Coffee Shop Design Observations

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Brown (2009) states that design is not limited to designers and one can infer that he is speaking of designers by degree or qualification.  Many times I have watched TV shows such as The Block, Grand Designs and more recently Restaurant Revolution.  These shows are the stuff that dreams are made of and full of innovative concepts and little did I realise till today, examples of design thinking as not only the final product but the processes and journey it takes to bring these concepts to final form.

What about the local coffee shop I go to though?  Had I really taken much notice of the design?  Not really.  It is a local coffee shop attached to a large shopping centre and I go there because the staff are friendly and basically it is easy for me to pop in and out quickly.  I actually never take the time to sit and observe how the design of this coffee shop operates so to sit for 30 minutes inside was a novelty not only for me but for the staff as well.

Here is an overall sketch of the physical layout of the coffee shop.

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Observations:

The coffee shop is located right at one of the main entrances to the shopping centre.  It is always busy and the entryway can become crowded when there are people waiting for coffee, people waiting to pay and people needing to get through to sit in the coffee shop.

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The ‘work area is partitioned by a wall which has a pass cut-out into the wall where the food is passed through from the kitchen.  Dirty plates and dishes are taken via a small single door to the kitchen and the final preparation for plates of food, such as adding cream and ice-cream are done in the coffee area or the bench space near the door to the kitchen.

The seating is very squashed together and little did I realise there were not many younger people or families using this coffee shop.  The clientele seemed to be retirees or groups of adults of no more than 3.  The tables in the centre had a space between of between 20-30 cm from the corner of one table to another and staff needed to pass food across the table to get to the people sitting in the centre.

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While waiting for food and coffee, there was little to look at if facing towards the entrance of the shopping centre.  Selling drinks and food were definitely on the agenda of the owners as when facing towards the shop and shopping centre entrance the customer could see a drinks fridge, the preparation of food through the pass and the several glass jars that cluttered the bench surrounding the coffee machine that were full of cakes and biscuits.  As well there were some flowers in a vase.

An interesting observation is that two customers required walking aids and 1 customer had parked hers right in front of the cake fridge next to where she was seated and the other had to park hers outside the shop where trolleys also need to be put if using the coffee shop.

It was difficult to observe without judgement but it became apparent that I now knew why I prefer to get takeaway coffee rather than use the coffee shop.  The advantage this business has is that it is located in a prime position within the centre and the staff are always happy and friendly towards their customers.  While food and staff are central to customer experience in a coffee shop so too are the surroundings.

References:

Brown, T. (2009) Change by design: How design thinking transforms organizations and inspires innovation. Summary by Get Abstract. Retrieved from: http://www.getabstract.com


Design for Informal Learning to Satisfy Lunchtime Library User Blog Post 1

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School libraries are many spaces within one larger space and how space is used depends on the need of the user at a particular time of the day.  For example, they can be meeting spaces for teachers and parents before and after school.  They can be formal learning spaces giving lessons in how to navigate a plethora of information sources and how to present final products of information based on research.  They can be spaces to escape the busyness of playground activities to undertake activities that use and develop creativity, reading skills and imagination.

The task is to find a ‘problem space’ that is not serving the purpose it could do, for learning.  The space I chose is the entryway as I needed a space for an informal learning activity that has been directed by the students themselves.  Since the release of the movie Paper Planes on DVD, many of our students are coming to the library to make and experiment with different designs of paper planes.  Initially, they were flying them everywhere in the library and as there is a lot of informal learning going on with their new found interest, we needed to find a space that encouraged rather than discouraged them and met these informal learning needs.

Brown (2009) states that design thinking ‘requires empathy for the user’ (p. 3) and this is exactly what was felt when looking at not only the users needing space for their paper planes but also those users whose needs were breakaway spaces to read, space to catch up with friends and draw/ create artworks, space to play board games and create puppet shows. The identification of the opportunity to add another dimension to our library learning space for lunchtime was as Seidel and Fixson (2013) identify the more formal method of ‘needfinding’ (p. 20).  Together with the students we drew on the requirements for a novel concept and made the clear goal of designing a space that would keep everything needed in one area.

As outlined by Seidel & Fixson (2013), the ‘multidisciplinary team’ (students from Years 2 – 6) brainstormed possible solutions to our opportunity, the second formal method of design thinking and together we decided to build our ‘prototype’ and trial it for 2 weeks.  Linking this brainstorming to prototyping straight away led to an initial successful outcome and as Seidel & Fixson identify in their study once the decision was made as to which design concept we would go with we were able to push forward and focus on the practicalities of design.  At the end of 2 weeks, we will get together and identify if the space is still needed and if so, is it working (Seidel & Fixson, 2013).

As the manager of this learning space, it was my responsibility to guide the students to think creatively and have a ‘can do’ attitude rather than squash their enthusiasm (Kuratko, Goldsworthy & Hornsby, 2012).  The team needed to be proactive and ‘seek the peaceful co-existence of desirability, feasibility and viability'(Kuratko, Goldsworthy & Hornsby, 2012). I needed to be flexible and open-minded as we promote our library as having space for everyone.

Here are some initial photos of how the space works:

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This is the view coming into the entryway of the library.  The glass doors that can be seen open up into a secondary ‘spillover’ area called the Fishbowl.

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This is the Fishbowl which is another area of redesign but this would involve negotiations and discussions with leadership.  At the moment though, the students can use this space to get on laptops to find YouTube clips on how to make paper planes and collaborate with each other.  the older students are enjoying mentoring the younger students in their endeavours and the circular tables are beneficial for this.

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This space is where you can see the initial design but as Kuratko, Goldsworthy & Hornsby (2012) identify,  it is the ‘starting point’ and already within our 2 week trial period we have come up with ideas to display a poster showing what the target is for, a set of numbers to change the numbers that will be added together, adding books about flight and birds to assist students research further designs as in the movie and perhaps have different coloured papers so that students can identify their planes easily once they have flown them.

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Here is one of the students whose turn it is to test his informal learning about planes.

References:

Brown, T. (2009) Change by design: How design thinking transforms organizations and inspires innovation. Summary by Get Abstract. Retrieved from: http://www.getabstract.com

Seidel, V., & Fixson, S. (2013). Adopting design thinking in novice multidisciplinary teams: The application and limits of design methods and reflexive practices. Journal of Product Innovation Management, 30, 19–33. http://dx.doi.org/10.1111/jpim.12061 or http://onlinelibrary.wiley.com.ezproxy.csu.edu.au/doi/10.1111/jpim.12061/pdf 

Kuratko, D., Goldsworthy, M., & Hornsby, G. (2012). The design-thinking process in innovation acceleration : Transforming organizational thinking. (pp.103-123). Boston : Pearson.

Comment on Others Blogs

http://thinkspace.csu.edu.au/insidemyhead/2015/07/23/blog-task-1-thinking-about-design-thinking/#comments

http://thinkspace.csu.edu.au/lookwhoschalking/

http://thinkspace.csu.edu.au/galaxychezbelle/2015/07/24/task-1-creating-a-more-personal-learning-experience/


Critical Reflection – To Game or Not To Game

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As I started INF 541 – Game-Based Learning, I was fairly naive.  The only personal understanding I had of games was that they were something that people do on an iPhone, iPad or a game console.  I had never really played any games on my laptop apart from Solitaire or Chess and really the games I engaged in were time wasters or for entertainment.  I had observed my own children playing Minecraft with their friends whilst on Skype and strategising over how to become the best clan in Clash of Clans and I was curious about the role of games in education.  How do games provide learning?

Professionally, I had an experience a few years ago in implementing Gamestar Mechanic into the library to introduce the students to the idea of game design as another form of text and using their learning in a creative way.  Little did I know that there has been a whole lot of research being done in this area of game-based learning.

That is definitely one of the big learning moments I have had this session in that I realised that research is vital before effective implementation of game-based learning can take place.  It was very frustrating as a primary school teacher librarian though as I soon discovered that there was very little research into game-based learning in the primary school. I noted this from the outset in our Module 1 discussions. My observation is that games are being used in primary schools but I could hardly find the information relevant to my learning context.  This was supported by research I found and used in my first assessment where “Caponetto, Earp & Ott (2013) where they searched for papers that dealt with the actual integration of games into classrooms, of the 753 papers their search discovered and after application of the criteria for their purpose, only 78 papers were returned.”

It also became apparent in my participation on Twitter ( a new experience for me this session) that the use of games in education is a ‘hot topic’ right now.  There is so much being shared through this platform and one learning I have also made is that while I retweeted some of these articles, I really wanted to discuss some of the ideas within them.  Games as advancing education, ways to use Minecraft, how to choose the best games for learning? it was all there on Twitter.  Those that lacked research and those that matched the research we had been accessing within this subject.  This is an area for self-improvement for me to focus on next session as I need to take the initiative to perhaps reflect on these using the affordances of the reflective blog that I have set up.

Another major point of learning for me during this session is that there is more involved in using games than what can be seen on the screen (Gee, 2012).  I was starting to form a definition of what game-based learning is and thankfully the title of my reflective post mentioned that this definition was evolving. I would suggest now that I still agree with this initial definition but I would now include that just as there are different types and genres of books, the same can be said about games.  It is the teachers role to design learning practices after they have actively assessed and evaluated the potential and limitations of the game so that they can know: 1) how the game can assist in the learning; 2) rules/goals, characters, settings, how the game can be differentiated for different levels of play – or the mechanics of the game; 3) what other learning activities need to be incorporated alongside the game? (Routledge, 2009).  So, the game is not a replacement for the teacher and just as any other resource would be utilised in the classroom, so should the game intended for learning be scrutinised and selected according to the learners needs.

My knowledge base has definitely been expanded by undertaking this unit of study and I can definitely see that the adoption of game-based learning needs to be strategic.  The affordances of game-based learning are so much more than being fun, engaging and motivating.  These can be seen in my Compendium chapter.  For me, there is still much more reading to be done and time to synthesise what has been read and shared away from the pressure of deadlines is needed.

References:

Caponetto, I., Earp, J., & Ott, M. (2013). Aspects of the Integration of Games into Educational Processes. International Journal of Knowledge Society Research (IJKSR), 3(4), 11-21. doi:10.4018/ijksr.2013070102

Routledge, H. (2009). Games-based learning in the classroom and how it can work!. In T. Connolly, M. Stansfield, & L. Boyle (Eds.) Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices (pp. 274-286). Hershey, PA: . doi:10.4018/978-1-60566-360-9.ch016

 


What is Game-Based Learning?

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My (Evolving) Statement About Game-Based Learning 

Game-based learning is more than can be seen on the screen.(Gee, 2012.)  The combination of design and instruction are equally important in a game-based learning environment (Becker, 2011, p.81). It is the active engagement and collaboration of students and teachers (players),  in an online and offline learning environment to play/work towards a goal so that learning is achieved(Becker, 2011, p.82). The learning is encouraged through a serious game with the provision of transparent data, whether by the achievement of experience points or levelling up (Andersen, 2012). Teachers need to understand the complexities of the game to be able to assist and give feedback to those students who need extra scaffolding. Students need to provide feedback to the teacher about their game-based learning experiences (Andersen, 2012).  Most importantly though, it allows students the opportunity to fail in a fun and rewarding way as they persist to achieve their end goal of learning.

It would seem then, game-based learning is one way to work towards building an educational community of practice. The most appropriate tools for game- based learning are chosen according to the context and learning needs of the students. While there are some rules, either implicit or explicit(Becker, 2011, p.81), there is still an element of choice, the ability to create, problem-solve within the game.

REFERENCES:

Andersen, P. (2012). Classroom Game Design TEDxBozeman  Retrieved from:  https://www.youtube.com/watch?v=4qlYGX0H6Ec

Becker, K. (2011). Distinctions between games and learning: A review of current literature on games in education. InGaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 75-107). Hershey, PA: . doi:10.4018/978-1-60960-195-9.ch105

Gee, J. (2012).  Learning With Video Games.  Retrieved from:  https://www.youtube.com/watch?v=JnEN2Sm4IIQ