for sustainable production or economic calculation models. But, we do provide definitions, examples and techniques to be used as an expansion of the Design to Improve Life Compass. These will be particularly useful for sharpening students’ sustainable thinking and meeting their desire to know more.

OUR ASSESSMENT CRITERIA AND SUSTAINABILITY PRINCIPLES At our organization we use the criteria of Form, Impact and Context when assessing a design’s potential for improving lives. Form is about the general aesthetics of the 2

Impact refers to the influence or effect and whether it’s positive or negative. It focuses on the proven or potential effect of the design, i.e. the number of lives it’s capable of improving, the scalability, and the social, economic and environmental sustainability of the design.

Form = Design Impact = to Improve Context = Life The link between Form, Impact and Context and the concept of sustainability is rather complex. For example, the term Impact covers all three aspects of sustainability – social, economic and environmental sustainability – but it also covers how the life of the user is improved and the number of lives the design solution improves. In the same way, the term sustainability covers aspects that can be found within Context, such as how the solution influences the life and surroundings of the user.

HOW DO YOU USE SUSTAINABILITY IN FOCUS? This Sustainability in Focus text should be used with the Teacher’s Guide and the Design to Improve Life Compass. The material is for use in primary, secondary and high schools, and can also be adapted for use in younger classes. As explained above, sustainability is closely linked to the Design to Improve Life assessment criteria, which is why reviewing

these with the students is very important. The three terms Form, Impact and Context create the foundation for the entire Design to Improve Life Compass and should also be regularly revised. The term Impact includes the three aspects of the sustainability concept, explained in the article The Concept of Sustainability, is particularly important. The Impact diagram from the Teacher’s Guide creates the basis for the first technique in this text and is used throughout the process – both as part of other techniques, and in its original form. All the techniques focus on helping teachers and students implement and maintain sustainability throughout the entire design process. One technique is called the Joker and is applicable in several parts of the process depending on the teacher’s assessment on where and when a shift in focus is needed. We have also chosen to add an Energizer, which provides an opportunity for an energy boost during the design process. The rest of the techniques in this text should be applied in close relation to the specific phase the students are in, but if you want to move or adjust a specific technique – go ahead. It’s entirely your decision as a teacher. In summary, welcome to Sustainability in Focus and we sincerely hope that you and your students are looking forward to using these tools, techniques and mind-sets. As we also aim to keep developing our learning tools, we are more than happy to receive your feedback on the material.

Lotte Stenlev Education Director INDEX: Design to Improve Life®

TABLE OF CONTENTS THE CONCEPT OF SUSTAINABILITY TECHNIQUE CATALOGUE

08 15

All phases 1. The Impact diagram

The Prepare phase 2. Knowledge Mapping of Sustainability 17 3. Timeline 19 4. Culture Card 21 5. Impact Task Force 23 The Perceive phase 6. Thinking Dice

The Prototype phase 7. Visit of the Jury

The Produce phase 8. Nomination 33 9. Flip Flop Fun 35 Energizer 10. Animal Yatzy

Templates 39

DESIGN TO IMPROVE LIFE EDUCATION SUSTAINABILITY IN FOCUS

SUSTAINABILITY IN FOCUS This supplement to the Teacher's Guide was prepared to provide information on the aspects of sustainability.

PUBLISHED BY INDEX: Design to Improve Life® BLOX, Bryghuspladsen 8 1473 Copenhagen K Denmark www.designtoimprovelife.dk January 2017

INDEX: DESIGN TO IMPROVE LIFE® IS SUPPORTED BY INDEX: Design to Improve Life® is under the patronage of HRH the Crown Princess of Denmark. Main partners: The Danish Ministry of Industry, Business and Financial Affairs, The Danish Business Authority and The Capital Region of Denmark. Program partners: A.P. Møller og Hustru Chastine Mc-Kinney Møllers Fond til almene Formaal, Crown Prince Frederik’s and Crown Princess Mary’s Foundation and Aarhus 2017.

PHOTO Jørgen Spedsbjerg Ebbesen, Philips Design, Studio Roosegaarde

This material is shared with other non-profit organizations on an open source basis. If you wish to use the Design to Improve Life Compass or our other methods or tools referenced in this text, we recommend that you are trained to do so. Please contact INDEX: Design to Improve Life® for more information. If any portion of this material is used for a commercial purpose, INDEX: Design to Improve Life® is entitled to royalties. If this is the case, or for any other queries regarding terms of use, please contact INDEX: Design to Improve Life®. 6

THE CONCEPT OF SUSTAINABILITY

“A sustainable development is defined as a development that meets current needs without putting the potential of future generations (at) risk.” - The Brundtland report (1987) It’s been more than 25 years since the Brundtland Commission coined the concept of sustainability, yet it remains a complex issue and we still don’t have a complete overview. The world is also still in the initial stages of understanding it, and it might even take a few more years before we have a unified global understanding and all the best strategies.

THE BACKGROUND OF SUSTAINABILITY The most common definition of sustainability originates from the report Our Common Future by the United Nations World Commission on Environment and Development or commonly known as the Brundtland report. The Commission composed of 21 internationally recognized personalities including the former Norwegian Prime Minister Gro Harlem Brundtland, who also held the position as Chairman for the Commission. The Commission’s target group was first and foremost political and private decisionmakers, and its purpose was to create welfare for the people who would eventually become the primary beneficiaries of current environmental and development policies. The report presented 22 new principles for regulations underpinning sustainable development and suggested that these principles should become part of national legislation and worldwide conventions concerning rights and responsibilities of states. Besides defining sustainability, the report confirmed that sustainable development has to improve the living conditions for the individual, whilst ensuring the wellbeing of the environment in the short, medium and long-term. In addition, it stated that sustainable development must meet three conditions: it must be economically effective, socially balanced and environmentally responsible. It was also the first document to propose the idea that economic growth and environmental responsibility need not be contradictions. The report stated: “We see potential for a new era with economic growth, the sort of growth that has to build on precautions that maintain and expand the environmental resource base. And we believe that such growth is an absolute necessity in order to overcome the severe poverty that continues increasing in great parts of the develop(ing)

countries. We hold the power to bring human actions in accordance with the law of nature while at the same time benefiting from this development.” This statement catapulted the concept of sustainability to the top of decision-maker’s agendas across the world, and has since been maintained via the Kyoto Protocol and the UN Climate Summits.

THE THREE ASPECTS OF SUSTAINABILITY As previously mentioned, when working with sustainable solutions you must address three aspects including the environmental, economic and social conditions. These three aspects will always differ in emphasis depending on the challenge in focus, the local context, and the specific solution created. Therefore, sustainability is measured in several ways. Most of the time, the appropriate way of measuring your own project will be chosen on the basis of discussion, which is why we choose to concentrate on specific points of attention within each of the three aspects of sustainability in this text.

ENVIRONMENTAL SUSTAINABILITY

SOCIAL SUSTAINABILITY

ECONOMIC SUSTAINABILITY

Focus points: Materials, presentation, transport, use and end-of-life

Focus points: Human and labor rights, equality, quality of life and diversity

Focus points: Markets, competing solutions and competitors (where is value delivered?)

Environmental sustainability is about how to avoid destroying biodiversity and natural ecosystems with pollution and over-consumption.

When assessing social sustainability you should explore if the solution generates positive impact for the greatest number of people possible? And if so, does it do it for the longest period possible?

Economic sustainability is about ensuring the financial longevity of a solution. Can you earn money from it and will you be able to keep producing and selling the solution?

Other fields to investigate include the human and labor rights of where the product is produced. It may be valuable to look into whether or not the production process supports or undermines equality between men and women, between adults and children and/or between various ethnic groups. It’s also important to see if the solution improves quality of life depending on current geographical situation/s and individual needs. However, this assessment will always remain subjective, therefore it’s always a good idea to ask the actual user/s of the product whether or not it improves their quality of life.

When economic sustainability is being discussed, the focus can be directed towards a variety of areas. In order to assess the quality of a business model, you can look at the market to see if there are competing solutions and if so, how these work. In addition, the competitors themselves should be assessed. Who creates products aiming at solving similar issues? Are there any strong competitors, like global companies, or is your competitor pool comprised of ‘weaker’ firms? Finally, it’s worth considering who receives the economic value. Is the value delivered to the creators of the solution and their investors, or does it also benefit staff and suppliers? And is the consumer or enduser able to earn money from the solution?

When a sustainable solution is designed, it’s important to focus on the entire life-cycle of the product, system or service. You should look into the materials, how the production process is set up, how the product is packaged, and how it’s transported from one place to another. When the product reaches the end-user, you should then consider how the product is used and if the product is designed for short or long-term use. Finally, it’s important to consider the product’s end-of-life. Are the materials reusable? If so, does it require transportation to a recycling company or is it possible to disassemble the product at home and reuse the different parts for something else? Or, is the product durable enough to be passed down through several generations? A great example of environmental sustainability is INDEX: Award 2015 winner the Sky Urban Vertical Farming System – a revolutionary agriculture solution that alleviates environmental impact while making a bold move towards global food security. Addressing a variety of pressing global challenges, the system is the world’s first low carbon, waterdriven plot that grows vegetables through efficient and highly sustainable production methods. Using minimal land, water and energy resources, the system provides the community with fresh, locally grown vegetables, and has a dramatically smaller carbon footprint than traditional farming and import systems.

Finally, you should investigate if the solution fosters diversity. One way to do this is by checking whether or not the solution is appropriate for both genders, if applicable, or those with disabilities. And/or can the design be easily used across different regions or countries? One solution that brings social sustainability in focus particularly well is INDEX: Award 2015 winner Duolingo. Duolingo, now with 150 million registered users, is an intuitive online game offering free high-quality language courses to anyone with Internet access. The intention is not only to teach languages in an entertaining and addictive way, but to also provide opportunity: like the possibility to excel in school or to get a better paying job. As per the designer’s intention, Luis von Ahn, the platform allows everyone to receive the same quality language service regardless of financial status, location, education level or profession.

An example of a solution with a high level of economic sustainability is INDEX: Award 2015 finalist New Hope Ecotech (NHE). To combat the huge problem with waste, the Brazilian government introduced a policy in 2014 requiring manufacturers to recycle all products and materials they produce. Although this policy meant well, it was a severe threat to the 250,000 locals who survive by collecting and reselling these recyclables. NHE is a solution that connects these two groups by establishing a new ‘carbon credits’ system. Now, when the waste collectors deliver the contents for recycling, the original manufacturers are awarded recycling certificates. And just as importantly, the waste collectors are paid much better wages for their work and more jobs are created.

SUSTAINABILITY AND INTANGIBLE SOLUTIONS Formerly, most design solutions were tangible goods, like water filters, electric cars, or green appliances. But today, there are just as many intangible solutions, like services, systems, strategies or processes. Imagine a new solution that aims to give elderly people a say in what kind of food is served in their care homes by letting them order their own online from a commercial kitchen. This is a service with several aspects of sustainability; we must consider where the food comes from and the environmental impact of how we transport it. Economically, it’s important to consider the wealth of the elderly customers and the potential increase or decrease of costs for the municipality. A social aspect is whether or not an internetbased solution like this would be suitable for elderly users, and/or if various ethnic groups should have the option to create a menu based on their needs.

SKY URBAN VERTICAL FARMING SYSTEM

The Good Kitchen from the Danish city of Holstebro is a great example of this system.

OVERALL EVALUATION When working with sustainable design solutions, you should aim at evaluating the overall economic, environmental and social aspect. It can often be a challenging task – especially when school systems and/or societies don’t use complete measurement systems for sustainability. This is why we recommend that you have frequent discussions with your peers and generally use your own judgment. It may occur that different design solutions score differently in sustainability levels. For example, some may score well environmentally and socially, but may not be economically sustainable. This is the case for INDEX: Award 2013 finalist +POOL, a floating swimming pool with a very high degree of environmental sustainability, as it uses large- scale water

+POOL

filters to clean New York’s East River. Its degree of social sustainability is also quite high as it’s a beautiful recreation space in a densely populated area, providing free entertainment and ecouraging physical activity. However, its degree of economic sustainability is quite low as the long-term cost of operation and maintenance makes it relatively unfeasible. Likewise, there are also solutions demonstrating a medium degree of environmental sustainability, a high degree of economic sustainability and a medium degree of social sustainability. This is the case of INDEX: Award 2011 finalist Puma: Clever Little Bag. The packaging is environmentally sustainable, but the product itself, the sneaker, is not. The degree of economic sustainability is very high due to the brands global reputation, the strength of the sneaker market and the large sums to be saved in logistics. The degree of social sustainability is ranked at medium as Puma ensures fair production and working conditions and addresses a broad target group, including all genders, races and geographies. The attempt to assess how these three aspects influence one another is very important, as a high degree of economic sustainability may have a negative impact on the environmental or social sustainability and vice-versa. Thoughts on positive versus negative effects should therefore play a part in the overall discussions and assessments of the solutions. Another good example with a mixed impact within sustainability is INDEX: Award 2007 winner the Tesla Roadster - the world’s first entirely electrically-powered sports car. The Tesla Roadster is undoubtedly environmentally sustainable to drive and was also highly financially sucessful. But, a car like the Tesla Roadster scores low on social sustainability as only extremely wealthy people can afford it. However, when examined from a broader perspective, the Tesla Roadster changed the global perception of the electric car – it was now seen as a desirable sportscar and not just as 12

something with minimal functionality for ‘hippies’. Since its release, a number of other companies have produced electric cars and their popularity and capabilities continue to grow. Therefore, the Tesla Roadster’s overall sustainability score should arguably be quite high. The assessment of the overall degree of sustainability of a solution may change over time, as markets change and new knowledge is acquired. A classic example of such a design is INDEX: Award 2005 finalist Hippo Roller - a solution created specifically for women in developing countries. The Hippo Roller is a drum used to roll large quantities of water between locations, and was made to replace the traditional method of carrying water buckets. The Hippo Roller scores high on environmental sustainability, medium on economic sustainability (the business model revolves around donations financing the product), and high on social sustainability, as it has made a continuous supply of drinking water more easily accessible for entire societies. However, after the launch of Hippo Roller, an unforeseen social issue emerged: the young boys in the village thought the Roller was fun to use as a toy and often took over job from the women. This created a significant problem as fetching the water was often the only ‘break’ the women had from their strenuous daily duties at home. After reassessment, the Hippo Roller was then ranked in the low to medium bracket of overall sustainability, although it has a solid business model. This is due to the social challenges that arose in the context and also the growing competition of the clean drinking water market. As described and demonstrated, assessing sustainability is very complex and there can be many different answers. This publication is therefore designed to help you as a teacher and your students make decisions when developing sustainable solutions to address global challenges.

LINKS Duolingo http://designtoimprovelife.dk/duolingoindex-award-2015-winner-play-learningcategory/ Sky Urban Vertical Farming System http://designtoimprovelife.dk/sky-urbanvertical-farming-system-index-award2015-winner-work-category/ New Hope Ecotech (NHE) http://designtoimprovelife.dk/new-hopeecotech-new-policy-connects-polluterswith- waste-collectors/ Smart Highway http://designtoimprovelife.dk/if-the-roadcould-talk-to-you-what-would-it-say/ The Good Kitchen http://designtoimprovelife.dk/the-goodkitchen/ +Pool http://designtoimprovelife.dk/pool/ Puma: Clever Little Bag http://designtoimprovelife.dk/ finalist2011-58/ Tesla Roadster http://designtoimprovelife.dk/teslaroadster-3/ Hippo Roller http://designtoimprovelife.dk/hipporoller-2/

ALL PHASES

1. IMPACT DIAGRAM

IMPACT DIAGRAM ALL PHASES

OBJECTIVE To teach students how to assess sustainability when working with challenges and developing design solutions.

USE The Impact diagram can be used as one of the first techniques in the process of working with sustainability, as well as in the Sum Up session of each compass phase. In the Prepare phase, the students use the technique to visualize an analysis of already existing design solutions e.g. along with the technique Timeline, and for an assessment of one or more challenges. In the following phases the students use the diagram to visualize the assessment of the overall degree of sustainability of the design made by the team. They also use the diagram to follow the development as they work with sustainability to familiarize themselves with the various concepts.

APPROACH Assessing existing Design to Improve Life solutions: ·· The students learn about one or more Design to Improve Life solutions at www.designtoimprovelife.dk ·· With the three sustainability aspects as an overall guide, the students now discuss and evaluate the sustainability of each design and score them from 1 – 5 (1 being the weakest and 5 being the strongest) on each of the axes in the Impact diagram. ·· After the three points are marked on the Impact diagram, combine them to make a triangle. Each triangle will vary in size depending on the evaluation of the design – the larger the triangle, the higher the degree of sustainability. The design isn’t necessarily a poor design if it doesn’t have an equal focus on all three sustainability aspects, but it’s important for the students to discuss how priorities were made and how weak parts of the design can be improved. ·· The teacher can choose the designs for assessment to ensure all the teams can compare and discuss their own evaluations. For more information read ‘Technique 2 Winner’s Review’ in the Teacher’s Guide.

Time The time spent on the technique is decided by the teacher and will depend on the context of where the technique is applied. Props Copies of the Impact diagram template for each team Installation/grouping The students work in teams Alternatives and variations Look up the paragraph ‘Introduction for the Impact diagram’ in the Teacher’s Guide p. 56-57. Template Page 41

Assessing negative Impact of challenges (the Prepare phase): In relation to the three sustainability aspects, the students assess the negative impact that a challenge may have. Use a similar approach to the one explained in the paragraph above. This assessment is applied for techniques such as the Impact Taskforce, which can be found in this text. Assessing the design team’s solutions (the Produce and Present phase) The students assess their own design and plot their assessments into the diagram. The diagram is always used together with a technique such as the Thinking Dice, Visit of the Jury and/or Nomination etc. Plan ·· The students are introduced to the template and receive copies ·· The students discuss and assess design solutions or challenges ·· The students fill out the template ·· The results are discussed in teams and in class

THE PREPARE PHASE

2. KNOWLEDGE MAPPING OF SUSTAINABILITY

KNOWLEDGE MAPPING ABOUT SUSTAINABILITY PERCEIVE, PREPARE

OBJECTIVE To help identify potential ‘blind spots’ in the class’s knowledge of sustainability. Throughout the process, the students will be introduced to a number of new aspects for consideration. The overall mapping of knowledge will also help teachers identify which parts of the students’ knowledge about the three aspects of sustainability –social, environmental and economic– must be improved.

USE The technique may be used prior to or following a general introduction of sustainability.

APPROACH ·· The teacher introduces the theme for the students to work with. The students don’t have to develop solutions yet, but they should use the theme as a point of reference when mapping their existing knowledge about sustainability. ·· The students are grouped into teams of four (they don’t necessarily have to work in these teams throughout the entire process) and each team draws the Knowledge Map template on a piece of A1 or A2 paper. There should be enough space for post-its in each topic field. ·· The students now brainstorm individually and prepare three post-its (writing one topic or question on each) for each of the three sustainability aspects. There should be at least nine post-its per student. ·· The post-its are intuitively placed in one of the fields. For example, if you know very little about economic sustainability, then these post-its are placed in the “we think we know” or “we would like to know” field. The teacher decides the time frame for the individual brainstorm. ·· The students take turns in putting post-its on the template and commenting on their own topic or questions. Afterwards the topic is discussed. A post-it may be moved from one field to another if the students are able to provide each other with extra knowledge. If new questions or topic fields are identified, they are written down on post-its and put into one of the fields. More post-it notes within the same field are merged. ·· The knowledge maps are hung up on the wall and one student from each team presents the acquired and the missing knowledge to the rest of the class. ·· Afterwards, the knowledge maps are discussed in relation to the overall theme for the next process.

Time One lesson Props A1 or A2 paper, post-its, and the Knowledge Map template Installation/grouping Groups of four students work by tables Alternatives and variations This technique is similar to ‘Mapping of Knowledge and Central Themes’ described in the Teacher’s Guide p. 83. As an alternative to this technique Open Space may be used. Template Page 42

Plan ·· The teacher introduces the topic and the technique ·· The teams draw knowledge maps using the template ·· The teacher decides the time frame for the brainstorm session ·· Individual brainstorm and presentation of post-its ·· Discussion and adjustment of topics and questions for the team ·· The map is hung up and presented to the class ·· The class discusses sustainability in relation to the overall theme

THE PREPARE PHASE

3. TIMELINE

TIMELINE EXPLORE, PREPARE

OBJECTIVE To help students create a historical development timeline of their selected Design to Improve Life theme. Students will be given tools for investigating and assessing the theme within a sustainability perspective, and will discuss their investigations and assessments with each other.

USE The technique is an edited version of the Timeline from the Teacher’s Guide p. 65. This technique is identical with the technique Culture Card, but focuses on history instead of culture. It can be used with or as a replacement of the Timeline technique, and may follow the technique Mapping of Knowledge of Sustainability.

APPROACH ·· When the teacher has introduced the students to the overall Design to Improve Life theme, the student has to make a historical timeline focusing on the sustainability perspective. ·· The students are then divided into temporary groups where they discuss their theme together; what period of time they would like to work with, how they will approach the task, who does what etc. The group draws up their timeline on a white piece of A1 paper following the template. ·· The students now divide the research tasks between them and make sure to collect as much information as possible. ·· When they return to their table, they fill out the timeline with the appropriate information and pictures. In the bottom row they draw three Impact diagrams and then choose their favorite three designs from their timeline – one from each period of time. These are then plotted into the diagrams. For more information find the Impact diagram in this text.

Time Two lessons and the time spent on research at home Props A1 paper, computer with Internet access, markers, glue, scissors and the Timeline template Installation/grouping The students work in temporary groups by tables. They may use the Internet, the library or interview experts etc. Template Page 43

Example If the overall theme is ‘transport’ the students will divide into groups of 4 to 5 and research various forms of transportation in a given period of time (e.g. 1850-2050) and assess using the three sustainability aspects. That means they have to investigate modes of transport from the past, the present and the future using the Internet, the library, or by interviewing experts etc. Plan ·· Preparation and installation ·· Introduction for the process: objectives and approach ·· The students are divided into teams, they discuss the theme and draw their Timeline template ·· The students distribute the tasks between the team members and conduct research ·· The team collects their work and writes a description on the template ·· The team evaluates and fills out the Impact diagram drawn on the template ·· The students present their templates to each other ·· The class team discuss crucial solutions and what these mean for further work

THE PREPARE PHASE

4. CULTURE CARD

CULTURE CARD EXPLORE, PREPARE

OBJECTIVE To provide students with knowledge about the culture of their Design to Improve Life theme through a comparative analysis. In this phase students will be given tools to explore and assess the theme within the aspects of sustainability and will discuss their findings with each other.

USE This technique is identical with the Timeline technique, but focuses on culture instead of history. The technique can be used together with or as a replacement for the Timeline technique, and/or may be used as a continuation of the technique Mapping Knowledge of Sustainability.

APPROACH ·· The teacher introduces the students to the overall theme of the Design to Improve Life process. The students are then divided into temporary groups and discuss the theme. They identify what cultures they would they like to work with, how they’ll approach the task, who does what etc. ·· The group of students draws their Culture Card on a white piece of A1 paper. ·· The students now distribute the research tasks between them and make sure to collect as much information as possible. ·· When they return to their group tables, they put their information into the correct fields on the Culture Card. In the bottom row the team draws the Impact diagram and chooses and evaluates one design per culture. For more information look up the Impact diagram. ·· Finally, the groups present their Culture Cards for one another and the various solutions and assessments are compared and discussed.

Time Two lessons and homework in the form of research. Props A1 paper, computer with Internet access, markers, glue, scissors and the Culture Card template Installation/group division The students work in temporary groups by tables. They may use the Internet, the library, interview experts etc. Template Page 44

Example If the overall theme is ‘flooding’ the students should investigate solutions in various cultures/geographic locations (e.g. Bangladesh, Central Europe, Canada etc.) and assess the sustainability of the cultures related to the three sustainability aspects. They may use the Internet, the library, interview experts etc. Plan ·· Preparation and installation ·· Introduction to the process: objectives and approach ·· The students are divided into temporary teams, discuss the theme and draw their Culture Card ·· The students distribute the tasks and conduct research ·· The team collects the final work and writes a description on their template ·· The team fills out the Impact diagram on their template ·· The students present their templates ·· The teams talk about significant needs and solutions, and discuss what effects these may have

THE PREPARE PHASE

5. IMPACT TASK FORCE

IMPACT TASK FORCE SUM UP, PREPARE

OBJECTIVE To improve the students’ skills with identifying the potential negative Impact/s of specific challenges. The students work with the term Impact and discuss the negative Impact related to the three sustainability aspects. An overall assessment is then made and presented in the Sum Up session. USE The technique is used to clarify the negative Impact the specific challenge may generate, and is used in relation to the Sum Up after the first phase in the Compass (Prepare). The mind map of each design team is hung on the wall or placed on the table to ensure it’s visible for everyone. At this stage, it’s important to discourage the students from starting to solve the problems as they’re still in the phase of investigation and analysis. APPROACH ·· Each design team receives a designated letter (A, B etc.) and each team member is given a number from 1-4. If the team contains more than four members, two of them will have the same number. ·· The students with equal numbers now form a 'task force’ consisting of one student from each team. Task force one focuses on environmental Impact, task force two focuses on social Impact, task force three focuses on economic Impact, and task force four focuses on the overall Impact. ·· Now each task force must visit each team (A, B etc.). Each task force sends out one representative to listen to the each team’s project. Afterwards the task force discusses the team’s subjects, identifies new perspectives and writes key words or questions on post-its all to be put up on the team’s mind map. The team should not defend the project, but just listen to the input from the task force. The focus should be kept on sustainability and the negative Impact - this will make the situation rather challenging. (The teacher will allocate a time frame to for each visiting session) ·· When the visiting rounds are over, all design teams return to their own project where new post-its are discussed and each team member contributes new knowledge. ·· The teacher now asks the design teams to discuss and write down answers to the following questions: 1. Where has the best chance of improving the current situation in relation to the three sustainability aspects? 2. What should you explore in the next phase (Perceive) in order to contribute to improved sustainability? ·· The teams are now ready to formulate the concrete challenge with a focus on sustainability. The challenge is written on a large piece of paper, hung by the project and presented in the Sum Up session.

Time Two lessons Props The design teams’ mind maps of their subject and design challenge and post-its Installation/group division The students begin the session in their own design teams with mind maps either hung on the wall or placed on the table Alternatives and variations This technique may be adapted depending on the academic level e.g. the teacher may formulate the questions for the task forces. The technique can be used prior to or after the students have chosen the challenge they want to focus on. The technique may also be combined with the Impact diagram. Template N/A

Plan ·· The design teams prepare their projects making sure they’re easily accessible ·· Four task forces – each with their own focus – are formed ·· The task forces visit all projects and write down key words and questions ·· All students return to their own team and Sum Up ·· The design teams write down answers and formulate the concrete challenge ·· The design teams present the concrete challenge related to Sum Up

THE PERCEIVE PHASE

6. THINKING DICE

THINKING DICE SUM UP, PREPARE

OBJECTIVE

USE

Time Two organized lessons plus preparation time (i.e. introduction 20 min., preparation of the material 15 min., game 30 min., setting up Impact objectives 15 min.)

In this technique the focus is placed on the objectives and demands for the students’ design solution (the positive Impact) instead of the challenge of the design solution (the negative Impact). By using this dice game the students’ focus is directed to the three sustainability aspects. This, is why the technique is ideal for the Perceive phase – between ‘Technique 11’ and ‘Technique 12’ in the Teacher’s Guide. This technique helps the students set up their Impact objectives, which will be the base of their design task and project plan, cf. ‘Technique 12’. When introducing this technique, the students will benefit from a presentation, repetition and a discussion of the concept of Impact as it’s used when assessing Design to Improve Life solutions:

Props Printed sheet with dice, printed sheets with question cards, printed templates, scissors, markers, glue, post-its, white A1 or A2 paper for poster to display of Impact objectives and masking tape to hang up the posters. For more information, look up Templates.

Impact is about the design’s proven or potential (positive) impact, i.e. the number of lives the design can improve, its’ potential to scale, as well as the social, economic and environmental sustainability of the design.

Installation/grouping This is done within the design teams by the tables. Time must be set aside for hanging up the Impact objective posters.

To have the design teams establish Impact objectives for their design solution. The technique is constructed as a game to clarify the link between the Design to Improve Life parameter ‘Impact’ and the three sustainability aspects; environmental, social and economic.

For more information, look up the Introduction chapter for this text.

PREPARATION The preparation will take a little time, but it’s a fun change of pace and will have noticeable benefits. You’ll need the following materials: ·· The template for the dice and the question sheet must be printed on thick paper. It’s a good idea to print the question sheets in different colors – one color for each category (three categories). ·· Each team will have to assemble a dice, cut out the question cards and draw a game board A1 or A2-sized to make sure they have enough space for post-its – refer to the template. ·· Each team will need a large sheet of paper with space for the written Impact objectives and post-its. They will also need scissors, glue and markers.

Alternatives and variations Students can review their Impact objectives with another team to receive feedback – i.e. use the techniques from the ‘Sum Up’ chapter in the Teacher’s Guide. Template Page 45-49

THE PERCEIVE PHASE

THINKING DICE SUM UP, PREPARE

APPROACH ·· Student nr. 1 rolls the dice and draws a question from the appropriate pile. ·· Student nr. 1 reads the question to the group, student nr. 2 answers it, student nr. 3 supplements the answer and student nr. 4 writes an answer on a post-it note and places it in the relevant field on the game board. The post-it should include the question category to make it easier to review. Afterwards student nr. 2 rolls the dice and the roles rotate. If there are less or more than four students per group, the teacher will adjust the roles. ·· When a question has been answered, the question card is put aside. The game is over once all the question cards have been answered. ·· The students then review the game board and assess if some of the post-its should be moved. ·· Afterwards, they set up their Impact objectives for the design solution and justify their choices. These are written down on the big sheet and hung on the wall so students can easily refer to the objectives while producing the formulation of their design task and project description. Plan ·· The material is prepared and given to all teams ·· The concept ‘Impact’ is discussed and the students are introduced to the main objective of the Thinking Dice: to formulate Impact objectives for their design solution ·· The teacher introduces the material and how the game works ·· The students prepare the materials ·· The students play until all question cards are drawn or until the lesson has ended ·· The students discuss the results on the game board ·· The students prepare the Impact objectives and hang them on the wall ·· The students use the Impact objectives to produce the design task and project plan

QUESTIONS Environmental sustainability How will you secure the use of sustainable materials? How will you secure sustainable production? How will you secure sustainable transport and packaging? How will you secure sustainable reuse and disposal? What are our criteria for the life-cycle of the product? Social sustainability How will your solution take existing cultures and family structures into account? How will your solution secure labor conditions and labor rights? How will your solution take human rights into consideration? How will your solution secure equality (gender, mobility, sexuality, religion, ethnic origin)? How will you take the product use of various ages into consideration? Economic sustainability What value will the solution generate and for whom? How will your solution be financed? How will your solution secure the economy of the users for the short and long-term? How will your solution secure the economy of society? Who are your competitors?

THE PROTOTYPE PHASE

7. VISIT OF THE JURY

VISIT OF THE JURY JOKER, PRESENT

OBJECTIVE To give students an overview of the three assessment criteria: Form, Impact and Context. This technique is directed towards the Present phase.

Time One to two lessons

USE

Props Paper and/or computer and post-its

This technique is used in the Present phase as a reminder of the Design to Improve Life solution requirements. The technique is considered as a Joker as it can be used any time the teacher feels the students need a shift in focus. It may be beneficial to use the technique after ‘Technique 14 Rapid Prototyping’, ‘18 Mock-Up’ or to include it in a Sum Up session. To benefit from the technique, the students must have experience with working with Thinking Dice or with setting Impact objectives. For more information, go to the paragraph Alternatives and variations further down in the text.

APPROACH ·· The teacher begins with reviewing/repeating the three assessment criteria: Form, Impact and Context. Previously, the focus was solely placed on Impact and the three sustainability aspects, now it will be broadened to encompass all assessment criteria. ·· All the models and solutions the design teams have created should be available for the visitors to explore. It doesn’t matter if the solution aren’t final as the technique will coach the students in the specific phase they’re in. ·· Each design team writes down six questions covering all assessment criteria. These questions are to be used when the students step into the role of a jury assessing the other design teams’ solution. ·· The class or the team is divided into groups of two (or three) for design teams. These groups act as juries for each other. ·· Each team now gives a short presentation of the design for the jury. ·· While reviewing the design, the jury must focus on Form, Impact and Context. The jury discusses the design, asks questions and takes notes on post-its, and provides the design teams with suggestions for improvements. The post-its are placed on a table where the design team can see an overview of the feedback. The jury members should share the roles and take turns asking questions and writing post-its. It’s important the jury doesn’t criticize but rather comment, discuss and ask constructive, curious questions. Similarly, the team must listen carefully and embrace the questions as a helpful tool/inspiration for further work. ·· The teams then switch roles so the other team has a chance to be the jury. ·· When the jury responsibilities are complete, all groups return to their own project, discuss the new post-its and incorporate the feedback they find useful.

Installation/grouping The students work in design teams and visit each other Alternatives and variations The technique can be used at any time in the Prototype or Produce phase and is also ideal for the final part of the Produce phase following ‘Technique 20’. It will also be beneficial to follow the Joker with the Nomination technique. The teacher may eventually formulate the jury questions or use the ones formulated in the paragraph Examples Template N/A

THE PROTOTYPE PHASE

VISIT OF THE JURY JOKER, PRESENT

Example These are just some examples of general questions the jury may ask: ·· How would the solution improve the quality of life for the users? ·· How will you secure that as many lives as possible are improved by your solution? ·· What ethical, moral and political issues may influence the realization of your solution? ·· How do you secure sustainability throughout the entire life-cycle of the product? ·· How will your solution be financed? ·· How will the users be involved in the actual solution? ·· How will you make it easy for the users to know how to use the solution? ·· How does the solution fit into the context? Plan ·· The assessment criteria Form, Impact and Context are revised ·· Each design team formulates jury questions ·· The class is divided into groups of two to three for design teams ·· All the teams take turns in playing the jury ·· All design teams incorporate the feedback into their solutions

THE PRODUCE PHASE

8. NOMINATION

NOMINATION PRODUCE, PRESENT

OBJECTIVE To provide the students with knowledge about the INDEX: Award nomination criteria. The goal is to help students identify which parts of their designs need improvement in order to bring it closer to realization.

Time One to two lessons and some time for homework

USE

Props Computer with Internet access

This technique shouldn’t be used alone - we recommend that you use it at the end of the Produce phase. The result of the technique may function as an assignment or just as part of the student’s work with the design solution.

APPROACH ·· Each design team visits www.designtoimprovelife.dk and reads about some of the INDEX: Award designs. ·· They find the nomination page on the website and answer the nomination questions/ criteria – these can be divided up between students. ·· Based on the new knowledge, each team then identifies how they can improve their design solution, i.e. what do they need to do now to be eligible for the INDEX: Award? ·· The teacher then chooses the format and language the students will work with.

Installation/grouping The students work in their design teams either at home or at school

Alternatives and variations The method in this technique may prove beneficial when used for other school subjects. Template N/A

Plan ·· The students read about designs nominated for the INDEX: Award ·· The students find and answer the nomination fields on the nomination sub-site ·· The students write down how they could develop and improve their work ·· The students submit their work ·· The students receive feedback

THE PRODUCE PHASE

9. FLIP FLOP FUN

FLIP FLOP FUN SUM UP AND COMMUNICATE, PRESENT

OBJECTIVE To sharpen the students’ focus on sustainability and improve their skills within argumentation and presentation.

USE The technique is used in the Produce phase when the students prepare their presentations. It includes a sheet of general questions and a Flip Flop with topics in four categories. There is a ready-made Flip Flop to be used for upper secondary school classes, and a blank Flip Flop where you can fill out the fields with questions and keywords.

APPROACH ·· The following question is read aloud and placed in view of all the students: “What are the sustainability threats of the challenge and what difference does your solution make?” This question concerns the whole technique, which is why all students should know it and be able to see it while working, ·· Each design team assembles a Flip Flop. ·· The students each receive a number and student nr. 1 begins by holding the Flip Flop while asking student nr. 2 to pick a number from the top. The Flip Flop is opened/closed the corresponding number of times and reveals either “local” or “global” as the topic. Student nr. 2 now chooses a number from the one of the topic fields, which is then opened up to reveal one of the sustainability aspects including: social, economic, environmental or overall sustainability, ·· Student nr. 1: reads about the topic. ·· Student nr. 2: presents the general question while focusing on either local or global and the selected sustainability aspect. ·· Student nr. 4: keeps time – the teacher will set the time limit (between 30 seconds and 2 minutes). ·· Student nr. 3: gives feedback, student nr. 4 poses a short question and student nr. 2 answers. (If the team has more than four students the ‘surplus’ students will suggest aspects that could have been included in the presentation.) ·· The Flip Flop is then passed onto student nr. 2 and the rest of the group switch roles. (Several rounds may be played depending on the students’ needs.)

Time One lesson Props One sheet with a Flip Flop for each team, a question sheet and a pair of scissors Installation/grouping The students work in their design teams. They don’t need a table. Alternatives and variations It may be useful to create a “role sheet” for each student, especially if the students aren’t used to playing different roles in teams. ·· Student 1: Hold Flip Flop – let student 2 choose – read the question aloud ·· Student 2: Choose – answer question ·· Student 3: Give feedback ·· Student 4: Take time – pose one question Template Page 50-53

Plan ·· The teacher introduces the technique and the students’ role and sets the time frame ·· Question sheets and Flip Flop sheets are distributed and the students cut out and fold them ·· The students rehearse the presentation until everybody has attempted at least one question

ANIMAL YATZY ENERGIZER

10. ANIMAL YATZY

ANIMAL YATZY ENERGIZER

OBJECTIVE To bring renewed energy into the classroom and make the students laugh. The goal of the technique is to rejuvenate the process, not address the learning objectives.

Time Five to seven minutes

USE

Props None

The Energizer technique can be used at any time during the process when the students appear distracted and need some renewed energy.

APPROACH ·· The students are divided into groups across design teams – there should be five to six students in each group, preferably the same number in all groups. ·· The teacher asks one of the students to act out an animal, and then the whole class must mimic this animal. Then, another student acts out a new animal and everyone does the same. Overall, five animals are introduced to the group. ·· Now, it’s time to play the game! Each group gathers in a circle. Everybody shakes their body while the teacher says “rustle, rustle, rustle”. When the teacher shouts “TOSS!” everybody acts out one of the five animals, then the teacher says “freeze”. ·· The teacher counts the different animal figures appearing in each group. The rules are the same as in regular Yatzy, groups can have: “a pair”, “match three”, “two pairs”, “full house”, “Yatzy” etc. The teacher will judge the game. ·· The game is played in three rounds and the group that wins the most times wins the game. ·· The main objective of this Energizer is to have a good laugh!

Installation/grouping Enough floor space for everyone - the technique can be used anywhere inside or outside. Template N/A

Plan ·· The students are divided into groups of five to six ·· Five animal figures are introduced ·· The Yatzy game is played following the teacher’s rules

TEMPLATES

THE DESIGN TO IMPROVE LIFE COMPASS

THE DESIGN TO IMPROVE LIFE COMPASS THE DESIGN TO IMPROVE LIFE COMPASS THE DESIGN TO IMPROVE LIFE COMPASS

ASSESSMENT OF SUSTAINABILITY 1. THE IMPACT DIAGRAM

DESIGN TO IMPROVE LIFE EXAMPLE:

KNOWLEDGE MAP TEMPLATE 2. KNOWLEDGE MAPPING OF SUSTAINABILITY

CHALLENGE:

WHAT WE KNOW

ENVIRONMENTAL SUSTAINABILITY

SOCIAL SUSTAINABILITY

ECONOMIC SUSTAINABILITY

WHAT WE THINK WE KNOW

WHAT WE WOULD LIKE TO KNOW

TIMELINE TEMPLATE 3. TIMELINE

OVERALL THEME:

PAST

PRESENT

FUTURE

YEAR/TIME PERIOD:

CULTURE CARD TEMPLATE 4. CULTURE CARD

CHALLENGE:

CULTURE:

SOLUTION:

ASSESSMENT:

ECONOMIC:

ENVIRONMENTAL:

SOCIAL:

THINKING DICE TEMPLATE

6. THINKING DICE

THINKING DICE TEMPLATE:

QUESTIONS ABOUT ENVIRONMENTAL SUSTAINABILITY 6. THINKING DICE

ENVIRONMENTAL SUSTAINABILITY

HOW WILL YOU ENSURE THE USE OF SUSTAINABLE MATERIALS?

ENVIRONMENTAL SUSTAINABILITY

HOW WILL YOU ENSURE SUSTAINABLE MANUFACTURING PRACTICES?

HOW WILL YOU ENSURE SUSTAINABLE TRANSPORT AND PACKING?

ENVIRONMENTAL SUSTAINABILITY

HOW WILL YOU ENSURE SUSTAINABLE RECYCLING AND DISPOSAL?

WHAT ARE YOUR REQUIREMENTS FOR YOUR PRODUCTâ&#x20AC;&#x2122;S LIFECYCLE?

QUESTIONS ABOUT SOCIAL SUSTAINABILITY 6. THINKING DICE

SOCIAL SUSTAINABILITY

HOW WILL YOUR SOLUTION TAKE INTO ACCOUNT EXISTING CULTURES AND FAMILY CULTURES?

SOCIAL SUSTAINABILITY

HOW WILL YOUR SOLUTION ENSURE EMPLOYMENT AND COMPLIANCE WITH LABOUR LAWS?

HOW WILL YOUR SOLUTION TAKE HUMAN RIGHTS INTO ACCOUNT?

SOCIAL SUSTAINABILITY

HOW WILL YOUR SOLUTION ENSURE EQUAL RIGHTS? CONSIDERING GENDER, MOBILITY, SEXUALITY, RELIGION AND ETHNIC ORIGIN.

HOW WILL YOU CONSIDER THE DIFFERENT AGE GROUPS OF THE SOLUTION?

QUESTIONS ABOUT ECONOMIC SUSTAINABILITY 6. THINKING DICE

ECONOMIC SUSTAINABILITY

WHAT VALUE WILL THE SOLUTION CREATE AND WHO WILL BENEFIT FROM IT?

ECONOMIC SUSTAINABILITY

HOW WILL YOUR SOLUTION BE FINANCED?

HOW WILL YOUR SOLUTION ENSURE THE USERS’ ECONOMIC SUSTAINABILITY IN THE SHORT AND LONG TERM?

ECONOMIC SUSTAINABILITY

HOW WILL YOUR SOLUTION ENSURE SOCIETY’S ECONOMIC SUSTAINABILITY?

WHO OR WHAT WILL YOUR SOLUTION COMPETE WITH?

GAME CARD TEMPLATE 6. THINKING DICE

GAME CARD TEMPLATE:

IMPORTANT

LESS IMPORTANT

MAY BE IMPORTANT

MUST BE ACHIEVED

MUST BE EXAMINED

DOES NOT APPLY

FLIP FLOP TEMPLATE 9. FLIP FLOP FUN

FLIP FLOP FUN QUESTIONS 9. FLIP FLOP FUN

FLIP FLOP FUN QUESTION:

FLIP FLOP FUN QUESTION

WHAT ARE THE SUSTAINABILITY IMPLICATIONS OF THE CHALLENGE, AND WHAT DIFFERENCE DOES YOUR SOLUTION MAKE?

FLIP FLOP GUIDE 9. FLIP FLOP FUN

FLIP FLOP GUIDE:

FLIP FLOP GUIDE

HOW TO MAKE YOUR FLIP FLOP

1. Cut out the square along the dotted line. 2. Fold the square in half. 3. Open the square and fold it in half again (in the other direction). 4. Open the square and place it with the text facing down. Then fold all four corners towards the center. 5. Turn the square around so the openings are facing down. Then fold all four corners towards the center again. 6. Fold the square in half. 7. Open the square and fold the other way. 8. The Flip Flop is now ready.