HumanCenteredDesign. ByFasLebbie. CapstoneProject UniversityofUtah. Faculty Members

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1 HumanCenteredDesign ByFasLebbie CapstoneProject UniversityofUtah Faculty Members BradWiliams DirectorofEntrepreneurship&Strategy EcclesSchoolofBusiness,UniversityofUtah CordBowen Director,Multi-DisciplinaryDesign SchoolofArchitecture,UniversityofUtah

2 TABLEOFCONTENTS CAPSTONEPROJECT INTRODUCTION HEAR CREATE DELIVER TheIntroductionsexplainstheafricaneconomyandthe roledesigncanplayinimprovingsustainableeconomic development. Myhearsectionshowsmyprocessofpreparingfor researchwithconstituentsusinghcdmethodology. Thissectioninvolvestranslatingwhatilearnedinmyfield studyintoconcretesolutions. Thissectionwiloutlineprototypesolutionsthatcanbe implementedthroughcontinuediteration. Human-centeredDesign canimprovethelivesof peoplelivinginafrica.

3 THETEAM ThroughoutmyUX/UIwork experience,ihavecometoputan immeasurablevalueintheteam I workwithtobemultidisciplinaryin ourapproachtosolvingproblems. Understandingwhatthedesired outcomeis,hascontinuedtobe crucialinmydesignprocessbefore evenframingtheproblem and arivingatthesolution.thoughmy team wassmal,having multi-disciplinarymembershelped guideourprocesstoanagileand productiveworkatmosphere. Wehadanengineer,anarchitecture, aux/uidesign,andaphotographer. However,whileinDenyaduVilage, thelocalsbecamepartofourcore team members-thevilage paramountchief,thetownspeaker, parents,andstudents. Afteridentifyingtheteam and peopleweweregoingtoworkwith, ournextstepwastosetcriteriato helpreachdesignsolutions. VisitingSieraLeonefor the"hear"partofour research AfulsemesterattheUniversityof Utahto"Create"asolutionbasedon twoweeksoffieldresearch Spendalimitedtwoweekstocompleteresearchwithvilagers Duringfieldrtesearchfocusonstudentsbasicneeds Expandourquestionstothelocals( Parents).Makequestionsbroad enoughtodiscoverhow theseneeds affecttheirchildrenandtheir environment. Whatcanweofferchildrenwho don thaveaccesstomoreeducation? Whatarethebestwaystoimprove accesstobetereducationalneeds? Whatmakesparentswanttosend theirchildrentoschool?

4 HEAR Myhearsectionshowsmy processofpreparingfor researchwithconstituentsusinghcdmethodology CREATE Thissectioninvolves translatingwhatilearned inmyfieldstudyintoconcretesolutions. DELIVER Thissectionwiloutline prototypesolutionsthat canbeimplemented throughcontinuediteration.

5 INTRODUCTION By2050,Africa spopulationwildoublereaching 2.5bilionpeopleandwithsuchadrasticincrease,theAfrican populationwilbeslightlylesthanthepopulationofindiaand Chinacombined.Hence,theprocesofbringinginnovationtothe basesofmaslowhierarchyofneedspyramidcanbechalenging notbecauseofthepeople,asafricanshaveproventoberesource- fulinnovatorswithsuchlimitedresourcesbutbecauseoflimita- tionininfrastructures. However,therehasbeenatremendoussuccesintheapplication ofhuman-centereddesignprocesesinafricathathaveyielded effectivesolutionsforsomelargercorporations.ideaslike heart startde brilator,cleanwelnaturalantibacterialproducts,and theblooddonorsystem oftheredcros haveimprovedthelives ofmilionslivingbelow$1.25aday.

6 DRAWINGFROM PASTEXPERIENCE IntheearlystagesofmylifegrowingupinSieraLeone,Africa, Iexperiencedfirsthandtheresultoflimitedinfrastructures andresourceswhichhascrippledsomeofafrica'sabilityfor industrialgrowth.ibelievedesignisaquintessentialcharacteristicofanindustrializednation.chalengesinafricalike limitedornoelectricitiesincities,longdistancecelphone transmissionsthathaveseriousinfrastructuredeficienciesand ineffectiveroadnetworksthataffectruralareasfrom bringing goodstothemarkethaveplayedaroletoitsunder-development. Therehavebeenmanymorechalengesthataffectpeoplein thesepartsoftheworldfrom governmentalcoruptions, transportation,andeducation.classroomsareovercrowded lackingbasiclearningmaterialsandunderwhelmingtoolsfor high-qualityhealthcare. Inanefforttogivemoreareaselectricity,celphonecoverages andindustrializedproducts,wehaveseenfew "leapfrog" technologiesnow.chinahasacrumblinglandline infrastructurethathasbeenreplacedbyduplexcelphones. However,mountains,jungles,andothergeographicfeatures defyasinglesolutionsoalistofoptionsneedstobeprepared. Whiledesertshavetheuniqueabilitytouseopenopticallinks thatareveryinexpensive,however,theydonotworkduring sandstorms. Leapfrogstrategieshavemadesomeprogressbutyetwesee Africannationslike SieraLeonemybirthnationwitha tremendousvacuum ininfrastructuresandfindthemselvesat thebotom ofmaslow hierarchyofneeds. SieraLeonehasapopulationofover7milionpeople,but therearelessthan200doctorsintheentirecountrycurently. Thewesternworldhasadoptedanotionofpaternalism though agreatthingtodo,wilnotimproveeconomicdeficienciesin Africa.TheneedtoempowerAfricanswithdesignskils, innovationsandentrepreneurshipcanbeinmostcasesthe wayout.

7 HUMAN-CENTEREDDESIGN HCDPROCESS Inmyresearch,Iwiltakeyouthroughthe human-centereddesign(hcd)processthat resultedindevelopingaproductaftermy fieldvisittosieraleone,africa.itwilincludemyprocessofdiscoveringuser needs,accountingforthoseneedsandex- tractingkeyindicatorsthatleadmetopos- sibledesignsolutionsbyusingthreemajor HCDmethods. Method1Hear Hearing-listeningtotheneedsofthepeople astheyaretheexperts. Method2Create Creatingminimum viableprototypesolutions thatmeetthoseneeds. Method3Deliver DeliversustainableviableProductsolutions thatsatisfytheirneeds.

8 SUMMARY AFRICAANDDESIGN Thegrowingcaseforhuman-centereddesignwilmeetAfricaatanintersectionin innovationandentrepreneurshipastherightinvestmentsaremadeinafrica.we havealreadyseenexamplesasmanyafricanshavinglitleornoresourceshave continuedtobecreativeinalmosteveryaspectoftheirlivesinordertosurvive. ThesestoriesbringoutathrivingentrepreneurshipspiritamongAfricans.Asmore Africansgaininternetaccess,wewilseethatenhancingmoremindstobetercreativityusingHCDmethodsthatcouldpropelAfrica sgrowthandserveasthehub forinnovationsandgroundbreakingdiscoveries. TheAfricancontinentiscurentlyoneoftheyoungestpopulationandwithhighrates ofyouthemploymentandalimitedinfrastructureinplace,ithasbecomecrucialthat design(specificalyhuman-centereddesign)couldplayakeyroleinbuildinginfrastructuresthatcanempowertheyouthstolearn,becomejobcreatorsandeventualy designersoftheircommunity. Thehuman-centereddesignprocesshasplayedacrucialroleindesignthinkingand contributedtoorganizationsthathaveadopteditsprocesstogrow moreorganic, agile,andcitizen-centricproductsthatmeettheneedsofitscustomers. Thedesignersthathaveinspiredhavealdemonstratedtheinherentcapabilityto listentounderstandchalengesandtheircontexts,whichisfolowedbyaninstinctive iterativeprocessofprototypingthroughaconsumer-directeddiscoveryprocessuntil solutionsarefound.

9 H HEAR

10 IDENTIFYADESIGN CHALLENGE MYDESIGN CHALLENGE How canwecreateaneffectiveenvironmentforachieving aneducationinruralareasinsieraleone,westafrica? RECOGNIZEEXISTINGKNOWLEDGE IwasborninSieraLeone,WestAfrica,inthecapitalof Freetown.BackwhenIlivedinAfrica,povertywaslife,and thecivilwarinsieraleonemadethisrealityprofoundly apparent. Mylovefordesignhascontinuedtogrow immenselyin mycolegeyearsattheuniversityofutah.ihaveevolved intoahuman-centricdesignerthroughalotoffreelance projects.

11 IDENTIFY PEOPLETO SPEAKWITH Identifyingtheright peopletospeakwith wassomethingiwas fortunatetohavehelp with.assierraleoneis thecountryofmy birth SOME QUESTIONS IASKED Whoaretheteachers inthevilage? Ishavinganeducation essentialforyourchildrenfuture? whatchalengespreventstudentsfrom learning? wewereabletohave extendedfamilymemberswhopointmeinthe rightdirectionstointerview adiverserangeof Thesequestionsreceivenoshortageof answersasalmost everypersonweinterviewedhashadpersonalsetbacksintheir livesduetooneof thesequestions.

12 GROUPINTERVIEW wemetatthevilagetowncenterwiththeparamountchief,thespeakerofthechiefdom,few teachers,parents(almen)andsomeeldersof thetown.iwasabletolearnaboutthecommunityquickly-theirlives,dynamics,andissuesthat theyface,anddoingthisgroupinterview allowedustoheardifferentperspectivesand views.mypresencethereasanative-borngave ussomelevelofcredibilitythatcamewithtrust towardsmeandmyteam'sintentions. Atthegroupinterview,Inoticedtherewereno womenpresentevenwhenirequestedbothmen andwomen.thishelpedmetoprepareforaseparateinterview withwomentoseetheneedsand concernstheyhaveabouttheirchildrenthatmay ormaynothavebeenmentionedlikeinequality inaccesstoeducationforwomenandtheir daughters.

13 Toincreaseourawareness oftheneedsofthestudents,myteam stayedin Konoforanextraweek.We wenttovisionschoolfor ful2days.therewesaw overcrowdedclassrooms inanu inanunfinishedbuilding withnotenoughchairsto sitonandlittleorinsome casesnosuppliesforstudentstowriteon.inspite ofaltheselimitations,it wasaclearmagnitudeof commitmentteacherslike NgadiTuray,Mr.Mohamed Bangura,andDorcas Gbetuwahadtowards helpingthesestudents. Thoughgroupinterviews werekey,irealizedit wasn tenoughtouncover whatthevilagersrealy think.byapplyingcontextualimmersionthrough oneononeinterviewsat vilagershomes,i vilagershomes,iwasable touncovermoreproblems. Meetingmothersandstudentshelpedrevealnew insightsandabetterunderstandingoftheirneeds. Thisonlyechoedafunda mentalbeliefinmyuxthat whatpeoplesayisquite differentfrom whatthey actualydo.byexperiencingtheirdailyactivities firsthand,itcreatedalevel ofauthenticityinextract ingkeyinsightsthatcould helpaddresstheiractual needforpossibleproduct solutions. IN-CONTEXT IMMERSION TWO DAYSFIELD IMMERSION VISION SCHOOL

14 Attheendofourconsecutivetwodaysvisits,wewereabletoseethe apparentneedforfixingthebuildinganditsovercrowdingproblemsusing design.afterourfieldexperienceatvisionschool,wesettogethersome objectivesbeforewebeginourdesignprocess wewantedtocreatemorespaceforlearningifweweretohelpfinishthe "unfinishedbuilding"weneededasustainableinnovationplatform embeddedinthebuilding'sstructureusing,forexample,green architecture.

15 COMMUNITY-DRIVEN DISCOVERY Havingadesiretotalktotheparentsofstudentsextractedkeyinsightsfrom thevilagers helpedusidentifiedrealneeds.duringmylast twodaysinkono,wewentandvisitedseveral familiesinthevilageandmostofthehusbandsdidthesamethingforwork-farming. Theymentiontheirconcernsaboutwantingto continueworkinglatetoharvesttheircrops butwithnolightsource,theyareforcedtogo home,leavingitsusceptibletoanimalswho eattheirfreshcropsalthetime. Interestingly,themomsmentionedproviding lightsatnightcouldaidtheirchildrentodo theirhomework,improvetheirsewingskils etc.thisbecameevidenttousaswehave seenhow darkthevilagecanbeandveryfew peoplecanaffordtobuykerosenefortheir lampseachday. MylastdayinKonodistrictwasalocatedto thecommunitypeoplelikenenehturay,mr. Bangura,teachersandthetownshipspeaker whoarealindividualsthataremoreintouch withtherealneedsofthevilagers.these peoplebecamemygotoearlystageexpert reviewsonpossibledesignsolutions. Theybecamemylocalresearchers,designers, andkeyinformantstohelpseethefeasibility ofdrafteddesignsolutions.

16 EXPERTINTERVIEWS Thoughitmayseem likeaweekis enoughtimetolearnabouttheneeds ofthepeople,itbecameevidentthatit wasnotenoughandihadtorelyon expertsinsierraleoneandotherhcd researcherstohelpimprovemy knowledge.italkedwiththeolder generationwhohaveplayedakeyrole inkeepingtheirancestor'straditions alive,4moreteachersandalsovisited theministryofeducationwhichgaveus accesstolargeramountofinformation inashortperiodoftimeaboutrural Africa.

17 SEEKINSPIRATION IN NEW PLACES GoingbacktoFreetown, thecapitalcityofsierra Leone,Irealizeavastdifferencebetweenurban citiesandruralcities.80% offoreignhelpisdirected towardsurbancitieslike Freetownduetohow far behindtheurbancitiesalreadyare;however,inso doing,littleisdoneforthe ruralcitieslikekonodistrict.ihadarealization thatinflictedaneedtoag gressivelyfindsolutions. Ithasbeen17yearssinceI leftsierraleoneand comingbacktoacountry thatisstilhealingfrom a devastatingwarbroughtme somefadedmemoriesof myearlyyears.howeverthe soundofpovertyisreal amongthekonopeople, andastheneedforhelp continuestogrow,asense ofresponsibilitychannels withinme.

18 OBSERVEVSINTERPRET Aftermyfieldvisits,taking picturesandwritingina personaljournal,helpedme askquestionslike: Whatstandsouttome? WhatwashappeningattheschoolsI visited? Whatpersonalexperiencesdid Idraw whenlookedatsomeof thepicturesitook? How couldilookatthephotosasabeginner withoutmakingassumptionsaboutwhatis happening? WhatquestionscouldIaskifIknew nothing aboutthecontextoractivityofthepeopleinthe photo?

19 FRAMINGHYPOTHESIS HYPOTHESIS1 WhatdoIseehappeningin thisimage? Thereisanunfinishedbuilding thathasbeenleftfordecayfor overthreeyearsnow. WhatdoIseehappeningin thisimage? Aprogressionofdarkness startingfrom 5pm evening to9pm atnightindenyadu HYPOTHESIS1 Canweusesustainablegreen architecturetorebuildthe educationcenterindenyaduvilage? Whatisthereasonforthisbehavior? Thisbuildingisunfinishedbecauseoflackofresourcesto completeitduetoashiftin focustotheirneeds.thepovertylinehasgotensolow that thevilagersaremorefocuson providingtheirbasicneedslike foodasapriorityfirst. Infindingoutsomeresultsand backgroundinformation,i askedmorequestionslike Whostartedthebuilding? wheredidtheygetthefunds? Whydidtheystop? Whereworkerscompensated forwork? Whatisthereasonforthis behavior? Nolightsourcepower. Therearelitleandmost casesnoinfrastructurein placethatprovideselectricityforruralcities. How wouldifindoutthe realanswer? Whatsourceofpower whethersolarorhydrocan supplyawholevilage? How muchwilitcosttoimplement? Canthegovernmentafford todoit Wilthepeopleaffordtopay theirbils? HYPOTHESIS2 HYPOTHESIS2 How canweprovidelightforfarmers workinglateandtostudentstofinish theirhomeworkatnight?

20 C CREATE

21 CREATINGTHETHEORY Synthesizingalthe piecesofinformation gatheredduringmy hearphase Increatingmytheorythatleadstoin- novation,ispentseveralweekssyn- thesizingalthepiecesofinformation gatheredduringmy hearphase.this processhelpedmebridgethechasm from inspirationtoideas,andfinaly from ideastostrategicdirectionsthat thencanidentifynew opportunities forinnovations.

22 PARTICIPATORY CO-DESIGN METHOD Ifacilitatedaco-designworkshopbringingabout16 peoplefrom thecommunitytogethertohelpdiscover possibledesignsolutionsthroughtheprocessof directeddiscovery".imentionedsomeoftheproblemsseen duringmystaythere-problemslikeovercrowdedclass- rooms,unfinishededucationalfacilities,lackofelectrici- tyandmanyvilagersusingkerosenefortheirlampsthat areexpensivetobuy. Ithengeneralizethesestoriesandaskedstatements like: How mightwehelpwiththesechalengesihavepersonalywitnessed? Iaskedthem toaddtheirownstoriesandbrainstorm possiblesolutions.

23 BRAINSTORMING POSSIBLESOLUTIONS Duringtheprocess,Iheardsolutionslike Donotworkwiththegovernment.Comedirectlyandworkwithus Theirchildrendon thavebooksorpencilstowritemaybethatwilbea goodstart Helpbuildtheschoolforourchildren Overcrowdingandlackofresource-othersshareextenuatingcircumstancesonhow theirchildrenhavetowalkmilestoatendschoolonly tositonthefloorswithnotoolstohelpthem learn. Teachersmentionedhow grosslyunderpaidtheyare. Afarmermentionedhavinglanternscanevenimprovemore productivityontheirfarmsastheycanworklaterandinturnproduce moreharvestthattheycanseltoprovidefortheirfamilyneeds. Someeldersevenofferedlandaroundtheunfinishedbuildingifan extensionisneededtobuildtheschools. Few womenofferedtocookfortheworkersforfreefrom theirdaily subsistencefarmingproduceifthebuildingwheretostart Amazingly,someelderswhohaddiamondmininglandswere wilingtohaveususetheirlandstomindtohelpfundthebuildings providedtheygetapercentageofprofitsfrom themineralsfound.

24 Theextenttowhichthesevilagerswerewilingtohelpprovestheirneed forhelpandtome,itelaboratedonhow importanthuman-centereddesign solutionscanbeinordertoimprovetheirlives.bychoosingtobrainstorm andincludingthevilagerstoparticipateweunintentionalydiscoveredavenuesofdesignsolutionsandcreateacooperativeenvironment.they becometheirownarchitectsfortheirenvironmentwhileatthesametime improvingourchancesofmakinganendproductaperfectfitfortheir needs. Attheendofmysession,Iwasabletoidentifyneedswhichwereacrucial breakthroughinreachingpotentialdesignsolutions.teamingupwiththe communityexpertsliketeachers,speakerofthetownandparentshelped meleveragelocalknowledgeofwhatisfeasibleandwhatisnot.itgave meavenuesofinnovationsthataremoreincontextwiththeneedsofthe verypeopleaffectedwhichismorelikelytobetherightsolutions.

25 METHOD EMPATHETIC DESIGN TheexperiencesI vehadwhileinsierra Leonehavecreatedaconcreteunderstandinginbuildinganempathymapas myteam andistartedtocreatelow fidelity designsolutions.thoughtherewasagreat dealofresearchneededforproductsolutions,ourfieldexperiences(walkingin theirshoes)paidakeyroleincreatingappropriateemphaticdesignsolutionsthat leadtofurtherbreakthroughs. SHARE STORIES IDENTIFY PATTERNS Insharingmystorieswiththeparticipatorydesign team,theywerealabletomakesenseofmyresearchibroughtinrecognizingpatterns,themes,and relationshipsamongthepeoplethateventualypropeledustocreatingeffectiveframeworks.

26 METHOD:EXTRACT KEYINSIGHTS UsingStoriesto ExtractInsights STORY1 AstoryofMohamedafarmer Problem Theproblem waslitleorno sourceofelectricitytowork lateandprotecttheircrops from animals. Solution Lanternscanevenimprove moreproductivityintheir farmsastheycanworklater andinturnproducemoreharvestedcropsthattheycan seltoprovidefortheirfamily STORY-2 KumbaSenesi'sstory Problem Herdaughterfaces chalengesduringschool duetolackofeducational resources.afterschool,she spendslonghoursonthe farm andisunabletodo homeworkatnightbecause herfamilycannotaffordto buykerosenefortheir lamps. Solution Abetereducationalfacilitiesandimprovedwayto bringlighttotheirhomesat night.

27 Theteam lookedovertheinformationfrom thestorysharingand participatorydesignexerciseandextractedsomekeyinsights. Someofthekeyinsightstheteam identifiedwere Schoolisakeychannelfordistributinginformation Thereisastrongneedforalnaturallightatnight. Handoutsarenotwhatthesevilagersareinterestedinbutmeansfor themselvestobeproductiveandself-sustain. Thereislitletrustintheirgovernmentofficials. Theirchildrengetinganeducationisabigchalengeduetounderpaid teachers,overcrowding,andlackofeducationaltools.

28 Doingourframeworkalowsustoputourstoriestolow fidelitymockupsintoalargercon- Ourframeworksnarowedthefocusto twoproductsolutionsthatwereidenti- PROCESSMAP text.ourframeworkofruralafricabasedonmy fiedassolutionstofixsomeofthese fieldresearchalowsustoseeissuesinmuch vilagersneeds.theseproductswere clearerandmoreholisticways. thesweetspotsthatwilsatisfythe Ourteam madetwodifferentframeworks:one mother'sneeds,thefather'sneeds,and from theperspectiveofstudentsandtheirsupportivefamilymembersinthecommunityand anotherfrom theperspectivesofmenwhoare theprovidersofthecommunitythroughfarming inmostcases. moreimportantlystudent'sneed. SUSTAINABLESCHOOLBUILDING SOLARPANELLANTERN sharestories low fidelityframeworks Brainstorm product solutions Highfidelityprototype WEASKEDQUESTIONSLIKE: How dothesechildrenwhoarestudents differfrom theirparents? Isgenderitselfanobstacleingoingto school? STUDENST Dothewomenstoriesteladifferentstory abouttheirchildreneducationsandbariersthanthestoriesobtainfrom menwho focusedmoreonincomeopportunities?if sowhataretheyprioritizingandwhy? Wilafinishededucationalfacilityimprove MOTHERS FATHERS iliteracyrate? Canfarmersabilitytoworklateimprove RELATIONSHIPMAP thestandardoflivingfortheirfamilies? Thefigureaboveshowsour processandourframework regardingpartiesinvolved.

29 Byfolowingthesestepsourproduct designphasebegan.however,werealizedthatweneededtodevelopeda customerpersonathatisspecificaly gearedtowardsthepeopleofkonoto buildavalueoftheproductmarketenvironmentfit.weaskedquestionsto getabetersenseofthem.questions like: Whowilbenefitfrom thisidea? Whatisthevaluetotheend customers? Whyandhow isthisideabeter thanalternativeoptions? How muchisthisbenefitworthto them? How mightthisproductbe sustainable?

30 D DELIVER

31 HYPOTHESIS1 DENYADU VLLAGEAT7PM BRINGINGLIGHTTO CHILDREN AND FARMERS WEHAVEAGOALOFCREATINGA SOLARPANELLANTERN TO PRO- VIDEASOURCEOFLIGHTTO THE PEOPLEIN THERURALKONO DIS- TRICT.THISWILLALLOW FARMERS TO WORKLONGERHOURSAND STUDENTSTO FINISHTHEIRHOME WORKATNIGHT. THEREAREOVER600MILLION AFRI- CANSWHO LIVEWITHOUTELEC- TRICITYANDRURALAREASLIKE KONO GETTHEMAJORITYOFTHEIR LIGHTSOURCESFROM AKEROSENE LAMPWHICHISEXPENSIVEAND TOXIC. BRINGINGLIGHTTO CHILDREN ANDTHEIR PARENTSIN KONO VILLAGES After2weeksofproductresearch withateam ofengineers,ux/uidesigners,andbrandmarketers,we concludedthattherightapproach wastoprovideasourceoflightsto farmers,studentsandtheirparents byusingsolarpaneltechnology. Myteam attheuniversityofutah setouttomeetwithexperts,includingprofessorsandmanagersinthe sustainabilitydepartment,while alsodoingintensiveresearch.we aimedtodiscoverothersolarpanel lanternsthatarealreadyintheindustry.however,manyhaddesign flawssoweconcludedthatwewil havetodesignourownproductto satisfytheneedsofthekono people.asaresult,wedeveloped the"salonelantern".

32 SALONE TheSaloneSolar panellantern 12HOURSON HIGH 20HOURSON LOW Afterourlow fidelitysketches,ourteam decided thattheinitialdesignwithanindependentsolar panelboardislessportableandimmobilebecauseonewilhavetocaryboththelantern andthesolarpanelboardinordertochargeit. Wethenaskedthequestion,"Whatifwecan atachthesolarpanelonthelanterntocreate easeofuse,mobility,andsimplicity?"this evolvedourdesignprocesstoabetersolutionanalinonesolarpanellantern. THEPRODUCT Itissimple,thesolarpanelislocatedatthe back.thelanternalsofeaturesadaptablehandlesthatuserscanuseinaseriesofdifferent situationswhetherit'shungonbyanail,hanging from abranch,orplacedbyarock.

33 Features: Solarpanel Easeofuse Portable Cleanandsleekdesign Adaptability WIREFRAMES LOW FIDELITY

34 SampleRendering-1 SampleRendering-3 SampleRendering-2 SampleRendering-4

35 HYPOTHESIS2 SUSTAINABLESCHOOLPROPOSALFOR DENYADU VILLAGE WEHAVEAGOALOFCREATINGA NET-POSITIVEBUILDING,MEANING THATTHESCHOOLBUILDINGWILL PRODUCEMOREELECTRICITYTHAN IT USESVIASOLARPANELS.THESE SOLARPANELSWILLBEUSEDTO CHARGETHELANTERNSTHATWILLBE GIVEN TO MEMBERSOFTHESUR- ROUNDINGCOMMUNITY. WEAREGOINGTO USELOCAL,AND EASILYRENEWABLERESOURCESIN THEBAMBOO ANDTIMBERECONO- MIESIN KONO,SIERRALEONE.

36 EDUCATIONALFACIL- ITYFORSTUDENTS Wealsoproposetouseconcrete, stucco,andbricksformedfrom localresources. Theflooringoftheschoolbuildingis goingtobeconcrete.itwilactasa thermalmassandkeepcoolinthesummertime.itisalsoeasytokeepclean. Thebuildinghasanangledroofforan effectiveplacementofsolarpanels, andagreateropennessonthenorthernendsoftheclassrooms.thiswil alow forhotairtoescapeaswelas ambientlightfrom thenorthtoenter thespace. Weproposetousemasonrytechniques thatalow forpassiveairflow intothe classroom space. Wewilcreatecommonspacesbetween theentrancesoftheclassroomsto reducethefootprintofthebuildingand thenumberofmaterialsused. Thebuildinghasanangledroofforan effectiveplacementofsolarpanels, andagreateropennessonthenorthernendsoftheclassrooms.thiswil alow forhotairtoescapeaswelas ambientlightfrom thenorthtoenter thespace.

37 Theorthogonallinesandgridgeometrywilalow forthesimple andeasyconstructionofthese buildings. Window silsanddoorframesare deeptopreventlargeamountsof directsunlightfrom enteringthem. Therewilbeareductionofusein windowstoalow forlowercost andeaseofconstruction.

38 OVERALLBUILDING STRUCTURE "Wehaveagoalofcreatinganet-positive building,meaningthattheschoolbuildingwil producemoreelectricitythanitusesviasolar panels.thesesolarpanelswilbeusedtocharge thelanternsthatwilbegiventomembersofthe suroundingcommunity"

39 SOLARPANEL OURSOLARPANELBUILDINGWILLPOWERTHE EDUCATIONALFACILITIESWHILEATTHESAME TIME PROVIDINGAPLACEFORSTUDENTSTO ATTAIN HIGHEREDUCATION WHYSOLARPANEL Thereareover600milionAfricans wholivewithoutelectricityandrural areaslikethekonodistrictwhich getamajorityoftheirlightsfrom Kerosenelamp.Thoughit'sdependable,ithasmanychalenges. Keroseneisexpensive.Buyingkeroseneeverydaycanbehardfor peoplelivingbelow a$1aday.in 2012,theWorldBankreportfound thatruralhouseholdsinfivesub-saharancountriespaidonaverageof 35percentmoreforkerosenethan theirurbancounterparts.italsofils homeswithtoxicfumesthatcould potentialycauseserioushealth issuesonacontinualbasis.solar panelshaveproventobecost-effective,sustainable,andenvironmentalyfriendly.

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