After doing the citizen fieldwork, we got an understanding of what main social media platforms were used by the public in Malmö, including why and how they were used. We focused on those platforms and asked the students that we were going to co-design with, the same questions. As we got the answers back, we cut each answer out and separated them to see what social media platform was used in majority and minority.
3.2 SCHOOL SURVEY
The methods created and tailored to this co-design workshop, worked very well as triggers of critical thinking and creativity of 80 teenagers, so to generate ideas.
The workshops resulted in findings that can pave ways for future interaction designers but cannot be guidelines, as every co-design method and workshop has to be tailored according to the subject of the project, the context, and the participant's age, demographics, education, knowledge, and life situation.
By carefully choosing already existing methods and creating new methods, we tailored a workshop that we believed would create a space that would trigger critical thinking and creativity, as well as safetly getting introduced to the subject of cyberbullying.
Born in the digital world, today's teenagers are surrounded by computers and smartphones most of the day, this is increasing their likelihood of developing an addiction to social media and has caused negative effects on self-esteem and life satisfaction. Social media platforms have become a tool for cyberbullying and even though many social media platforms have age limits, younger and younger people are active on social media and the reports of cyberbullying have increased.
Media has historically coevolved with the user and it is the designer’s responsibility to include the user in the design process to proceed with a healthy design evolution of social media platforms. The goal of the workshops was for the teenagers to re-imagine alternative functions on social media platforms that address unhealthy digital behavior and social interactions e.g. cyberbullying. To get there, it was important for us designers to create a space where the teenagers gradually got introduced to creativity and the subject of cyberbullying.
Malmö International School.
3 DESIGN PROCESS
We used filters to present ourselves, created memes to ask research questions, and strived to make the teenagers feel like they were the experts.
For us to learn about what the teenagers thought about cyberbullying, we first had to create a safe space where they could express themselves regarding such a sensitive topic. We did so by approaching the students and the topic, through the medium they are experts in, the digital medium!
BA in Product design
background in Universal design
3.5 UX SKETCHING
For us to create a digital prototype of the teenagers re-imagined alternative functions on social media platforms that address unhealthy digital behavior and social interactions, we gathered all the material produced at the workshop and synthesized the material by going through the produced material by the teenagers while looking at the recordings of the workshop so to catch small moments that were not caught in-situ. We then started sketching the re-imagined functions that were created by the teenagers and realized them into paper mockups.
3.1 CITIZEN FIELDWORK
To understand what age groups used what social media platforms, including why and how, we prepared a lo-fi citizen fieldwork survey. It consisted of a large poster that asked the citizens "What's your social media?", images of the different social media and, three questions.
- IF YOU WANT TO SHARE A MOMENT ONLINE,
WHERE DO YOU PUT IT?
- IF YOU ONLY HAD 10% BATTERY LEFT AND
NO CHARGER, WHAT APP WOULD YOU
SPEND IT ON?
- WHERE DO YOU GET A NEGATIVE VIBE?
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