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Creative Collaborations: Using Design Thinking to Promote Multi-modal Transportation
- 1. Creative Collaborations: Using Design to Communicate Transportation Blythe Bailey City of Chattanooga Transportation Department Aggie Toppins University of Tennessee at Chattanooga Jenny Park Regional Planning Agency
- 2. Who We Are, What We Did The Chattanooga Context Communication Needs in Planning Efforts Design Thinking/Our Project Process Introduction to the Public Future Opportunities
- 3. Setting the stage This is the body text This is the body text. Bigger text bigger text bigger text
- 4. The structure of the city This is the body text This is the body text. Bigger text bigger text bigger text
- 5. Public Space This is the body text This is the body text. Bigger text bigger text bigger text
- 6. Getting where you need to go This is the body text This is the body text. Bigger text bigger text bigger text
- 9. A Train City This is the body text This is the body text. Bigger text bigger text bigger text
- 10. Bicycle Transit This is the body text This is the body text. Bigger text bigger text bigger text
- 11. Mode Choice by necessity This is the body text This is the body text. Bigger text bigger text bigger text
- 12. Great cities
- 13. How do we prevent congestion?
- 14. How do we improve access? *2040 Regional Transportation Plan
- 15. How do we fill the gaps? *2040 Regional Transportation Plan
- 16. What about communication gaps? *2011 pedestrian intercept survey of 900+ UTC students
- 17. How are people commuting in Chattanooga? *2012 ACS Journey to Work data Drove Alone 78.5% Public Transportation 1.8% Bicycle 0.9% Walk 3.5% Telecommute 3.5%
- 18. How do we ask people to shift modes?
- 19. The Design Thinking Process UTC students emulated a professional graphic design studio based on a “design thinking” methodology. Graphic design is the practice of giving visual form to communication with respect to content, audience, and context. Design thinking is a process that combines empathy for the context of a problem, creativity in the generation of insights and solutions, and rationality in analyzing various solutions to the problem.
- 20. The Design Thinking Process Thinking and making are the left and right hands of a studio practice. Doing preliminary field research and testing studio-based work in the context of the world are part of design thinking. Making in the studio and testing out of the studio are overlapping phases of the process. IN STUDIO OUT OF STUDIO SYNTHESIS Group think: Brainstorm possibilities Sketching, rough prototyping Visual refinements: digital design Narrow and focus concepts Develop refined prototypes Finalize visual systems Listen to expert speakers Participate in an empathy study Conduct a site audit Interview and observe audiences Develop and test sacrificial concepts Develop criteria (comm. objectives) Critique work Develop guidelines
- 21. Project Brief The students at UTC were given a project brief with the following questions: How do we communicate to the citizens of Chattanooga that multi-modal transportation is important? • What is multi-modal transportation? • How does it help people? How does it help Chattanooga? How do we help citizens of Chattanooga make better use of multi-modal transportation including busing, biking, and walking? • What barriers stop people from biking, busing, walking? • What systems exist and how do we connect people better to them?
- 22. Research: Draw on Experts We invited a series of guest speakers to teach the students new skills related to the project and to share their knowledge and experience on the topic of multi-modal transportation. Jenny Park & Blythe Bailey City of Chattanooga Sign Shop Code For America Fellows River City Company Divvy Bikes (Chicago Bike share) Green Trips CARTA
- 24. City of Chattanooga Sign Shop
- 25. Research Methods: Empathy Study We spent one of our class sessions riding bikes together.
- 26. Group bike ride (before)
- 27. Group bike ride (after)
- 28. Research: Site Audit Students split into groups to experience city terrain first hand. They walked, biked, and drove various routes from a pilot neighborhood (Highland Park) to downtown. In so doing this, they determined new fast, flat, and calm bike routes near bus lines.
- 29. Research Methods: Talk to Real People At crucial points, we talked to people about our project to get real-world criteria for evaluating our work Students interviewed people about behaviors and perceptions regarding bus and bike transportation Students shared prototypes with the public to get feedback and test different messaging strategies
- 30. “Bike City” show
- 32. Design Methods Students processed research findings in the studio turning insights into visual form. Learning through making, students narrowed focus and refined ideas until, over time, they had reached a final solution. Group think: Brainstorming Sketching, Prototyping, Creative Writing Exercises Rough Digital Designs Client Presentations/Formal Critiques with Guest Experts Refined Digital Designs Develop Sacrificial Concepts for Field Testing Final Designs Develop Brand Guidelines and Systems for Production
- 33. Early phases While the students were still researching the social context in which the campaign would live, they began externalizing their thoughts with brainstorm sessions, sketches, and rough design ideas. They asked: How should this campaign look and sound? Who is delivering this message? What experience will the viewer have with this brand?
- 34. Brainstorming
- 36. Shaping Personality After initial brainstorming and sketching, the students narrowed their focus. They grouped ideas and began differentiating one concept direction from another. They developed five concepts to share. Each concept met the requirements of the project, but in very different ways. Concept 1: Playful, Future-facing, Guerilla Concept 2: Familiar, Charming, Accessible Concept 3: Official, Sophisticated, Minimal Concept 4: Edgy, Futuristic, In-the-know Concept 5: Eco-minded, Forward-thinking, Aspirational
- 37. Concept 1
- 38. Concept 1: Signage Roughs
- 39. Concept 1: Print Communications Roughs
- 40. Concept 1: Interactive Mobile App Roughs
- 41. Concept 2
- 42. Concept 2: Signage Roughs
- 43. Concept 2: Print Communications Roughs
- 44. Concept 2: Interactive Mobile App Roughs
- 45. Concept 3
- 46. Concept 3: Signage Roughs
- 47. Concept 3: Print Communications Roughs
- 48. Concept 3: Interactive Mobile App Roughs
- 49. Concept 4
- 50. Concept 4: Signage Roughs
- 51. Concept 4: Print Communications Roughs
- 52. Concept 4: Interactive Mobile App Roughs
- 53. Concept 5
- 54. Concept 5: Signage Roughs
- 55. Concept 5: Print Communications Roughs
- 56. Concept 5: Interactive Mobile App Roughs
- 57. Formal critique
- 59. Finessing Messaging Strategies Students then worked to incorporate the feedback they received from clients (Blythe, Jenny, and their internal team) and from the public (those who attended Code Across America). The next step was to narrow the focus one more step and create “sacrificial concepts” — ideas that looked finished but were meant to solicit quantifiable responses from the public. Students showed ads and brochures in one-on-one conversations. Concept 1: Playful, Accessible, Familiar • Narrative-based messaging • Incorporate a Mascot • Color-coded by mode
- 64. Finessing Messaging Strategies Students then worked to incorporate the feedback they received from clients (Blythe, Jenny, and their internal team) and from the public (those who attended Code Across America). The next step was to narrow the focus one more step and create “sacrificial concepts” — ideas that looked finished but were meant to solicit quantifiable responses from the public. Students showed ads and brochures in one-on-one conversations. Concept 1: Playful, Accessible, Familiar • Narrative-based messaging • Incorporate a Mascot • Color-coded by mode Concept 2: Official, Inspiring, A social movement • Aspirational messaging • Photographic
- 67. Finessing Messaging Strategies Students then worked to incorporate the feedback they received from clients (Blythe, Jenny, and their internal team) and from the public (those who attended Code Across America). The next step was to narrow the focus one more step and create “sacrificial concepts” — ideas that looked finished but were meant to solicit quantifiable responses from the public. Students showed ads and brochures in one-on-one conversations. Concept 1: Playful, Accessible, Familiar • Narrative-based messaging • Incorporate a Mascot • Color-coded by mode Concept 2: Official, Inspiring, A social movement • Aspirational messaging • Photographic Concept 3: Energetic, Efficient • Expedient messaging • Pictographic • Minimalistic
- 72. Field Testing Students discussed sacrificial concepts with citizens of Chattanooga from a wide range of socio-economic backgrounds. Each student spoke with three to six people about their ideas. Questions included: What is the main message of this brochure and ad? What stood out to you? Do you feel more informed about your transportation choices? Is this applicable to you? If not, who do you think the brochure is talking to? How does this campaign come across to you? Which one resonates the most?
- 73. What we learned Students took these insights to the client: 1. People have a sense of what looks “official” (from gov’t) and thus “credible.” One campaign “looked real,” while others would be pushing the envelope. 2. Photographs must be extremely inclusive to be relatable (and yet it is obvious when photographs attempt to show all kinds of people at one time). 3. People don’t like to read more than a few sentences. 4. No one wanted to feel like the City was “trying to take away my car.” 5. People responded more when they felt their intelligence was respected. 6. They wanted to be pointed to places to learn more.
- 76. PSA Series
- 77. PSA Series
- 78. PSA Series
- 79. PSA Series
- 84. Pavement Markers
- 86. Introducing the Campaign to the Public At the end of the semester, the students designed and built an exhibition which was held in Highland Park, the pilot neighborhood for the project. They also set up a presentation for a group from the Next City Vanguard Conference in our studio classroom.
- 94. Next Steps Hire a student for an internship to implement campaign Slowly roll out the program as funding allows Put banners up in new community projects
- 95. Lessons Learned Have realistic priorities Pie-in-the-sky concepts eventually succumb to practical constraints User testing turns up unexpected results Collaborations with college students grow invested citizens
- 96. Thank you! Blythe Bailey, Administrator City of Chattanooga Transportation Department bailey_b@chattanooga.gov Jenny Park, Senior Planner Chattanooga-Hamilton Co Regional Planning Agency park_jenny@chattanooga.gov @jennypark Aggie Toppins, Assistant Professor of Graphic Design University of Tennessee at Chattanooga augusta-toppins@utc.edu