A CHRONICLE OF COLLABORATION DMGT 732 Facilitating Creative Thinking Kidest Mulugeta Sande | Hannah Walsh | Cristi Moore
In this collaborative creativity session, three individuals worked together to tackle a design problem. Two individuals (Kidest and Cristi) actively engaged in exploring and solving the design problem while one individual (Hannah) took the role as scribe observing and recording their process through writing, typing, and photographing. There were two phases during this “Chronicle of Collaboration�. Phase I including addressing and solving a design problem through the use of brainstorming, mind mapping, word association, concept sketching, role playing, and pure discussion. Through Phase I, the two individuals were able to articulate a design problem based off personal experience and solve it through collaboratively using these tools while the scribe was able to capture their process. Phase II included reflection and analysis of the design problem solving process which led to the storyboarding and written description of the process. Through these collaborative two phases, these three individuals were successfully able to articulate and visually demonstrate the way in which they were able to arrive at a solid design solution that can be sent to production to produce. This project can be used as a demonstration of a process for arriving at a creative solution.
A CHRONICLE OF COLLABORATION Phase I Creative Thinking Session
“Cristi, what it is about bubble bath that you keep going back to?”
DMGT 732 Facilitating Creative Thinking Kidest Mulugeta Sande | Hannah Walsh | Cristi Moore
1
2 brainstorming
“Bubble baths don’t always make movie star bubbles.”
4 “we want movie star bubbles”
3 identification of a design problem
Kidest continued to document the design problems that were discussed – those interesting to us and that stuck the most.
5
Once we agreed on our design problem, we decided to take a break to step away, eat, gather supplies, and discuss what methods we wanted to use. Hannah drove team to Back in the Day Bakery to take a break, get food and talk about classes and life. 6 taking a break
“what do you think?” “what do you mean?” “I’m going to add…” “let’s put” “you don’t have to write it down” both were very involved and focused on the paper during collaboration - no eye contact Kidest’s graphic designing was coming out as she filled in lines making them bolder, while Cristi’s task management was coming out as she scanned the map filling in additional thoughts.
sharpies | easel paper | initial interaction was minimum | as marks began to appear on paper, both became actively engaged in the process demonstrating simultaneous contribution both visually, verbally, and physically. 7 discussing plan of action
8 creating a mind map to confirm problem need
9 active collaboration
Sides switched again, and again. They stand, they sit Both continue to feed off the other.
10 active collaboration continued
Start to relax more and tell short stories of experiences that they have with bubble baths, “my husband doesn’t like bubbles”, “have you seen the episode of Friends where…”
Announcement was made by Kidest that she was switching sides | focus was redirected.
Begin to talk about what to do with the movie star bubbles.
Kidest questions if they want to add a second sheet “do you think this is growing into something?”
“Full force water”…“but even with full force water, you don’t always get them”…verbalizing foreseen problems with concept to each other and then writing them down on the paper. Cristi begins to ask more questions out loud that challenge the potential design.
11 exploring design problem further
12 questioning original idea
both Cristi and Kidest agree that they are “in love with this idea”
Kidest steps back and smiles and says affirming “this is a mind map”
Kidest takes a quick second break to step away from mind map and look at it from a further distance. Cristi continues to stay leaned over the mind map scanning the document.
both look at how much they have actually done, and then decide to tape it together.
“how is this thing going to work?” Cristi uses a few hand gestures to describe the device, now they both use hand gestures as they discuss and describe their thoughts.
Hannah documented the process through photos on my iphone while switching between photos and writing.
13
14 critical discussion of mechanics
15 “this is a mind map”
Kidest switches to a blue sharpie and a black finer point marker. Back in original positions - same side of table to begin sketching ideas.
Cristi says that she is going into her own little world while she sketches and Kidest continues to have fun drawing lots of blue bubbles.
Kidest: black pencil, no eraser
Kidest asks “scribe, what are you doing?”
Cristi: red pencil with eraser
As sketches emerge, verbal interaction follows. Both make comments how they can’t sketch, but continue to sketch. Hannah chuckles after recognizing what has happened - Hannah wants to sketch. 16 concept sketching
17 sketching concepts individually
18 concept sketching continues
A name is needed for our device. Cristi suggests looking up synonyms for bubbles. Kidest pulls out cell phone and Hannah looks on the computer.
Cristi: “what culture / country does our whole mind map and the bubble bath experience make you think of? France, Paris?” Kidest: “are you leading me to this?! That’s what I was thinking” Cristi: “what is it in French?” and Kidest continues to look at things on her phone while speaking French.
19 “bubble bath doesn’t always make movie star bubbles”
20 initial concept sketches
21
Re-thinking of device mechanism re-directs concept sketches.
Cristi continues with a red pencil, later using a fine point sharpie Kidest switches markers multiple times and loves her blue pen.
22 initial concept sketches
23 secondary concept sketches
24 secondary concept sketches
Cristi and Kidest explain sketches to each other. Cristi asks questions the ideas in regards to function another moment occurs - Cristi asks “what if it just floats around at water level?” Kidest says “yes!” Cristi uses a few hand gestures to describe the device, now they both use hand gestures as they discuss and describe their thoughts.
25 collaboration on concept sketches
26 questioning mechanics - design redirected
27 collaboration becomes physical
Hannah interjected and had a question about “the device coming towards my head when I am relaxing”, the three of us have a mini-conversation about how we act in the bathtub prompting Kidest to begin sketching another idea.
Cristi says that “she’s ready to buy one” and Kidest agrees that she wants one too while they both continue to finalize their concept sketches. They agree that it has to be battery operated - started off that this device had to be attached to the faucet with liquid being poured into the device. Revised to create aerated bubbles jet style while moving around on the surface of the bath tub water with the bubble bath still being poured into the bath water.
Cristi is still thinking of the perfect name.
28 hannah the scribe
29
30
Cristi says, “I think we’ve explored this enough now” and Kidest agrees.
31 final concept sketches
32 final concept sketches
33 thinking of end user
34
35 naming the product - word association
36 bubbl-it
CREATIVE THINKING SESSION | The Scribe’s Narrative Hannah Walsh – Scribe Kidest Mulugeta Sande & Cristi Moore – Worked out design problem Project Two: A Chronicle of Collaboration Phase I Thursday, April 7, 2011 Met at 1:35 at Gulfstream Spent from 1:40 to 2:18 verbally throwing out ideas while sitting down around a table Cristi started the process by throwing out ideas of design problems that she had thought of and asked us what the design problems that we thought of were. We went back and forth throwing out problems that we have throughout our day. Cristi suggested we think of those things that bother us while we are getting ready in the morning, daily prep, in the car, etc. We came up with probably 40 design problems before we had our ‘ah ha!’ moment. The problem wasn’t coming up with idea problems – we just could decide on one that was fun and interesting for us to do. We didn’t just want to settle for solving something boring so we spent extra time thinking of more problems until we agreed on one that we could all relate to and were confident it was a design problem that we would enjoy tackling. During phase 1, Hannah, Kidest, and Cristi were all involved in the process of thinking of ideas and communicating daily design problems Cristi had mentioned bubble bath a few times during our process and Hannah spoke up and asked “Cristi, what it is about bubble bath that you keep going back to?” Cristi smiled and the three of us knew this was our topic. Enlightened moment – “Bubble baths don’t always make movie star bubbles.” Kidest continued to document the design problems that were discussed – those interesting to us and that stuck the most. We went back through them to think of how many we had come up with and these included: bus lines trees in parking lot across the street earrings books in bed / next to bed problems in the car soap electric pencil sharpener shower caps key locater
bubble baths condiment packages brushing teeth wet rags and wash cloths folders pollen on surfaces make-up nail polish on toes hair bands shower sponge Because we came up with and intellectually thought through each of these design problems, we were able to come up with a solution to a design problem that we had thought about in the beginning but weren’t necessarily attached to. Each of us became excited about the idea of bubble baths and exploring possible solutions or device that made the bubbles stronger! After we decided that we wanted to solve the problem of not having movie star bubbles in the bath tub, we decided to take a break to step away, eat, gather supplies, and decide on what methods we wanted to use. The technique that we used was verbal dialogue to throw out ideas while Kidest wrote the ones that were most interesting to us down. During this initial process, it was very informal and we did get stuck often because we couldn’t think of a problem that we truly wanted to solve. There were many problems. We finally came to a conclusion and decision after Hannah spoke up and asked about bubble bath. Cristi began to talk about it and it was then that we had the confidence and enthusiasm to pursue this as our design problem! Break Hannah drove team to Back in the Day bakery to take a break and get food and talk about classes and life Came back into Gulfstream and scoped out place to work Phase II 3:53 Came back and set up in graduate space, decided first to do a mind map on bubble bath to confirm that this is what we wanted to focus on C and K both began working on the desk with sharpies on easel paper and they both contributed verbally and visually at the same time
C was sitting down and K was standing up Mostly, C was working on the left side and K was working on the right side and in the beginning there wasn’t too much interaction between both of them. Then after a few drawn lines, K went over to the side the C was working on and began to add to the things that she was writing. After a few minutes, C also stood up too and both were actively engaged in the process Questions and phrase that were mentioned were: “what do you think?” “what do you mean?” “I’m going to add…” “let’s put” “you don’t have to write it down” Looking mostly down at the paper, not making eye contact when they look at each other, very involved with the paper Switched sides while working, K initiated and announced that she was going to switch and work on the other side Feeding off of each other in narrative and verbal form K would fill in the lines and make them bolder while C would scan the entire board looking for what to add to, K’s graphic designing was coming out while C’s task management was coming out. It was decided when came to a longer pause that they were going to do another diagram 4:05 – C sits back down again while K remains standing writing more than C right now, still focusing on the lines on the paper Both stare at the diagram and then K asks “are we done with this?” C says, “so” and had an “ah ha!” Moment and smiled when K said rose petals which then led to other stuff “this made me think of…” “I love when…” K - Do you want to add a second sheet? do you think this is growing into something? C – we can. Then, C and K both continue to work on another sheet of paper “Everything is good, except for not enough bubbles” meaning the bubble that says this on the mind map. Hesitated to build off the sex bubble and then decided to put ‘A’ day” K suggests to cut paper in two and then build off the other sheet, C agrees and then K tears paper off and rips it.
Hannah asks how to spell rip, K laughs.
H makes a comment and chuckles after recognizing what has happened
water level?” K says “yes!”
C and K come around to the other side of the table to work on adding more lines to “not enough bubbles”
H continues to scribe and watch them sketch out their ideas
H – interjected and had a question about “the device coming towards my head when I am relaxing”, the three of us have a mini-conversation about how we act in the bathtub and then K begins to sketch another idea.
K switches to a blue sharpie and a black finer point marker Oh yeah! Movie star bubbles, “that was our whole thing” decide to add this to the mind map Start to relax more and tell short stories of experiences that they have with bubble baths, “my husband doesn’t like bubbles”, “have you seen the episode of Friends where?”
K says “What do you mean you don’t know how to sketch?” C says it’s not in perspective.
C says that “she’s ready to buy one” And K agrees that she wants one! While they both sketch their concept drawings
Seeing C and K sketch makes H want to sketch. C still is thinking about the perfect name for this Both begin to work individually on concepts
Begin to talk about what to do with the movie star bubbles -“Full force water”, begin to have doubts now about original idea, “but even with full force water, you don’t always get them” verbalizing foreseen problems with concept to each other and then writing them down on the paper, C begins to ask more questions out loud that challenge the potential design
C says that she is going into her own little world while she sketches and K continues to have fun drawing lots of blue bubbles, K asks “scribe what are you doing? We’re not doing anything” I laugh
K takes a quick second break to step away from mind map and look at it from a further distance; C continues to stay leaned over the mind map scanning the document.
Re-thought the design mechanism after realizing that in jet tubs, it is the jets under the water or at water level that cause the bubbles to surface and last.
Both C and K agree that they are in love with this topic. “how is this thing going to work?” C uses a few hand gestures to describe the device, now they both use hand gestures when they begin to discuss and describe how this is going to work.
C started to draw a second sketch of a new design concept while K worked on one too
4:24 – the process begins to slow down as C and K begin to think critically about the logistics and mechanics of how this is going to work, yet still continue to work on filling up the paper
They agree that it has to be battery operated – started off that this device had to be attached to the faucet with liquid being pour into the device, changed that it can create aerated bubbles jet style while moving around on the surface of the bath tub water with the bubble bath still being poured into the water
C recommended looking up synonyms for bubbles. K pulled out her cell phone to look up words for it and H also looks on the computer so that they can continue to sketch K has switched markers multiple times while C has continued to use the red pencil
K steps back and smiles and says affirming “this is a mind map”.
Through the sketches they are showing that these are the different ways that this device can work C says, “I think we’ve explored this enough now” and K agrees 5:12 Began to think of user – listed kids, women, adults, anyone Decided that this could be a product that could be marketed to different user groups, hence multiple styles – perhaps one in the shape of a fish with a big mouth and eyes for children and the other one that is more sophisticated appealing to adults Spending a lot of time naming it – 12 minutes so far. H gets involved and begins to look up words for K & C
Both look at how much they have actually done, and then decide to tape it together
Cristi asks, “what culture / country does our whole mind map and the bubble bath experience make you think of? France, Paris?”
Sketching / Concept sketching
K – “are you leading me to this?! That’s what I was thinking”
C says now we have to sketch out what the idea will be, both C and K get back on the same side of the table and C says I’m going to start sketching and you start sketching and they both begin to sketch out the idea concepts for the design
C asks “what is it in French” and K continues to look at things on her phone.
K uses a black pencil and C uses a red pencil, K’s doesn’t have an eraser
Both begin to think of words for the product / experience
K starts speaking French to come up with a name C stops to call her mom to ask about a title / name for the product
Been 28 minutes to try to name it – we decide on “Bubbl it” C begins to write over her red pencil with a black thin sharpie
4:55 – began to think of a name for the product. K “So, we’re basically sketching out how this thing is going to work, right?’
This is definitely taking much longer time than we imagined, all three of us working on coming up with a “perfect” name now.
C and K began to explain their sketches to each other, C began to ask questions about her idea to see how it works
Both make comments how they can’t sketch and continue to sketch Had another moment – C asks “what if it just floats around at
5:45 Checked out to see what we did. Overall, tools used – mind mapping, word association, brain storming, sketching, sketch exchanges.
A CHRONICLE OF COLLABORATION Phase II Reflection and Analysis DMGT 732 Facilitating Creative Thinking Kidest Mulugeta Sande | Hannah Walsh | Cristi Moore
bubble of females
the knowledge and experiences distinct to and shared by the three of us females.
connection of the three bubbles
This occurs as we share our individual knowledge and converge to agreement on solving specific design problem. The idea selected was a result of a common interest -all could relate or had experienced the topic - it created excitement, enthusiasm and a fun atmosphere. group flow
How each person’s ideas build on those contributed. individual bubbles
the personal and individual knowledge and experience we each possess.
bubble of knowledge
general and broad, encompasses all tacit and explicit knowledge between all of us.
Like the flow of water, the more the water flowed (processing of thoughts/knowledge/experience), the more ideas (bubbles) evolved. Our steady flow of thoughts created small bubbles or snippets of thought - some floated close, others wondered off, others burst/disappeared However, the one that continued with life and stayed close was the idea that we confidently decided to bring to life through tackling this design problem. creative session
Mind Mapping, Concept Sketching, Word Association, Naming It Initial development of the design solution began through the process of mind mapping, working both individually and collaboratively, feeding off of each other’s thoughts. Next, thought processes were revealed by each sketching simultaneously. Interaction, both verbally and physically, about the possibilities and challenges. This led to additional sketches that began to become finalized. Word association and “naming it” – giving a name to the solution, gave the final touches for the design solution.