Dossier Plan

The information dossier
Why, who, what, where, how?

The following items are some of the ideas we have discussed in class and with each other. Presented here in no particular order, are some of the things we are looking for with regards to both the aspects of your assessment. This is neither an exhaustive or compulsory list…



Context:
Existing situation or scenario(s);
  • Students starting at universities (first years or exchange students) find it hard to make friends and come out of their shells. 
Impact on every-day wellbeing;
  • Students in these situations are prevented from making friends, therefore don't have people to help them feel comfortable or relief stress. Friends in the same courses can help with their understanding of assessments.
Barriers or issues that may prevent a desired situation or outcome;
  • A lot of new students are too shy to approach people and make friends past the usual starting conversation that includes; "what do you study?" "what are your hobbies?" etc. This conversation doesn't lead to any conversations about interests and doesn't help make any meaning connections.

Audience:
Profile(s);
  1. A first year student who has just moved away from home, away from their old friends and into a hall. They don't know anyone and are quite shy. The halls attempts at introducing people were just embarrassing and useless. 
  2. A exchange student who is spending the year in New Zealand on a third year exchange and doesn't know many people past the others on the exchange. They want to experience New Zealand fully and make Kiwi friends but find it hard to do so.
Shared characteristics, values, needs;
  • Shy, reserved, wants friends, lonely, early 20s.
Insights;
  • Students don't know that the people around them around feeling the same.
Tensions;
  • ????
Point of View statement;
  • ????

Client:
Motivation;
  • The staff of halls want to help their students make friends, have fun and enjoy their time there. 

Objectives
What are the “How Might We…” statements?
  • Create a way to connect new students who are in the same situation. 
  • Help to find more common ground of shared interest/hobbies between students.
Is there a current experience?

  • Students are staying in their hall rooms, too shy to come out and make friends.
What is the desired experience?

  • That new students coming to any hall, make lots of new friends that help them feel at home in the new city.

Environment:
What is going on in the world (influencing factors);

  • There are more and more students coming to universities because it is becoming more of a necessity to have a degree to get a well paying job.
Social, legal, political, cultural, economic, technological;

  • ????
Macro-trends – Changing habits and behaviours;

  • ????
Macro-trends – Communication and sharing of ideas;

  • ????

The Big Idea:
Touch points;

  1. A simple alien themed card game
  2. A website about the card game
  3. Posters which elude to card game events
Journey Maps;

 1. What is happening now;

  • Before - Students come to the halls.
  • During - They may have short talks to other students but do not make any connections/friendships.
  • After - They leave the halls feeling alone and sad.
2. What the game will change;
  • Before - Students come to the halls.
  • During - The card game is introduced and the halls have game nights to play it. Students laugh and have fun.
  • After - Students spend time with these new people, making lasting friendships and are eager to play many times, including new people.
Rationale;

  • ????

Five Ways to Wellbeing:
Which ones did you address?

  1. Connect
  2. Be Active
  3. Take Notice
  4. Keep Learning
  5. Give
Why?

  1. To help students connect with others, make friends. Help them feel not alone and listened to.
  2. To help teach students to actively pursue friendships and giving them to tools to do so.
  3. To help students take notice of the people around them.
  4. To help students have new experiences and learn how to make new friends by pushing them out of their comfort zones in a happy and enjoyable way
  5. To help students give their time and attention to others who need it and feel lonely.

Process – Justify the decisions you’ve made:
Key moments;

  1. Choosing a game rather than anything else.
  2. Choosing how the game will be played (including the style of cards - folding or two sets of singles).
  3. Choosing the graphic style of the game/website/posters.
  4. Choosing to have the halls invest in game packs rather than giving them to students.
Storyboarding;

  • ????
Prototyping;

  • Photos/success stories of the times I prototyped the game and how effective it was
Interviews;

  • ????
Validation;

  • ????
Why that presentation form?

  • ????

Summary
How might your proposal be successful?

  • Halls could implement this game as one of or the only 'icebreaker' game at the beginning of the year. They could have huge game nights with giveaways and free food for the people playing the games. They should choose the groups of people so that they are random and have less people who know each other. These game nights should be held regularly so students can meet new people and have fun.
How did it address your chosen brief?

  • My chosen brief was Maddie Albon's and Vanessa Goh's "Alienated, How To Handle A Move". It asked me to find a way to connect students and help them find common ground so that they felt more at home in a new area. I have helped students connect by creating a game that asks unusual questions and wants even more unusual answers and this creates interesting and funny conversations. This allows students to find people with similar interests or humour.
What are the tensions that you observed?

  • ????
What issues might you address in future iterations?

  • ????

References
Any citation that you use should be in APA style


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