 I'm Calcane, I lecture at Massey University School of Design where I was educated in the Bachelor of Design degree after doing a Bachelor of Arts degree. This is Tim Paken. I'm a senior lecturer also at Massey School of Design. So we feel we're a bit in the deep end as designers talking to librarians and curators and digital pioneers about the area of expertise. So bear with us, it's a little bit of a nervous space for us to be in. But what we want to do is reflect on three years of an investigation which we did with our senior design students, those 300 level design students into the Library of the Future. So the paper which we reflect on is a brand experience or experience design paper. So we've heard a lot in the last couple of days about design thinking and transmedia. This is the paper where at Massey University we've taught for the last decade these ideas in a very evolving way. So the paper is 300 level. It's cross-disciplinary. So we have industrial designers, spatial designers, fashion designers, fine artists, digital designers, interactivity designers all coming together on this paper to look in a contextual studio mode. So theory mixed with studio practice to create holistic global experiences from a user's point of view. So a lot of the threads which we've looked at over the last couple of days. And within the School of Design this is one of the first real cross-disciplinary papers that we did. And it was really exciting bringing together people from fashion with visual communication and industrial. And you brought together some really different creative approaches, some different viewpoints and specialisms. And we think it's kind of results in some really innovative solutions. So the lens which we're looking through this or the framework which we gave the students to explore this is a theory of experience design. And for those of you who have been in those earlier talks, it's very much a holistic user-centred approach to design. So we look at sensors, we look at space, we look at time as media. So it's quite empowering for the students to come in as graphic designers or spatial designers and thinking from a particular medium or mode of working. And all of a sudden they're charged with designing in modes and ways which they far well and beyond what they expected to be doing. They might be designing with time or human resources where they thought they'd be designing with ink or pixels. So what is experience design? This is a bit of an abbreviated version. He Sandler gave a really good description about I think user experience and especially the role that user-centred design plays. But bear with us for people who didn't catch Heath's presentation yesterday. But I think central to experience design is this fact that it's user-centred. So rather than approaching the design problem with a we-know-best attitude and thinking about dictating the experience that we know you should have. What it does is it uses different techniques and methods to really gain empathy with the audience. And we'll talk about some of those techniques and methods later on. And I suppose through this empathy what we do is we try and gain real insights into the user needs from their perspectives. But involving the user in the process doesn't end there. It continues all the way through the process. So what we'll do is we'll start with these initial insights. We'll create some initial solutions quite quickly. We'll then start to engage in user testing. And as you can see here it really is doing things really quickly. Just mocking it up to give people an indication of the direction we think we should be taking things. And you walk the user through this initial solution, you document their feedback and their response, and then you iterate. And through the design process you just continue doing this until you get to the solution that best makes the user's needs. So it's a little bit of a death of the hero designer and more of a designer as a facilitator or something close to an ethnographer. So what we design for is what people do, and that's what we've traditionally designed for, but also how they think and how they feel. So we look for pleasure points or pain points in a user's experience in their journey. We look to enhance the good and eliminate the bad. I think this is really interesting, not just focusing on the doing, but also the thinking and feeling. In actual fact, often it's this emotional response which becomes the essence of the problem and the real driver behind the solution and the focus behind the solution. So say, for example, if through the act of doing a user becomes maybe feeling a little bit confused or intimidated, then the way you start approaching the problem isn't focusing on what they're doing, it's maybe thinking more considering about how you perhaps guide them or connect them or even just make them feel welcome, and this adds a real kind of richness to the solution. So this is kind of what a sketchbook looks like during that iterative process, and this is a journey map. This is students considering opportunities to improve the user's experience by identifying different touch points throughout their journey. So it's a time-basic sort of a human journey through something. And it can be through something quite esoteric from confused to... I'm confused why I'm understanding to, I'm intimidated to, I'm calm. So if you think about like a reluctant user of a library entering the journey of quest for knowledge, that it may be an intimidation, which is the first thing which design has to address, that may be the first pain point or step in the journey. But these journey maps are really powerful, and at the end of the day, they're not rocket science. It's almost just putting yourselves in the shoes of the audience or even documenting them and just think about every single touch point, where every single stage they need to go through in order to reach their objective, and each of those stages just be thinking, okay, what are they doing at the stage? And what are they feeling? And obviously from this, trying to identify strengths that you can enhance, but also those pain points that can actually provide opportunities to improve a solution. And it tests a lot of assumptions. This is a 300-level student at university who's got met their own journey through and realising there is more than just books as a eureka moment for the student. If you're working in a library-like environment, those assumptions are really easy to make. And these journey maps really test that, that there is a body of well-educated young people who don't realise what resources are available in the library. So all touch points are considered. So we deal with lighting, space, materiality, textiles, digital touch points that the books themselves, the people who staff the library, so in favour none. So the digital, the human, the physical and time are all considered equal. So we don't, the media isn't driving the process that the journey is. So we have students who set out maybe with assumptions about what they're going to build and then they're building something completely different. And I mean, from a visual communication perspective, this is being really fantastic for us because it really expands the designer's role from just service provider to someone who can become a lot more strategic and also kind of moves a lot of the solutions away from just being a two-dimensional, aesthetic-driven thing to products, processes, services, events all the way through to environments. So that's where that whole cross-disciplinary approach really does help out. This is designing a library and someone asked the question could you eat your lunch in the library and they tried it out. So lunch was drawn on a bit of paper, this is a glass and they're prototyping, trying out could you have a library environment which was comfortable enough that you'd want to eat your lunch. So lots of rapid prototyping. So the project, we looked at two libraries, the Wellington City Library and the Massey University Library, the Wellington-Campus Library and we outlined three distinct challenges which we'll have a look at in a moment. And it's great to have Craig with us here today. He helped out from Massey Library as well with giving a lot of feedback as we move into this project. In fact, we've practised what we preach and brought everyone in. So we had the libraries coalition come in, we had the Wellington City Library come in and more importantly we took the students out into the field. So a lot of auto-ethnographic research took place. Why did we choose the library? We really love libraries. We love them because they are changing so fast. So as sort of anti-experts we just see so much potential in them and so much potential in that space. The fact that these new technologies have come in, information is available everywhere but the role the library does is a particularly special one and our students' response to it was quite amazing. There's this sort of latent love of that space and there's always this coming together of the Town Hall and the cafe and the village pub all these ethos and values coming together in the library. It was also interesting to ask. So again the methodology so it's really eclectic. Again ethnography meets sociology meets anthropology meets an iterative design process do, fail, do, fail, do, fail. And again lots of testing. So a lot of people talk about the sort of rapid prototyping, fail, fast thing. This was could the library be a space of play and the critique immediately was well trying to get my essay done I don't want you doing that next to me so the answer that the students have is let's play beside people learning. So they literally set up play beside the group of 400 level honours students who are busy studying to see what would happen. You can imagine the result but it was a little more successful than you might presume. Other techniques are role playing or you can also just go shadow someone not in a creepy way but just kind of It can be a bit creepy. Observe what people are doing obviously the question is I mean it's not rocket science it really is just trying to get I suppose inside the head of your users. And we are anti-experts so this is qualitative research at our design school so let's put something up and ask the user what they use this particular space in a particular time. I mean sometimes the methodology is a little bit flawed I know we got an email from Craig saying are these appearing all through the library it doesn't say who's put it up, what it's for there's no kind of I suppose ethics behind it it was just students going for it it was kind of like good but you know you might just want to think this one through a bit. We then teach the methodological sophistication afterwards so we use it as a learning moment but they do by the end of it know about projective techniques and qualitative surveys so the three distinct challenges was if information is digitally valuable anytime anywhere what's the library's role in the community. Second point is how else might the library become more relevant in its users lives so what are the opportunities for the library environment and finally how can new users of an evolving space be introduced or reintroduced to this constantly evolving environment. So a lot of our students are these reluctant readers they read as anxiously as young people then once they had to do it for NCEA or university they backed away from it and then they forced to in their 10 years at university sort of re-immersed themselves in it it's sort of new again to them but in those intervening years the library itself has changed a lot so the whole idea of bringing new users and the university environment is great because every year you've got a whole new card and that third point specifically relates to the university environment and we're really kind of surprised in our times that we'll either bring in a book or have a film or when you bring in a book it's just gathered around oh my gosh this is amazing I've got to look at these amazing resources where did you get this from you know the library down the hallway and down the stairs and it's amazing how many of them really kind of utilised that resource so again we're all going off today insights and not solutions so again these are our observations we're going to eventually get to our observations and this is how digitally sophisticated we are we ask them to you know mock up a Macintosh you know what would it look like when they sit down so they get cardboard and they make a Mac if one wasn't available in terms of rapid prototyping it works it's enough to know whether if I sit down at this kiosk and it looks like this and I want to reach here it's enough for them to move on to the next step and I suppose like a little bit of a disclaimer some of the solutions or not solutions but some of the responses might be seen as being a little bit optimistic and possibly a little bit idealistic and I think sometimes the students fail to appreciate maybe some of the limitations or complexities involved and even some of these responses might be things that have been tried and perhaps they've failed for one reason or the other but I think at the end of the day it does actually give you an insight to I suppose what people of this age expect and want so some themes from the responses so we saw a hell of a lot of students focus on search so seeing an opportunity in search not in the sort of engine algorithmic side but in terms of that the touch point where the user interfaces with it and how it looks, how it feels and what's on there there was some really key themes running through it and all the responses really came from some of the core needs they found with the audience and say for example this one here what they found was that when they started investigating a research in the library they were really surprised at all the resources that the libraries had that they weren't aware of and so they started thinking okay how can we make these resources more visible and more accessible other students sometimes found it really hard to access the information they want but more surprisingly sometimes they didn't even know what information they wanted and they're almost kind of just flying blind so a lot of these responses were trying to think how you could respond to that so it's doing things like sharing or the ability to follow or the ability for a search engine to I suppose have a memory of things that you've searched or books you've taken out and possibly recommend things based on that so technology was everywhere but it sort of led to a very traditional or led through a traditional place and process to the book was still the hero in a lot of these search functions but augmented so RFID was just expected because it's amazing expectation that every book will have an RFID near field tag on it which will be able to talk to their smart device as they navigate the system and they should be able to just hold up a tablet or a device to a bookshelf and help navigate it and the reason for that is quite interesting it's not so much that the technology itself made it facilitate a faster or more effortless transaction it was that if I want to design if I want to look at bicycle lane design is this engineering, is it design is it civics, is it like the GUI decimal system that the books of information is shelled currently doesn't work for them and it doesn't work for how they work for example the master of design and master of finance thesis are almost impossible to shell is this as, is it design, is it civics it's quite intriguing the second point that was kind of sandpit they played and really came from when students started to investigate what a library was they realised it was more than just books and this really taps into that emotive quality so they really started using words like it's a sanctuary or it's a community hub so they started thinking about the ways that it can actually kind of facilitate those coming together of people but also broaden the library's reach beyond its footprint to some extent which is great fun like so search leads to so this was a search, a hypothetical search on the road by Jack Carrack and it would lead to a show streetcar named Desire down the road to a particular band that's playing a gig as well as to sound book you know film resources so the library was sort of a hub of events all around so a search for India might lead you to an Indian restaurant or a Diwali celebration and also if we go back to that journey map a lot of these ideas were also many things the library doing well so this was kind of trying to enhance things such as you know lawful lunch presentations or story time so events that go on in the library how can you actually accentuate some of those approaches so peer to peer and collaborative learning was massive and it was probably our most surprising example was they wanted as much to learn from each other within the library so the library is a facility or a collaborative space for each other as to learn or be guided by the librarian or to find the knowledge or information within books so this is a really cool little example where when you apply for a library card or refresh your profile on the library's database you can input what you have expertise in and you can go to gauge how much expertise you think you have in those areas this person knows quite a bit about horses and post modernism but what that means if someone is searching horses or post modernism just equal to all your books is that people might pop up so the answer might be a book on post modernism or it might be Kate Baxter but of course then we challenge this and this gets user tested and of course Kate might be writing an essay and be on a deadline and might not want to talk to you or she might be really bored and a little bit lonely on campus so when she enters the library she is welcomed in and she can choose whether or not she wants to be social or otherwise and if someone requests a chat so this is in the university environment so once a chat with Kate she can choose whether or not she accepts that conversation so really interesting that I might enter expecting a book and end up with a chat with Kate so this is a nice little video exemplar of all those ideas that are coming together in a journey map so this is sort of like a final presentation of it for students so you just channel your positive energy let's just hope it works it'll work Paige is prompted with 10 non library related questions the majority of her answers turn out dark blue which means she is mostly a visual learner now that she is aware of her learning style she can begin to use the library so she can use the library so that she can use the library so that she can use the library so that she can use the library is that she is unsure of what the library has to offer in order to best connect and engage with the library resources Paige would benefit from understanding your own learning style Upon atteisha'ha twegoa honia'n dilu, she can begin to use the library more effectively. MEMBER 3 The learning hub can filter results based on滑a learning styles to help her connect with the resources and become more engaged in the library. The catalogue is flipped into full learning styles, and because page is locked in, the visual column is the most dominant of the four. MY SHELFS is a personalised area that allows page to add shelf-spaced on the paper she's currently w ik ng'al. The shelves are a place for her and her classmates to bookmark and share resources that they find useful. Going back to her search, it seems quite broad, so she finds the filter function to help her narrow it down. Visual resources that relate to her search appear, including a book called Makes History of Graphic Design. It looks really useful for her and perhaps some other classmates. She decides to bookmark it to the shelves. The catalogue also provides learning resources that exist outside of facing it. Being new to Wellington, this also connects PAGE to her new surroundings. After seeing the exhibition, PAGE wants to give it a review so she adds a start to it. The Starworks is a rating system in order to filter the resources. The most popular and useful peer-reviewed resources will always appear at the top. Are we running out of time, are we? Okay, shivers. Okay, really quickly. The main bit. Analysis over the last three years. Focus on individualising the user experience. The students really saw themselves as drinking from the firehouse of information. So much information. They really needed someone to curate and calm and sort of customise that flow of information. All communication is dialogue. They wanted to talk with the library. They wanted everything to be in conversation. Between themselves and the library and the librarians. And also within each other as peers. Expectation that the experience is sustained beyond the library. And that the library experience is sustaining. So if they start off as a new user, that as they develop their needs and expectations, the library's experience changes with them. Library role is social facilitator. It is a collaborative hub of learning as much as a supply of knowledge and information. Which changes the role of the librarian as well as the library as a space. Favouring the familiar? Things which you look like the things they use. So interfaces which look like Pinterest, Google, Facebook. Things which don't look like those modernist, monolithic search engines that they offer and encounter. And also acts like those functionalities they're used to. So they wanted library search engines to look like everything else they used. And finally, no experience was proposed without a digital element and no digital-only experience was proposed. Which we thought was really, really interesting. Not one student at over 200 students thought the library is dead as a physical space. Take it all online. Which we expected, not what one did. But no one thought that the physical space could be sustained without being augmented by digital. So that was our final touch point. Thanks very much. Cheers.