Process report of a project "Design for an NGO", reflecting upon Service Design in practice.

1. PROCESS report
Social Innovation and New Industrial Contexts:
EXPLORATION OF NEW TERRITORIES
FOR pss DESIGN IN PRACTICE

2. title page
document group place
Process report AD9-ID7 Department of Industrial Design,
Institute of Architecture & Design,
Aalborg University
theme supervisor
Design Research and Strategy Nicola Morelli, Associated Professor
editions 7 number of pages 87
subtheme project period
Social Innovation and New Industrial Contexts October 08/January 09
project title
Exploration of new territories for
Product Service System [PSS] design in practice
case
PSS design for Zirrara
study unit
Main project, 3rd semester,
Master Degree of Industrial Design
2
Irune Gonzalez Cruz
TITLE PAGE

3. SYNOPSIS
This process report describes the steps followed in
the project called Social Innovation and New Industrial
Context: Exploration of new territories for PSS design in
practice. The case explored to reflect upon the topic
has the name of PSS design for Zirrara. The project was
developed in the autumn 2009 as main project of 3rd
semester of Industrial Design, under the theme of
“Design Research and Strategy”.
synopsis 3

4. project overview
title: Social Innovation and New Industrial Contexts:
Exploration of new territories for PSS design in practice
[Gonzalez, 2008]
PROCESS report
case: PSS design for an NGO
process
concepts plan
conclusions
reflections
hypothesis
Social Innovation and
New Industrial Contexts:
Can designers “Industrialize” WORKSHOP with Zirrara Presentation of project
Socially Responsible Solutions? conclusions
[Morelli, 2007]
REFLECTION paper
4 ill. -1.1: project overview diagram
SUBMISSION
[17-XII-2008] dk [27-XII-2008] sp
EXAMINATION
[08-I-2009] dk [date] place
PROJECT OVERVIEW

5. reading guidance
The project is represented through two different The project has contained parallel processes and
documents: the PROCESS report and the REFLECTION iterative loops, therefore the content of the process
paper. It is recommended to read the PROCESS report report is not presented entirely in a chronological
in advance in order to get a clearer understanding of the structure. It is separated in four phases (from 0 to 3)
project. which are also divided into different chapters.
The references are added in the text by the Harvard
Method “[Author, year]”, with the full references listed
in alphabetical order in the reference list at the end of
the report.
Web site references are in the text referred to as a name
“[web site name]”, with the exact web site address in the
source list at the end of the report. They were updated
on December 17th, 2008.
Illustrations, schemes and diagrams are referred to as
“ill.phase number.illustration number: description”. The
illustration list can be found in the end of the report and
only contains illustrations not made by the author.
The appendices have not been printed but are kept on
the enclosed CD, with the file name and the language
indicated in the report “[appendix A_description,
language]”.
5
All the printed versions of the documents are in grey
scale. Nevertheless, the original PDF files in full colour
resolution can be found in the attached CD.
READING GUIDANCE

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table of contents
[phase 0] [phase 2]
10 before the project started 38 system’s behaviour
10 THE BEGINNING 38 VALUE BASED METHODOLOGY
10 ZIRRARA 38 value mission
10 what is it? 38 interaction vision
2 title page 10 general information 40 SCENARIO
3 SYNOPSIS 11 analysis of problems
4 project overview 12 ngo CAPACITY FRAMEWORK 42 concept generation
5 reading guidance 13 focus 42 PROCESS
6 table of contents 14 THE ROLE OF A DESIGNER 43 PROPOSALS
15 TRIP TO ECUADOR 44 concept 1 [arrange-meet-cook-eat]
45 concept 2 [moving kitchen]
[phase 1] 46 concept 3 [being part of the whole cycle]
18 building the context
18 ECUADOR 47 end of phase
19 RICAURTE 47 STATUS SEMINAR
20 PROBLEM AREAS 47 feedback
22 TARGET GROUP 48 evaluation and future lines
27 general characteristics
28 narrowing down
28 CHOOSING FOCUS
30 INTERPRETATION OF THE CHOSE PROBLEMS
31 PROBLEM FORMULATION
31 problem statement (PS)
32 interpretation of PS
6
34 end of phase
34 SYSTEM REQUIREMENTS
35 PROGRAM
TABLE OF CONTENTS

7. [phase 3] 62 system representation
52 rethinking the project 62 SYSTEM OVERVIEW
52 STEPPING OUTSIDE THE CASE 62 use case of different actors
52 project PS 64 material flow
52 case PS 64 knowledge flow
53 METHOD AND CONTENT 64 information flow 84 project conclusions
66 FROM “FINISHED” TO “SEMI-FINISHED”
54 looking at the world 67 CONCLUSIONS 86 acknowledgements
54 THE STORY OF STUFF
55 TOWARDS ANOTHER WAY 68 industrialization of service 87 lists
68 MODULARITY AND REPLICABILITY 87 REFERENCES
56 practice-oriented analysis 70 EFFICIENCY 87 ILLUSTRATIONS
56 PRACTICE-ORIENTED APPROACH 71 the seven deadly wastes 87 SOURCES
56 changing and creating practices 75 division of labour
57 process 75 5S
57 ANALYSIS OF THE SYSTEM 75 plant distribution
60 INTERPRETATION 76 poka yoke
60 classification of practices 76 others
60 how to evoke images? 77 PROBLEMS
60 appropriate location 77 contradictions and incongruities
60 control of information 78 aim
61 knowledge 78 conclusions
61 where are the people?
61 ability 80 end of phase
61 material 80 WHAT DOES zirrara GET?
61 CONCLUSION 80 WORKSHOP
80 purpose
7
81 ideal semi-finished solution
81 method
82 structure
83 considerations
83 hypothesis and expectations
83 WHAT IS NEXT?
TABLE OF CONTENTS

8. This chapter describes the preparation phase of the project. Before it was started the
client was analyzed, the design opportunities were seen and the focus was chosen. A
phase 0 trip was done to get in contact with the context that the Product Service System is
designed for, before the semester started.
8

9. phase 0

10. PHASE 0
before the project started
THE BEGINNING ZIRRARA
The time to choose the 3rd semester project and the what is it?
news that Zirrara was created came together. Once that
The name of the group is a Basque word which can be
PSS was chosen as direction for the following semester Zirrara is a non-governmental and nondenominational translated into English as emotion, excitement, feeling
studies, the idea of designing for an NGO came out. Due organization (see illustration 0.1 on the next page or sensation. It comes from the thought “ irrifar baten
to the personal interest and motivation about working for the logo). A small group of young people, after six zirrara”, which means the emotion that a smile provokes.
on that field and the possibilities that it offers, it was years activity together, decided to create an official The group members agree that people’s smile is what
seen as an interesting opportunity that could fit both and legally recognized organization. On April 2008 gives them motivation and makes them happy.
personal interests and semester goals. “Zirrara solidaritza taldea” (Zirrara solidarity group)
was established.
The first approach to the topic can be stated like this: general information
The activity of the group started in 2002 and since
Name: Zirrara
then different things have been done with the aim of
contributing to the human development. One of the
Address: Arraguako Salbatore Parrokia
most important work is the volunteering done in a
What can I, as a designer, provide Zirrara in order to 20180 Oiartzun
school in Ecuador for 4 years by members of the group.
push the development of it as an NGO? Basque Country
So far, all the initiatives have been supported by a little
Spain
church and member’s own founds.
e-mail: zirrara08@gmail.com
Being a recognized organization offers the opportunity
to apply for help to public administration, companies
account number: 3035 0126 6512 6004 0405
or people, in order to involve society in the cooperation
Euskadiko Kutxa
and strengthen the results.
10
C.I.F.: Q2000343J
[The articles of association can be found in the appendix
A_articles of association of Zirrara, Basque]
the beginning / BEFORE THE PROJECT STARTED / phase 0

11. analysis of the problems
This part wants to dig into the current situation of
the organization. Other existing NGOs have been
analysed [Calcuta ondoan, fundacion Vicente Ferrer,
zirrara ill. 0.1: logo of Zirrara
idealist, ingenieros sin fronteras, sonrisas de Bombay,
volunteering Ecuador] to have an overview of how they As starting point, the organization should define itself A high percentage of the income of the organizations
work and the different subareas they have. Taking them more deeply. A mission, vision and values could be comes from members. Membership is open and free
as examples and comparing them to Zirrara, which just written. for everybody at this moment. But some rules should
started, many things could be done in different levels. be established, such us who can be member, different
There is nobody working full time on the management of types of members (active collaboration, sponsoring of a
the organization. The coordination of all the subareas is child, donations, etc.).
limited by the members, studying in different countries
at this moment. Apart from the long term projects in action areas
(South), some initiatives are usually done in parallel
There are ongoing projects (“heziketa eta zaintza (North), such as awareness programs and education for
pertsona ezinduei Ekuadorren”, which means the development in schools
education and health care for disabled people in
Ecuador) [the report of this project can be found in the
appendix B_heziketa eta zaintza pertsona ezinduei
ekuadorren, Basque] supported by the members.
Looking at the future, some project ideas have been
thought, but there is a lack of money that complicates
the process. That is why it is important to find ways of
financing the organization’s activities. Other NGOs are
supported by members, private companies (sponsors)
11
and public administration, but an appropriate work on
communication must be done to reach them. A web
page and speeches or presentations are usually used by
other groups.
phase 0 / BEFORE THE PROJECT STARTED / zirrara

12. PHASE 0
vision
mission
society
strategy
programmes
ngo CAPACITY FRAMEWORK
impact
projects Although there are many ways of describing
organizations, the diagram on the side reflects NGO’s
key characteristics in an appropriate way [Edwards and
Fowler, 2002].
people To do development well, an NGO must have adequate
capacity in all the areas and each must be consistent
structure systems with the other (see illustration 0.2).
management
resources relationships
results and learnings
organization
ill. 0.2: NGO capacity framework, elements and relations
NGO capacity framework / BEFORE THE PROJECT STARTED / phase 0

13. focus mission
After analizing those areas and the current situation of
Zirrara, it is seen as a good start to develop a project
that fits the programmes of the organization, so that
the results and learnings have an impact on society (see strategy
illustration 0.3).
The contribution of the designer to Zirrara will be the
development of a PSS for Ricaurte (Ecuador), that is programmes
already known for the organization and accessible for
future intervention.
projects
people
structure systems
management
resources relationships
ill. 0.3: NGO capacity framework, focus of the project
Zirrara
phase 0 / BEFORE THE PROJECT STARTED / NGO capacity framework
results and learnings
13

14. PHASE 0
THE ROLE OF A DESIGNER
How can I [designer] help Zirrara [client] help them [end
users] help themselves?
Help can be defined in many ways, depending on the Aalborg
question “for whom”. As it has been shown in the Oiartzun
previous part, although Zirrara itself has problems, they
are completely different from the problems of the end
users.
zirrara
A way of approaching the project is decided. The focus
of the project will be in the design of a solution for a
specific area, which could constitute a future project
of the organization. Once that the service system is
designed, it could facilitate the search of financial Ricaurte
support (see illustration 0.4).
14 ill. 0.4: location of actor involved in the project
the role of a designer / BEFORE THE PROJECT STARTED / phase 0

15. TRIP TO ECUADOR
The current activity of Zirrara is focused in Ecuador. This
year a trip to Ecuador was also planned for the summer.
In order to get an insight of the context and interact and
live with the people there, the author joined the trip.
Before travelling a first brainstorm on problem areas,
and cultural differences was done with members of
the group that already had been there. It helped to
make a rough picture of the place and to create some
expectations.
From 13-VII-08 to 29-VII-08 three people went to the
town of Ricaurte to volunteer in a school that supports
children with special educational needs and disabilities.
Although the trip was only 46 days long, it helped to
get an understanding on the reality people are living in.
Video recording, a diary and a notebook were the way
of documenting the data. The information gathered
is mainly qualitative. The experience gained makes
possible to define target groups characteristics, cultural
differences and problem areas, which will be crucial
for choosing the direction of the project and the later
15
development of it in Denmark.
phase 0 / BEFORE THE PROJECT STARTED / trip to Ecuador

16. This chapter starts by documenting what was observed during the trip and describes
the place, the problem areas, and the target group in order to build the context. Later
in the process the case is narrowed down and the problem is formulated. The phase
phase 1 ends up with the redaction of the program, which frames the project for the following
concept generation and development phases.
16

18. PHASE 1
building the context
ECUADOR
The Republic of Ecuador is a representative democratic
republic in South America, bordered by Colombia on
the north, by Peru on the east and south, and by the
Pacific Ocean on the west. The country also includes the
Galápagos Islands in the Pacific. Ecuador straddles the
18
equator, from which it takes its name, and has an area
of 256,371 square kilometres. Its capital city is Quito
and its largest city Guayaquil, which is one of the most
important harbours in South America.
ill. 1.1: Location of Ricaurte
ecuador / BUILDING THE CONTEXT / phase 1

19. Deteriorating economic performance in 1997-98 As a developing country, Ecuador is nowadays faced
culminated in a severe economic and financial crisis in with many socio-economic problems. The population
1999. The crisis was precipitated by a number of external is approximately 13 million, of which over 7 million are
shocks, including the El Niño weather phenomenon, living below the poverty line.
a sharp drop in global oil prices, and international
emerging market instability. These factors highlighted The public education system is free and attendance
the unsustainable economic policy of the Government. is mandatory from ages 5 to 14. Provision of public
The Sucre devaluated on 2000 and the U.S. dollar schools falls far below the levels needed, and class sizes
was adopted as the official currency of Ecuador to are often very large. However, the Ministry of Education
address the ongoing economic crisis. Buoyed by high reports that only 76 percent of children finish six years
oil prices, the Ecuadorean economy experienced a of schooling [get Quito Ecuador].
modest recovery that year. However, 70 percent of the
population was estimated to live below the poverty
line, more than double the rate in 1995. 20 percent of RICAURTE
the population emigrated after the crisis, often to USA,
Spain and Italy. The region of Urdaneta is divided into different towns
and Ricaurte is one of them (see illustration 1.1 on
Ecuador has substantial petroleum resources and rich the previous page for the localization of it on a map).
agricultural areas. Half of the labour is used in the Approximately 8000 people live there and most of them
primary sector. Because the country exports primary work in agriculture. The activity of Zirrara is focused
products such as oil, bananas, rice, cacao, sugar, flowers here, and the next two chapters will build a picture of
,and shrimp, fluctuations in world market prices can the context, by the description of problem areas and
have a substantial domestic impact. people.
phase 1 / BUILDING THE CONTEXT / ricaurte 19

20. PHASE 1
PHASE 2
PHASE 3
PHASE 4
working children
debt poverty
prostitution
PROBLEM AREAS cheap food sucre vs. dollar
rice & banana bad economic situation
The most significant outcome of the trip is the detection
of the different opportunities that the specific case desnutrition
offers for a project. education private=expensive
public=toomany students
A mind map is done (see illustration 1.3 on the next eat to kill hunger
disabilities not enough teachers
page) in order to state all the possible problems and try feed properly
vitamins, proteins...
to see the relations between them. The problems are illness
big and broad which makes the relations between them
very complicated. health leave studies
difficult diagnosis
The following diagram (see illustration 1.2) shows the
obstacles that can be found and gives a general idea of expensive medicines hospitals
private illiterate
the situation. hygiene
mosquitos! ignorance
slow process
(go/diagnosis/buy tools and material/cure) pigs
dogs
queue cats
lots of people lice!
pollution
rubbish everywhere
dirty streets
too much sugar flood
children picking up in rubbish dumps pesticides by plane
no protection of workers coca cola
20
bottled water weather
sell plastic/cardboard bad
not drinkable
recicle river laundry/shower
ill. 1.2: diagram of problem areas
water
problem areas / BUILDING THE CONTEXT / phase 1

21. means of transport
spare time kind of bus
lots of motorcycles
bad roads
sports (basket, football) mototaxis
few cars
internet
“socialize” expensive
mobile phones increasing number of
cabines & cybers
dance party/disco
public administration
burocracy=nightmare
music reggaeton
slow!
bachata
salsa
stay at home
boring!!! differences between
ill. 1.3: working on problem areas
chauvinism
early “marriage” mistreat
to have sex women
surprise kids alcohol children people’s behaviour
to leave home punctuality
agressive leave things for later (tomorrow)
work need of affection open and social, but feel lonely
at home (cook/clean/kids) can’t concentrate at school old at 22
think ahead/save money
low salaries
21
importance of appearance
(to own a phone even if nothing to eat)
jobs
1st sector inferiority complex
banana
weak houses buildings “victim of society” and that is the way it is
collapse construction
nothing can be done to change it
school
shops
phase 1 / BUILDING THE CONTEXT / problem areas

22. PHASE 1
TARGET GROUP
The following chapter gives an idea about the lifestyle
of the people living in Ricaurte (see illustrations
1.4/1.5/1.6/1.7 and 1.8 on the next pages).
Kevin [
6]
Loves
pla
with hi ying footba
s fri ll
field n ends in the
ear the
s
house mall
where
he live
s.
Hi
Yaha s oldest
ira ( siste
a 1
child nd clea 3), coo r,
re ns ks
beca n and th for four
use eir d
day. he wor ad,
H ks
hom is mum all
e ye l
ars a eft
[27] go.
Magali
in a
to work
22
S he used but now is
all
dining h ed. Her
unemp loy
in a
d works
husban ir shop and
pa
moto re to sons.
ill. 1.4: pictures of potential target group
they have
target group / BUILDING THE CONTEXT / phase 1

23. Yuri [21]
Left her studies to get
married. Cleaning,
cooking and taking care
of her son is what she
does in a common day.
e of t
e ag
o [32
]
n [1
9]
da t th f time a
Juli Nixo ent blin a lot o He is
eld. t .
na fi He w d spen is mum kes
bana build a n
4 a with h and li he still
s in a o 1 e
Work uld like t could ve t
hom talkati alk, bu upport.
H e wo where he fe. ry or a w dies s
e i ve g f
hous with his w bo
li ve goin s some
d
nee
phase 1 / BUILDING THE CONTEXT / target group 23
ill. 1.5: pictures of potential target group

24. PHASE 1
a [23
] her
teac
Melis rks as a r it at the
8] o
cio [3 She w studies fo of his
Mauri ile our led and
wh ity. F b
xi ivers are disa tion
to-ta un
s a mo anging ers ten
a
Works likes h broth pecial at
is s .
r and friends. H
drive with need edicines
na m
out orks i and
wife w ry shop.
groce
Clemen
cia [61
]
She ha
d1
now sh 1 children a
e loves nd
of her g ta
rand ch king care
has no ildren.
sp Sh
but she ecial hobbie e
has ple s
24
spare t nty of
ime.
ill. 1.6: pictures of potential target group
target group / BUILDING THE CONTEXT / phase 1

25. Néstor [21]
He is the last of 11
brother and sisters.
Eats
at school. He 2 year
s old
and is only 9kg, and
has a
phycomotor disabilit
y y[44] s in
anc row ns, in
tg w
because he is N tha o d.
undernourished. co, sband e roa
co hu
s th
Sell her nd by
eld le sta
fi t
t
a li
[46] nd
José ced a
divor sons.
25
tly
recen f his
Was ith one o uction.
w r
lives on const
s
Work
ill. 1.7: pictures of potential target group
phase 1 / BUILDING THE CONTEXT / target group

26. PHASE 1
]
[49
los
Car
h
wit
ou ntry nd
he c ns a own
s in t wo so lls in t
Live wife, t He se paya
a
hi gther. and p te.
s
au acao ltiva
d c
cu
the t they
th a
Tito
Wor [63]
k
and s at th
sha e bu
his s r s
He i on a es his h statio
s nd g ouse n
like very ta rand c with Verónica [25]
s fo
enjo otba lkative hildren
.
coo ys eati ll. He r and She is a therapist for deaf
ked ng, eall
. but y
nev children. Is very good
er
friend of other teachers,
but never meets them
outside the school.
26ill. 1.8: pictures of potential target group
target group / BUILDING THE CONTEXT / phase 1

27. general characteristics
As in every culture, there are some behaviours that are
quite general among Ecuadoreans and in other South
American countries. Being late is very common. People
arrive two hours late to events and it is not seen as
disrespectful to others. It could also be mentioned that
the appearance is very important. They tend to show
higher economic level that they have by wearing nice
clothes or having motorbike, mobile phone and so on.
Some teenagers leave studies and get married early.
un Once they get big responsibilities (job, children, etc.)
d they start feeling “old” and the social life is somehow
people’s behaviour tar ers
restricted. Although big cities are changing in this
ge ta aspect, in the town of Ricaurte and in many others
women don’t usually work outside their house.
punctuality
leave things for later (”tomorrow”) t g nd
open and social, but feel lonely ro in
old at 22
think ahead/save money
up g
importance of appearance
(to own a phone even if nothing to eat)
inferiority complex
“victim of society” (and that is the way it is,
nothing can be done to change it)
phase 1 / BUILDING THE CONTEXT /target group 27

28. PHASE 1
narrowing down
n
be fu
working children
poverty
an
debt
gc
kincheap food
prostitution
CHOOSING FOCUS coo rice & banana
sucre vs. dollar
bad economic situation
food d desnutrition out of schoolprivate=expensive
ee eat to kill hunger education
The diagram (see illustration 1.9)
highlights the problem areas that
n feed properly public=toomany students
ic vitamins, proteins... disabilities
offer more interesting opportunities not enough teachers
as
for the development of a project and
the relevant issues related to them. In
the following pages the problems are b illness
further explained. health leave studies
difficult diagnosis
expensive medicines hospitals
hab private illiterate
its hygiene
slow process
(go/diagnosis/buy tools and material/cure)
mosquitos!
pigs
ignorance
dogs
queue cats
lots of people lice!
pollution
rubbish everywhere
dirty streets
too much sugar flood
children picking up in rubbish dumps pesticides by plane
no protection of workers coca cola
bottled water weather
28
sell plastic/cardboard bad
not drinkable
recicle river laundry/shower
water
ill. 1.9: diagram of chosen problem areas
choosing focus /NARROWING DOWN / phase 1

29. socia
l inte
ract means of transport
spare time ion kind of bus
bad roads
lots of motorcycles
sports (basket, football) mototaxis
few cars
internet
“socialize” expensive
mobile phones increasing number of
cabines & cybers
dance party/disco
music public administration
oney,
reggaeton
n burocracy=nightmare
mo oint
bachata
no m salsa slow!
for b
n
no fustay at home com ng p oth
eti
boring!!! differences between
early “marriage” me mistreat
chauvinism
to have sex women
surprise kids alcohol children
to leave home
agressive
work need of affection
at home (cook/clean/kids) can’t concentrate at school
low salaries
29
jobs
banana 1st sector
collapse weak houses buildings construction
school
shops
phase 1 / NARROWING DOWN / choosing focus

30. PHASE 1
INTERPRETATION OF THE The volunteering was done in a school of “special
education”, that provides appropriate education to
In relation with food, different issues were detected.
Drinkable water doesn’t come from the tap, and it must
CHOSEN FOCUS disabled children according to their residual capabilities.
The opportunity to work with physical handicap and
be bought. This makes people buy other drinks, usually
soft drinks rich in sugar, which mixed with a not well-
mental handicap was given. Some of the children were balanced diet are very unhealthy. Rice and banana are
During the trip done before the project started, the blind, deaf, had down syndrome or had some kind of the basis of every meal. They give the feeling of being
problems previously mentioned were observed. disability that was not classified (often because of the full fast but without providing them with all nutrients
lack of money for the tests). necessary for long-term survival.
The aim was to experience the different aspects trying
to feel as close as possible to the way they live. The The index of disabled children in the area is notoriously Apart from the fact that they don’t have money enough
interaction with local people was very rich due to the higher in the region of Los Rios, where Ricaurte is located, to buy the ingredients, they don’t feed properly because
openness of Ecuadoreans and the fact that it was the than in other places. The school has 180 students, they don’t know how. Most of the people does not know
4th year members of the group were there, and it gave coming from towns nearby. The three objectives of neither that the body needs proteins, carbohydrates,
a chance to get a broader understanding of it. the school are Nutrition, Health and Education, in that vitamins, etc. nor that the amount must be balanced.
order. With the help of Innfa (Instituto Nacional de la
The Hospitals were seen from different points of view. Niñez y la Familia), [Innfa], the school provides food to The social life of Ecuadoreans is centred in birthday
First as a visitor, then as companion of a child and in the all the students. parties and family events. They are very important and
end as a patient. This showed that health care systems food, drinks and music are a must of the celebrations.
are far from the social security model of other countries. Agriculture is the main economic activity and lots of Other than those special days, the social life is reserved
The process is too slow. There are long queues and pesticides are used for better results. Fumigations mainly for young people who go to discotheques. Men
once the doctor sees the patient, he makes a list of the are done by plane, affecting people working without who work and their wives that spend their time at home
material he needs to examine the patient. Then those protection. This seems to be the causes of some do not meet with other people spontaneously. This is
materials must be bought and wait the queue again. disabilities. Malnutrition in the first years of life lowers one of the reasons why they use to feel lonely. There are
Medicines are expensive and usually people can’t afford defences, which are not enough to fight illnesses, and no places where people usually meet in Ricaurte.
the whole treatment and they buy some of the pills (It is end up bringing disabilities.
30
possible to buy pills by units instead of full packages).
Other schools were also visited, and lots of concentration
problems come from nutrition, because a hungry child
can not learn.
interpretation of the chosen focus /NARROWING DOWN / phase 1

31. PROBLEM FORMULATION problem statement (PS)
The project started with a broad question:
How can I design a PSS that contributes to creating
What can I, as a designer, provide Zirrara in order to push the
awareness of the importance of an adequate diet,
development of it as an NGO?
providing people with the knowledge that will enable
them to make healthier decisions based on their
available resources, in a social environment?
Before any project is started in a developing country,
financial support is needed. The current situation of
Zirrara makes it difficult to start any activity. In order
to search for sponsors or financial support, a project
and a plan must be presented, informing about all the
relevant issues.
For this reason, designing a specific solution seems to
be an appropriate way of reaching the goal. Taking the
town Ricaurte (Ecuador) as a case gives the opportunity
to get information about the target group and the
social context, due to the already existing contact
with the place and the possibility of experiencing and
getting close to the reality they are living in. It is also
probable that in the future Zirrara continues with the
work started there.
31
After the analysis of the context and all the
documentation made on phase 1, the focus is chosen
and the problem will be narrowed down.
phase 1 / NARROWING DOWN / problem formulation

32. PHASE 1
interpretation of the PS
This chapter gives a further explanation in the concepts
that the Problem Statement mentions.
healthier decisions social environment
create awareness of an adequate diet
Enable them to chose wether X is better than Z or In this context interaction between people is very
Refers to explaining the relations between nutrition and
cooking the same thing in a way of the other is better, important. People tend to leave their social life aside
health (positive-negative effects of eating properly),
always from a nutritional point of view. Better choices once they get married ( 18-24) and tend to think that
in order to understand the importance of it. The
towards physical and mental well-being. there is no place for entertainment in their lives. It
adequateness of a diet is measured in relation to the
should be an enjoyable activity , not an obligation, just
effects on the body (physical/mental) and contains all
their available resources something they do for fun. A meaningful situation that
nutrients necessary for a long-term survival.
It has to be coherent with what they have within reach. facilitates relation between individuals.
knowledge Even if X is very healthy, expensive solutions should
be avoided. What can be done with what they already people
Refers to practical and useful knowledge. In this case,
have? At this point of the project, the target group is broad. All
knowledge relevant for their daily life. It could be
of the inhabitants of Ricaurte could benefit from such a
information about the origin of food, how to cook,
concept. As it has been explained before, lot of different
variety of dishes, hygiene habits, etc. but always in a level
reasons could make the target group be interested in
that people without higher studies could understand.
such a concept.
32 problem formulation /NARROWING DOWN / phase 1

33. Choosing problem areas led us to define some user
needs, which the Problem Statement aims to cover. It
can be said at firs sight that the PS refers to basic needs
such as food and health.
But it is also important that, once the physiological and
safety needs are covered, a move could be made to
upper levels of Maslow’s pyramid. It is very interesting
that people develop self-esteem, feels respected and
morality gets recognition from others. The social environment
creativity should facilitate this.
spontaneity
problem solving The system will fulfil people’s needs in different levels
lack of prejudice (see illustration 1.10).
acceptance of facts
SELF-ACTUALIZATION
self-esteem/conficence
achievement/ respect
ESTEEM
friendship/family/sexual intimacy
BELONGING
security of health/family/employment/resources
33
SAFETY
breathing/food/water/sex/sleep/homeostasis/excretion
PHYSIOLOGICAL
ill. 1.10: maslow’s pyramid of needs
phase 1 / NARROWING DOWN / problem formulation

34. PHASE 1
hello my name is Heniam, cor si. Giam dit atie te euipis doloreet, sum ilissi exer autat
ad tinit ing ex et iriuscipisit ut ea facincillan velessit dolessi.
At. Iliquam, sumsandignim iurem quisl ing ex etum doleseniam in ulput ad tat laor
sed dolessequat adipsustin volorperil ilis eummolorper in eu feugait loreros nulputpat
veriure delendrem
end of phase
SYSTEM REQUIREMENTS
There are some general requirements that should be
taken into account for the solution to be successful:
· Future users must be part of the start up of the project.
They need to be and feel part of it in order to the later
development of it.
· It has to be created in a way that it will be possible
to keep functioning by Ecuadoreans. It has to be
sustainable in the sense of not need of support from
Zirrara (people, money, etc.) in the future.
· The aim of it is to help them help themselves. It is not
giving something “for free”.
· It is not easy to attract Ecuadoreans to new and
unknown things. It has to be a meaningful solution
which gives visible value to people.
· The start up of the project must be cheap, in a way that
it does not include high technology equipment, so that
Zirrara can afford it and it is coherent with the reality of
the town.
34 system requirements / END OF PHASE / phase 1

35. PROGRAM
The program is written as a sum up of the phase 1. It is
presented in a separate document that has been added
to the CD [appendix C_program, English].
The following ones are the contents of the document:
PROBLEM FORMULATION
VISION
OBJECTIVES
CONTENT
METHODOLOGIES
DELIMITATIONS
ASSUMPTIONS
TIMETABLE
phase 1 / END OF PHASE / program 35

36. The following chapter embraces the concept generation phase. In first place it describes
the behaviour of the system through the Value Based Methodology. Secondly the
proposals generated through the idea generation process are explained. And finally,
phase 2 the evaluation of them is described and the concept chosen to be further developed
is shown.
36

38. PHASE 2
hello my name is Heniam, cor si. Giam dit atie te euipis doloreet, sum ilissi exer autat
ad tinit ing ex et iriuscipisit ut ea facincillan velessit dolessi.
At. Iliquam, sumsandignim iurem quisl ing ex etum doleseniam in ulput ad tat laor
sed dolessequat adipsustin volorperil ilis eummolorper in eu feugait loreros nulputpat
veriure delendrem
system’s behaviour
VALUE BASED value mission
METHODOLOGY help to selfhelp
guide, show some ways let others do
In order to find the core values of the system, the Vision
Based Model [Tollestrup, 2007] has been used. After enjoyable social experience
doing some brainstorms and mind maps, the most entertainment, fun
suitable value mission and interaction vision have been
chosen and represented in the Lerdahl’s pyramid (see
illustration 2.1 on next page).
interaction vision
The system should be designed keeping the upper open to everybody
level of the pyramid in mind, and it should be perceived welcoming, no need of invitation
according to those key words. like going to a park
game like
rules, reward, play by teams
like a win-win game
easy to use
useful, handy, easy to use, fast understanding, intuitive
38 value based methodology / SYSTEM’S BEHAVIOUR / phase 2

39. t
ac
str
ab
help to selfhelp
enjoyable social experience
VALUE MISSION phylosophy SPIRITUAL intention
open to everybody
soft
game like easy to use
INTERACTION VISION story CONTEXTUAL expression
PRODUCT PRINCIPALS concept PRINCIPAL concept
e
ret
hard
nc
co
39
PRODUCT DETAILS elements MATERIAL product
kinesthetic visual
ill. 2.1: value mission and interaction vision
phase 2 / SYSTEM’S BEHAVIOUR / value based methodology

40. PHASE 2
the church is
in front of us
1 WALKsurroundings
describe
WITH THEM
give useful references to find their way around
[generate relevant knowledge]
2 they can do itTHEthemselves
I think we are
in front of the
FOLLOW IN DISTANCE yeah! church
make sure by
SCENARIO assist when danger
Instead of using metaphors and images, the following
scenario (see illustration 2.2) has been seen to be the
most appropriate way of explaining the behaviour of
the system.
It explains the steps followed instructing blind people
3 LET THEM DO IT
(from the school where the volunteering was done) in I am in front
order to help them help themselves to walk around the of the church
town, being self-sufficient.
40 ill. 2.2: scenario of system behaviour
scenario / SYSTEM’S BEHAVIOUR / phase 2

41. It is very important that the knowledge gained was There were relevant details in the way of proceeding All those little details and the scenario picture a similar
remembered, so a tool was provided and how to use which have similarities with the desired system’s behaviour to the one that the system should show. First
it was taught them. A 3D map of the town was done behaviour: of all, at the operational level, when the system is already
with different materials and textures (see illustration working. But also it refers to the relation between
2.3). This way, the information would be remembered It was not allowed neither to hold their hands nor to Zirrara and the Ecuadoreans when implementing the
or consulted before going to the streets without walk ahead (because they could guide by the sound of whole system. It has to be done with them, then make
assistance. steps). We showed how to protect in case of danger. We sure they can manage by themselves, and later leave
were not going for a walk with them ,we were helping them do it.
them be prepared to go for a walk by themselves (help
to selfhelp).
Different walks were tried out and better results were
reached doing them by couples than individually. We
all talked about interesting topics in which they were
interested. Definitely it was more fun, and having an
enjoyable experience at the same time of learning
turned out to be more effective.
main street
As complementary activity we learnt Braille from them.
This reciprocal learning-teaching was very appropriate
for self-actualization of both parts.
The practice had the aim of showing them the town,
but also became in a process of showing blind people to
the people in the town. It turned out to be very positive,
ironmonger’s shop because it facilitated the interaction between blind
41
people and inhabitants of Ricaurte, which was not seen
before.
ill. 2.3: 3D map
phase 2 / SYSTEM’S BEHAVIOUR / scenario

42. PHASE 2
hello my name is Heniam, cor si. Giam dit atie te euipis doloreet, sum ilissi exer autat
ad tinit ing ex et iriuscipisit ut ea facincillan velessit dolessi.
At. Iliquam, sumsandignim iurem quisl ing ex etum doleseniam in ulput ad tat laor
sed dolessequat adipsustin volorperil ilis eummolorper in eu feugait loreros nulputpat
veriure delendrem
concept generation
PROCESS
At the beginning of the phase crazy ideas were
generated based on solving the problem statement
(see illustration 2.4). Several brainstorms were done
and ideas were represented by fast sketches. Some
were selected and discussed with other groups and the
supevisor.
problem
statement
ideas !
42 ill. 2.4: idea generation
process / CONCEPT GENERATION / phase 2

43. PROPOSALS
After evaluating the ideas, and choosing some of
them, the proposals were given a second thought. The
following pages explain the concepts presented in the
status seminar (see illustrations 2.5/2.6/2.7).
phase 2 / CONCEPT GENERATION / proposals 43

44. PHASE 2
hello my name is Heniam, cor si. Giam dit atie te euipis doloreet, sum ilissi exer autat
ad tinit ing ex et iriuscipisit ut ea facincillan velessit dolessi.
At. Iliquam, sumsandignim iurem quisl ing ex etum doleseniam in ulput ad tat laor
sed dolessequat adipsustin volorperil ilis eummolorper in eu feugait loreros nulputpat
veriure delendrem
concept1
[arrange-meet-learn-cook-eat]
day 1
This concept is about arranging groups of people
interested in eating together with others. A timetable
is planned and they meet each day at somebody’s
place. There is an assistant teaching how to cook and
all of them are part of it. The costs of the ingredients
areshared among all the participants.
This way all of them learn from each other while creating
a nice atmosphere for talking and strengthening their
friendship.
There is no need of a common meeting point due to
the fact that they meet at their places, each time in a
different one, so the cost of this system is very low.
44 day 2
ill. 2.5: concept 1
proposals / CONCEPT GENERATION / phase 2

45. concept2
[moving kitchen]
This concept is a moving educational unit, that could be
a truck or a big bus, specially designed for the education
about nutrition and food.
Inside the unit there are interactive games, information
panels and a kitchen. This way people entering the unit
learn, cook a little bit and eat.
Once every week the unit goes to another town, this way
reaching a lot of people from many different places.
phase 2 / CONCEPT GENERATION / proposals
ill. 2.6: concept 2
45

46. PHASE 2
hello my name is Heniam, cor si. Giam dit atie te euipis doloreet, sum ilissi exer autat
ad tinit ing ex et iriuscipisit ut ea facincillan velessit dolessi.
At. Iliquam, sumsandignim iurem quisl ing ex etum doleseniam in ulput ad tat laor
sed dolessequat adipsustin volorperil ilis eummolorper in eu feugait loreros nulputpat
veriure delendrem
concept3
[being part of the whole cycle]
The third concept makes the user embrace the steps
in the eating process, from extraction of raw material,
through the transformation of them to the consumption
production
of prepared food.
People learn about food and nutrition by being active in
the whole process. Having the overview of the cycle has
very positive effects in the understanding of it.
A meeting point is created, where apart from learning
about fruits and vegetables, cooking and eating them,
other activities such as speeches, cooking contest and
games are organized. There is also a workshop with
tools that children use to create kites, repair their bike
or make jewellery by painting stones.
transformation
consumption
46 ill. 2.7: concept 3
proposals / CONCEPT GENERATION / phase 2