ucla ai

Role: UX Researcher / UX Designer / Critical-thinker

角色： UX研究人員/ UX設(shè)計(jì)人員/批判性思維者

Scope: 4 weeks, March — March 2020

范圍： 4周，2020年3月至2020年3月

What I Did: UX Research, Speculative Design, Product Design

我的工作：用戶體驗(yàn)研究，投機(jī)設(shè)計(jì)，產(chǎn)品設(shè)計(jì)

Tools Used: Photoshop, Illustrator, After Effects, Keynote

使用的工具： Photoshop，Illustrator，After Effects，主題演講

該項(xiàng)目 (The Project)

Problem: Students at UCLA report pervasive feelings of confusion, overwhelm, & guilt during the waste disposal process in residential dorms, leading to little proper sorting and contaminated waste streams. Simultaneously, students express a strong desire to make a positive impact on the environment, yet this desire does not correlate with student efforts or education. This confusion & stagnation pervades student feelings about environmental action and involvement on campus as a whole, disincentivizing meaningful action or mobilization.

問題：加州大學(xué)洛杉磯分校的學(xué)生報(bào)告說，在住宅宿舍的廢物處理過程中普遍感到困惑，不知所措和負(fù)罪感，導(dǎo)致幾乎沒有適當(dāng)分類和污染廢物流。 同時(shí)，學(xué)生表達(dá)了對(duì)環(huán)境產(chǎn)生積極影響的強(qiáng)烈愿望，但這種愿望與學(xué)生的努力或教育無關(guān)。 這種困惑與停滯充斥著學(xué)生對(duì)環(huán)境行動(dòng)和整個(gè)校園參與的感覺，從而阻礙了有意義的行動(dòng)或動(dòng)員。

Objective: My goal is to better understand the forces at play that perpetuate this issue and design a speculative solution that rethinks UCLA’s approach to environmental education, restructures the personal waste disposal system, and systematically prioritizes and reframes the conversation about environmental sustainability.

目標(biāo)：我的目標(biāo)是更好地了解使這一問題永久存在的各種因素，并設(shè)計(jì)一種投機(jī)性解決方案，以重新考慮加州大學(xué)洛杉磯分校的環(huán)境教育方法，重組個(gè)人廢物處理系統(tǒng)，并系統(tǒng)地確定和重新安排有關(guān)環(huán)境可持續(xù)性的討論。

語境 (Context)

Initial Ideation: The idea for this project was sparked from my own personal observations of improperly sorted waste in the residential dorms. This observation led to my investigation into the experience of students using UCLA’s waste disposal system in the residential dorms, in order to better understand the observed outcomes. However, the project quickly widened in scope due to the systemic nature of the issue at hand and the more wide-ranging findings from my research.

最初構(gòu)想：這個(gè)項(xiàng)目的構(gòu)想是我對(duì)住宅宿舍中垃圾分類不當(dāng)?shù)膫€(gè)人觀察所激發(fā)的。 這項(xiàng)觀察結(jié)果使我對(duì)學(xué)生在住宅宿舍中使用UCLA廢物處理系統(tǒng)的經(jīng)歷進(jìn)行了調(diào)查，以便更好地了解觀察到的結(jié)果。 但是，由于手頭問題的系統(tǒng)性質(zhì)以及我研究的更多結(jié)果，該項(xiàng)目的范圍Swift擴(kuò)大。

Context: The waste disposal system at UCLA is available to all residents of each building on every floor in a small designated room, and include recycling, trash, and compost bins where students can self-sort and dispose of their waste as needed.

背景信息：加州大學(xué)洛杉磯分校的廢物處理系統(tǒng)可在指定的小型房間中的每層樓上的所有建筑物的所有居民中使用，并包括回收，垃圾和堆肥箱，學(xué)生可根據(jù)需要自行分類和處置廢物。

Stats: In the last reported 2018–2019 year, UCLA’s daily waste constituted <45% trash, largely due to cross-contamination and improper sorting.

統(tǒng)計(jì)：在最近一個(gè)報(bào)告的2018-2019年，加州大學(xué)洛杉磯分校的每日廢物構(gòu)成了<45％的廢物，這主要是由于交叉污染和分類不當(dāng)所致。

初步研究 (Initial Research)

To begin my research, I interviewed 8 global students living in UCLA residential dorms for 45 minutes each and gathered their insights on waste disposal & sustainability at UCLA.

為了開始研究，我采訪了8位居住在UCLA住宅宿舍中的全球?qū)W生，每人進(jìn)行了45分鐘的訪談，并收集了他們對(duì)UCLA廢物處理和可持續(xù)性的見解。

Initial Primary Questions:

最初的主要問題：

I. How do users relate to the waste disposal process at UCLA, especially in the context of sorting their own waste?

I.用戶與UCLA的廢物處理過程有何關(guān)系，特別是在分類自己的廢物時(shí)？

II. What are the pain points that users experience in the process of properly disposing of their waste?

二。 用戶在正確處理廢物過程中會(huì)遇到哪些痛點(diǎn)？

To organize my findings, I created 50+ affinity notes and created a categorized affinity map containing quotes and observations gleaned from my interviews. The primary patterns I identified in the interviews culminated in the following guiding statement:

為了整理我的發(fā)現(xiàn)，我創(chuàng)建了50多個(gè)親和力注釋，并創(chuàng)建了一個(gè)分類的親和力地圖，其中包含從訪談中收集到的報(bào)價(jià)和觀察結(jié)果。 我在訪談中確定的主要模式最終體現(xiàn)在以下指導(dǎo)性聲明中：

Students living in UCLA residential dorms feel overwhelmed, guilty and confused by the waste disposal system on their floor and about broader sustainable action. Students express their wish to be more “sustainable,” yet this sentiment does not correlate with meaningful action.

住在加州大學(xué)洛杉磯分校宿舍的學(xué)生對(duì)自己地板上的廢物處理系統(tǒng)以及更廣泛的可持續(xù)行動(dòng)感到不知所措，內(nèi)和困惑。 學(xué)生表達(dá)了他們希望自己更“可持續(xù)”的愿望，但是這種情緒與有意義的行動(dòng)沒有關(guān)聯(lián)。

While my interviews were initially focused primarily on the waste disposal experience in residential dorms at UCLA, these questions proved to serve as invitations to broader reaching discussions between myself and students on their feelings on waste disposal, recycling, and sustainability at UCLA.

雖然我的訪談最初主要集中在UCLA住宅宿舍的廢物處理經(jīng)驗(yàn)，但事實(shí)證明這些問題可以邀請(qǐng)我和學(xué)生就他們對(duì)UCLA的廢物處理，回收和可持續(xù)性的感受進(jìn)行更廣泛的討論。

Key Insights — User Experience:? Students report feelings of overwhelm, guilt, and confusion whilst disposing of waste in the residential dorms and on campus as a whole.? Students express a desire to be more sustainable citizens, yet feel unsure where to begin, and are actively disincentivized by environmental shaming tactics.? Students are largely unaware of UCLA’s sustainability goals or the environmental resources available on campus and lack a feeling of ownership over the university’s environmental impact.

關(guān)鍵見解-用戶體驗(yàn)： ?學(xué)生報(bào)告感到不知所措，內(nèi)和困惑，同時(shí)在住宅宿舍和整個(gè)校園中處置廢物。?學(xué)生表達(dá)了成為更加可持續(xù)發(fā)展的公民的愿望，但仍不確定從哪里開始， ?學(xué)生在很大程度上不了解加州大學(xué)洛杉磯分校的可持續(xù)發(fā)展目標(biāo)或校園可利用的環(huán)境資源，并且對(duì)大學(xué)的環(huán)境影響缺乏主人翁感。

Key Insights — Problems:? There are no repercussions for unsustainable behavior at UCLA besides one’s own conscience.? Waste is near invisible to students & they do not see the impact of their actions.? UCLA does not provide enough environmental education on LA’s waste disposal regulations.? There is a lack of transparency around campus-wide initiatives and UCLA’s environmental goals.? Communication around environmental issues is seen as either too administrative, appealing only to identity politics, or framed as optional.

關(guān)鍵見解-問題： beside除了一個(gè)人的良心之外，加州大學(xué)洛杉磯分校對(duì)不可持續(xù)的行為沒有任何影響。?學(xué)生幾乎看不到廢物，他們看不到他們的行為的影響。 campus校園范圍內(nèi)的計(jì)劃和UCLA的環(huán)境目標(biāo)缺乏透明度。around關(guān)于環(huán)境問題的溝通被視為過于行政，僅呼吁身份政治，或被視為可有可無。

投機(jī)設(shè)計(jì)解決方案 (Speculative Design Solution)

When ideating solutions, I was inspired by the frameworks presented in K.L. Kramer’s User Experience in the Age of Sustainability, and quickly realized that a top-down redesign of UCLA’s approach to sustainability would be necessary to properly address the issues I identified in my research. In response to the overwhelming feelings of confusion students expressed in the interviews, I focused on solutions that prioritized environmental education first and foremost and pulled inspiration from Learning Experience Design principles.

在提出解決方案的想法時(shí)，我受到KL Kramer的《可持續(xù)發(fā)展時(shí)代的用戶體驗(yàn)》中介紹的框架的啟發(fā)，并Swift意識(shí)到為正確解決我在研究中發(fā)現(xiàn)的問題，有必要對(duì)UCLA的可持續(xù)發(fā)展方法進(jìn)行自上而下的重新設(shè)計(jì)。 為了回應(yīng)學(xué)生在面試中表現(xiàn)出的壓倒性的困惑，我專注于優(yōu)先考慮環(huán)境教育的解決方案，并從“ 學(xué)習(xí)體驗(yàn)設(shè)計(jì)”原則中汲取了靈感。

In evaluating and ideating possible solutions, I leaned heavily on the findings from existing academic literature & case studies, and tested each of my ideas on my initial user group, noting and incorporating their feedback through recorded concept testing sessions.

在評(píng)估和構(gòu)思可能的解決方案時(shí)，我主要依靠現(xiàn)有學(xué)術(shù)文獻(xiàn)和案例研究的結(jié)果，并在最初的用戶群中測(cè)試了我的每個(gè)想法，并通過錄制的概念測(cè)試會(huì)議記錄并吸收了他們的反饋。

Solution Statement: In order to effectively address our pressing environmental issues, UCLA’s systems need to streamline sustainable choices and make environmentalism accessible and convenient to students. This approach must be instigated in conjunction with mandatory environmental education for all incoming students and reinforced further by UCLA staff.

解決方案聲明：為了有效解決我們迫在眉睫的環(huán)境問題，加州大學(xué)洛杉磯分校的系統(tǒng)需要精簡(jiǎn)可持續(xù)性選擇，并使學(xué)生更容易獲得環(huán)保主義。 這種方法必須與對(duì)所有入學(xué)學(xué)生的強(qiáng)制性環(huán)境教育相結(jié)合，并由加州大學(xué)洛杉磯分校的工作人員進(jìn)一步加強(qiáng)。

強(qiáng)制性環(huán)境教育： (Mandatory Environmental Education:)

? Directly address student confusion and overwhelm surrounding waste disposal at UCLA, set sustainable misconceptions straight, and make environmental values a central part of education (inspired by Jakob Nielsen’s fifth and ninth usability heuristics, which prioritize preventing a problem from occurring in the first place & constructively helping users recover from errors)

在加州大學(xué)洛杉磯分校直接解決學(xué)生的困惑和不堪重負(fù)的環(huán)境問題，明確提出可持續(xù)的誤解，并將環(huán)境價(jià)值作為教育的中心部分(受雅各布·尼爾森(Jakob Nielsen)的第五和第九種可用性啟發(fā)法的啟發(fā) ，該方法優(yōu)先考慮的是首先避免出現(xiàn)問題；建設(shè)性地幫助用戶從錯(cuò)誤中恢復(fù)過來)

? Reframe sustainability as personable and accessible to all (inspired by J. Nielsen’s second usability heuristic, which emphasizes the importance of matching the communication style between the system and the real world)

?將可持續(xù)性重新構(gòu)建為個(gè)性化并所有人都可以使用(受J. Nielsen的第二個(gè)可用性啟發(fā)式啟發(fā) ，該啟發(fā)式強(qiáng)調(diào)了使系統(tǒng)與現(xiàn)實(shí)世界之間的通信方式相匹配的重要性)

簡(jiǎn)化環(huán)境選擇： (Streamlining Environmental Choices:)

? Minimize guilt and cognitive friction to make environmental choices, instead making the systems in place sustainable by design

ize最小化內(nèi)感和認(rèn)知摩擦，以做出環(huán)境選擇，而是通過設(shè)計(jì)使現(xiàn)有系統(tǒng)可持續(xù)

? Realize student’s sentiment to be more environmentally-conscious by shifting social norms and administrative systems in support

by通過改變社會(huì)規(guī)范和行政管理體系來支持學(xué)生的環(huán)保意識(shí)

投機(jī)設(shè)計(jì)執(zhí)行 (Speculative Design Execution)

In order to better promote the full utilization of the waste disposal system and contribute to the long-term sustainability of our planet, a redesigned system needs to be crafted to streamline the most sustainable action, while disincentivizing that which is detrimental to the environment. The major adoption of this hypothetical system would be contingent on its’ being more convenient to properly recycle, compost, and dispose of waste than the alternative. Education surrounding sustainability needs to be mandatory, reinforced and presented in a constructive format that avoids shaming.

為了更好地促進(jìn)廢物處理系統(tǒng)的充分利用并為我們星球的長(zhǎng)期可持續(xù)性做出貢獻(xiàn)，需要重新設(shè)計(jì)系統(tǒng)以簡(jiǎn)化最可持續(xù)的行動(dòng)，同時(shí)消除對(duì)環(huán)境有害的行動(dòng)。 該假設(shè)系統(tǒng)的主要采用將取決于它比替代方案更方便正確地回收，堆肥和處置廢物。 圍繞可持續(xù)性的教育必須是強(qiáng)制性的，應(yīng)予以加強(qiáng)，并以避免羞辱的建設(shè)性形式進(jìn)行介紹。

In ideating solutions to this particular issue, I am not focusing on designing a solution to the user’s immediately expressed needs, instead stepping back to make sense of how those needs are reflective of the current system’s inability to guide the user to prioritize the long-term health of the planet. In this way, I am expanding the reach of human-centered design to design for humans in the future tense, as well as the Earth and the animals we share it with, thus adopting an “eco-centric” mindset when evaluating possible solutions.

在針對(duì)此特定問題提出解決方案的想法時(shí)，我并不專注于針對(duì)用戶立即表達(dá)的需求設(shè)計(jì)解決方案，而是退后一步來理解這些需求如何反映當(dāng)前系統(tǒng)無法指導(dǎo)用戶確定長(zhǎng)期優(yōu)先事項(xiàng)的能力。地球的健康。 通過這種方式， 我將以人為本的設(shè)計(jì)范圍擴(kuò)展到了將來時(shí)的人類，以及與之共享的地球和動(dòng)物，從而在評(píng)估可能的解決方案時(shí)采用了“生態(tài)中心”的思維方式。

策略：環(huán)境教育 (Strategy: Environmental Education)

目標(biāo)： (Goal:)

Directly address student confusion and overwhelm surrounding waste disposal at UCLA and make environmental values a central part of education (inspired by UCLA’s C. Saylan & D. Blumstein in their pioneering book, The Failure of Environmental Education (And How We Can Fix It)).

在加州大學(xué)洛杉磯分校直接解決學(xué)生的困惑和不堪重負(fù)的環(huán)境問題，并使環(huán)境價(jià)值成為教育的中心部分(受到加州大學(xué)洛杉磯分校的塞倫和布魯姆斯坦的開創(chuàng)性著作《環(huán)境教育的失敗(以及我們?nèi)绾谓鉀Q)的啟發(fā)) 。

可行項(xiàng)： (Actionables:)

? Add an environmental education session to new student orientation that provides a baseline introduction to UCLA’s sustainable guidelines & goals. Sessions include education on waste streams, a tour of UCLA’s facilities, and a mandatory follow-up online course that students must complete before the quarter begins (similar to alcohol edu, etc).

?將環(huán)境教育課程添加到新學(xué)生入學(xué)培訓(xùn)中，為UCLA的可持續(xù)性指南和目標(biāo)提供基線介紹。 課程包括廢物流教育，加州大學(xué)洛杉磯分校的設(shè)施參觀以及學(xué)生必須在季度開始之前完成的強(qiáng)制性后續(xù)在線課程(類似于酒精教育等)。

? Increase transparency and student involvement in campus-wide environmental efforts.

?增加透明度，讓學(xué)生參與校園范圍內(nèi)的環(huán)境工作。

? Provide more funding for environmental action clubs and initiatives, while introducing grants for sustainable innovation and research.

?為環(huán)境行動(dòng)俱樂部和倡議提供更多資金，同時(shí)為可持續(xù)創(chuàng)新和研究引入撥款。

? Distribute documentation (posters, etc.) throughout campus about proper waste sorting and directions to dispose of irregular waste.

campus在整個(gè)校園內(nèi)分發(fā)有關(guān)適當(dāng)?shù)膹U物分類和處置不規(guī)則廢物的指示的文檔(海報(bào)等)。

策略：簡(jiǎn)化環(huán)境行動(dòng) (Strategy: Streamlining Environmental Action)

目標(biāo)： (Goal:)

Minimize guilt and cognitive friction to make environmental choices, instead making the systems in place sustainable by design (inspired by F. Weder, A. Tungarat & S. Lemke’s expository work in Sustainability as Cognitive “Friction”: A Narrative Approach to Understand the Moral Dissonance of Sustainability and Harmonization Strategies).

最大限度地減少內(nèi)感和認(rèn)知摩擦，以做出環(huán)境選擇，而是通過設(shè)計(jì)使現(xiàn)有系統(tǒng)可持續(xù)發(fā)展(受F. Weder，A。Tungarat和S. Lemke在“可持續(xù)性作為認(rèn)知“摩擦”的說明性工作：啟發(fā)性理解道德的敘事方法中的啟發(fā)”可持續(xù)發(fā)展與協(xié)調(diào)戰(zhàn)略的不協(xié)調(diào))。

可行項(xiàng)： (Actionables:)

? Redesign the waste disposal process to include staff supervision and assistance.

?重新設(shè)計(jì)廢物處理流程，以包括員工的監(jiān)督和協(xié)助。

分解： (Decomposition:)

? User Flow: Beginning with a construction of the current waste disposal process’s user flow, I reimagined a new flow through the lens of streamlining environmental choices, highlighting accountability and education to eliminate guilt and confusion. ? Concept Sketch: In this hypothetical process, the user would utilize a staging plane to sort their waste in a supervised setting, as roughly drawn above.

? 用戶流程：從構(gòu)建當(dāng)前廢物處理流程的用戶流程開始，我通過簡(jiǎn)化環(huán)境選擇，強(qiáng)調(diào)責(zé)任心和教育以消除內(nèi)和困惑，重新構(gòu)想了新流程。 ? 概念草圖：在此假設(shè)過程中，用戶將使用登臺(tái)平面在監(jiān)督的環(huán)境中對(duì)廢物進(jìn)行分類，如上圖所示。

可持續(xù)系統(tǒng)設(shè)計(jì) (Sustainable Systems Design)

While the aforementioned solutions offer the possibility to improve environmental practices at UCLA, they do not address the underlying cultural issues that perpetuate unsustainability and disincentivize meaningful action.

盡管上述解決方案為改善加州大學(xué)洛杉磯分校的環(huán)境實(shí)踐提供了可能性，但它們并未解決潛在的文化問題，這些文化問題使不可持續(xù)性長(zhǎng)期存在并阻礙了有意義的行動(dòng)。

In the design of these vital new systems, I was specifically inspired by the work of J. Blizzard and L. Klotz in their A Framework for Sustainable Whole Systems Design, as well as Bill McKibben’s pioneering work in environmental thought.

在這些至關(guān)重要的新系統(tǒng)的設(shè)計(jì)中，J。Blizzard和L. Klotz在“可持續(xù)整個(gè)系統(tǒng)設(shè)計(jì)框架”中的工作以及Bill McKibben在環(huán)境思想方面的開拓性工作給我特別的啟發(fā)。

Ultimately, the long-term health of our planet and our species depends on our ability to redesign the unsustainable systems that have landed us at our current state of environmental catastrophe.

最終，我們星球和我們物種的長(zhǎng)期健康取決于我們重新設(shè)計(jì)不可持續(xù)的系統(tǒng)的能力，這些系統(tǒng)使我們陷入了當(dāng)前的環(huán)境災(zāi)難狀態(tài)。

學(xué)習(xí)與挑戰(zhàn) (Learnings & Challenges)

The process of researching & learning about the student waste disposal experience at UCLA quickly turned my focus to the larger systemic sustainability issues present at my school.

在加州大學(xué)洛杉磯分校研究和學(xué)習(xí)學(xué)生廢物處理經(jīng)驗(yàn)的過程很快使我的注意力轉(zhuǎn)向了我學(xué)校存在的更大的系統(tǒng)可持續(xù)性問題。

Growing up in Northern California, the importance of sustainable action has been drilled in me from a young age and further cemented by my environmental studies at NYU. I have always harbored a passion for the intricacies of environmental issues, and have grown increasingly fascinated by the ways in which design thinking and processes can be utilized to cultivate innovative sustainable solutions.

在北加州長(zhǎng)大后，我從小就對(duì)可持續(xù)行動(dòng)的重要性有了深刻的了解，而我在紐約大學(xué)的環(huán)境研究進(jìn)一步鞏固了這一點(diǎn)。 我一直對(duì)復(fù)雜的環(huán)境問題懷有熱情，并且越來越著迷于利用設(shè)計(jì)思維和過程來培養(yǎng)創(chuàng)新的可持續(xù)解決方案的方式。

This project proved challenging to maintain a narrow scope since the implications and causes of the issues I chose to investigate are systemic and largely cultural. However, I still found it very gratifying to apply and stretch my skills in user research and design to ideate solutions to issues that are more social and administrative in nature.

由于我選擇調(diào)查的問題的含義和原因是系統(tǒng)性的，并且在很大程度上是文化性的，因此該項(xiàng)目在保持狹窄范圍方面具有挑戰(zhàn)性。 但是，我仍然感到很高興能夠應(yīng)用和擴(kuò)展我在用戶研究和設(shè)計(jì)中的技能，以解決本質(zhì)上更具社會(huì)性和行政性的問題的解決方案。

In the future, I am interested in researching the issue of sustainable inclusion and learning more about how the scope and applicability of environmentalism can be broadened to all. Specifically, I would like to dive deeper into studies that examine how communication plays a role in environmental adoption, and investigate how that communication can be redesigned to resonate with humans from dramatically different backgrounds and perspectives.

將來，我有興趣研究可持續(xù)包容性問題，并更多地了解如何將環(huán)保主義的范圍和適用性擴(kuò)大到所有人。 具體而言，我想更深入地研究那些研究交流在環(huán)境采用中如何發(fā)揮作用的研究，并研究如何重新設(shè)計(jì)交流以從截然不同的背景和角度與人類產(chǎn)生共鳴。

翻譯自: https://uxdesign.cc/sustainability-ucla-113a2d12bf94

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