Browsing by Author "Roberge, Jacynthe"

Now showing 1 - 6 of 6
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    De l'idéation au concept: les défis du designer dans un projet de nature prospective
    (2013) Kavanagh, Éric; Roberge, Jacynthe; Sperano, Isabelle
    Ideation is an essential process to any prospective design project. That collaborative process is cognitively demanding. Observing designers (n=133) working on prospective design projects allowed us to identify three categories of ideation problems recurrently occurring. Firstly, we identify the problems related to participants’ preparation. We notice that certain intellectual stance or lack of general knowledge is a handicap to some and impairs their ideation capability. Secondly, we introduce problems related to the focus of the ideation process. Those problems particularly affect the way the idea is developed and its scope. Finally, we discuss the idea externalisation difficulties, where we mainly deal with the language and sketching competencies required for the materialization of ideas.
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    Enseignement du design numérique au 2e cycle universitaire: former à l’intervention professionnelle
    (2014) Sperano, Isabelle; Roberge, Jacynthe; Kavanagh, Éric
    This paper takes a look at the design education of a professional intervention in a master program in digital design. First, we present the evolution of this class and his actual characteristics. Then we describe and reflect on 3 key-aspects, particularly relevant in the context of design education: research, negotiation and preparation of the mandate, 2) problem setting and 3) definition of the solution and presentation deliverables. We particularly insist on issues relative to the student learning design, the relation between the student and the teacher and the relation between the student and the organisation.
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    Exploring new usages of journey maps: introducing the pedagogical and the project planning journey maps
    (2019) Sperano, Isabelle; Roberge, Jacynthe; Bénech, Pierre; Trgalova, Jana; Andruchow, Robert
    Journey maps are graphical and textual representations that intend to outline an experience over time with a product, a system or a service (Kalbach 2016). In this article, we first describe how this visualization tool is used in interaction design. Secondly, through two case studies, we describe two innovative ways of using this tool. In the first case study, we present the pedagogical journey map, a journey mapping approach meant to be used by teachers as a collaborative design tool to support the creation of pedagogical activities. In the second case study, we introduce the project planning journey map, used as both a prospective and retrospective project planning tool to help student designers plan and reflect on their design process. This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.
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    Teaching acting techniques to designers: observe, embody, create
    (2021) Sperano, Isabelle; Rivenbark, Leigh; Roberge, Jacynthe; Rubio, Daniel Caja
    To design quality digital products, designers need to understand the user and their experiences on a deep level (Ritter et al. 2014). To do so, design practitioners have developed research methods that mainly focus on an “intellectual” approach to gain insight through quantitative research and analysis. While useful, these approaches often undervalue the role of the body in the process of understanding the user. In response to this, a more embodied approach to user research has emerged. Methods such as roleplaying and bodystorming are increasingly used to gain new kinds of insight during the design process (Burns et al. 1994, Schleicher et al. 2010, Wakkary et al. 2007). However, designers often encounter limitations with these methods (Think Design 2021). Some have trouble engaging in role-playing exercises due to a lack of acting training. Others struggle to apply insights to their work. Our team developed a workshop for design students exploring how acting techniques can be used as design methods to address these challenges. It was conducted in interaction design classes (Winter 2019 and Fall 2020) in 2 universities. Our goal at the Interaction Design Education Summit 2021 was to present this workshop to design instructors and practitioners so they can share it with their students or design teams. In this article, we describe an overview of the workshop and discuss potential benefits, challenges, and limitations of this approach to design.
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    Typologie exploratoire des affordances textuelles
    (2016) Kavanagh, Éric; Roberge, Jacynthe; Sperano, Isabelle
    Le concept d’affordance a été introduit par James J. Gibson dans le cadre de sa psychologie écologique en 1979. Les affordances sont des propriétés de l’environnement et des objets qui s’y trouvent. Lorsqu’elles sont perçues, ces propriétés permettent à l’animal – à l’humain – de savoir comment il peut agir dans un contexte donné. Omniprésentes, dans le monde et dans les objets du monde, ces propriétés concernent donc aussi tous les artéfacts destinés à la lecture, qu’il s’agisse d’un roman, d’une page Web, d’un formulaire fiscal, etc. En ce sens, les affordances doivent intéresser la rédactologie parce qu’elles influencent à divers degrés les interactions avec les documents et les textes en circulation dans notre société. Dans une logique exploratoire, nous proposons six types d’affordances qui nous semblent caractériser tous les documents et les textes (imprimés et numériques) susceptibles d’exister : les affordances gibsoniennes, les affordances de lisibilité fondamentale, les affordances linguistiques fondamentales, les affordances du genre, les affordances des zones informationnelles et les affordances microstructurelles. Les types proposés s’inscrivent dans un mouvement perceptuel allant des affordances macroscopiques vers les affordances microscopiques, mais toujours en marge du processus de lecture psycholinguistique.
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    When design is inspired by theatre: acting techniques as prospective design methods
    (2021) Roberge, Jacynthe; Sperano, Isabelle; Rivenbark, Leigh; Rubio, Daniel Caja
    In acting training, psychophysical exercises are used to strengthen the relationship between mind and body, thus fostering a deeper understanding of the character [1]. Intrigued and inspired by the potential value of these techniques in design contexts, we explored their application for interaction designers as research methods in a pedagogical setting. To do so, we first created a single-session workshop that introduced design students to basic actor movement techniques in the winter of 2019. The goal of the workshop was to help students empathize with their users and discover solutions when designing digital products. Later, in the fall of 2020, we used reflections from the first activity to develop two longer workshops; both consisted of three sessions and were carried out consecutively in two different universities. In this article, we present a case study of those three workshops. After discussing considerations for the evolution of the workshops, we describe how each was conducted. Finally, we share our findings and insights that arose throughout the process.