PROOF OF COnCEPT Prof. Bhasker Vijaykumar Bhatt Assistant Professor in Civil Engg. Sarvajanik College of Engg. & Tech., Surat

Designs Continuously at each step, Design involves iterations of thinking. At each step, we may modify the step ahead or concept taken at back. Rigorous, unidirectional efforts are required.

Path ahead – Sem IV of DE I All efforts are to improve the ‘insights’ in ongoing research Path ahead – Sem IV of DE I Prior art search / Research papers Evaluation of Idea PHASE I Ethnographic observations Brainstorming And debriefing Focused ethnography Finalization of Idea Generic / learning needs identification Learning ahead PHASE III REFINEMENT Prototypes/ Conceptualization Reasoning and prioritization VALIDATION BY USERS PHASE II Process Documentation  Reports

towards Evaluation of Idea PHASE - I OBSERVATIONS towards Evaluation of Idea

IDEA EVALUATION FOR proof of concept Final verdict on novelty in idea for addressing the purpose Improve the customer experience Check the features and functions Streamlined components Most important in process – emotional connection

Help Focus on critical questions - Science based / Engineering in spine - Data-driven Better understanding of the underlying concept - Rapid elimination - Minimal investments

How to?? We follow – AEIOU Framework Activities Environments (developed by Ethnohub) Activities Environments Interactions Objects Users The AEIOU framework was originated in 1991 at Doblin by Rick Robinson, Ilya Prokopoff, John Cain, and Julie Pokorny. Its aim was to help analyze Ethnomethodology data and Conversation analysis with MECE categories. (Source: http://help.ethnohub.com/guide/aeiou-framework)

Activities These are goal-directed sets of actions— paths towards things people want to accomplish. What are the modes people work in, and the specific activities and processes they go through?

Environments It include the entire arena where activities take place. What is the character and function of the space overall, of each individual's spaces, and of shared spaces?

Interactions These are between a person and someone or something else; they are the building blocks of activities. What is the nature of routine and special interactions between people, between people and objects in their environment, and across distances?

Objects These are building blocks of the environment, key elements sometimes put to complex or unintended uses (thus changing their function, meaning and context). What are the objects and devices people have in their environments and how do they relate to their activities?

Users Users are the people whose behaviours, preferences, and needs are being observed. Who is there? What are their roles and relationships? What are their values and prejudices?

How to? - Process Materials are gathered via ethnographic methods: Notes Photos Videos Interviews Field observations And so on…

Observation again and again…! How to? - Process During field observation, use the AEIOU framework as a lens to observe the surrounding environment. Once done, do brainstorming among members What – Why – How – When – Where Observation again and again…! Because anticipated difficulty was identified….!

How to? - Process Record observations under the appropriate headings. Notebook / Record book / Tables for observation Questionnaire – answer summary

How to? - Process Supplement direct observations with photos or video tape when appropriate. Video clips / Animations /Audio record clips Photographs / Sketches in field

How to? - Process Review and cluster observations to disseminate higher-level themes and patterns.  Identifying impacting and important Findings (Clues)  Review the set of clues Looking forward to resolve through engineering means.

Output The components on PD Canvas, followed by identification of clues (micro observations)… Establish links - connecting to one another The connections between clues PD Canvas that reveal the patterns that are emerging.  Clusters in random data

Observation Recording sheets (Paper size A3) Following set of record sheets are to be kept with students for recording and documentation on field during Ethnographic observations. It basically, will contain: OBSERVATIONS by means of… Notes, Photographs, sketches, interview and such… (As applicable in a case under study)

Observation record sheets These are of 5 types. Each type may be in varying numbers depending on the case under research. More numbers of these observation records will ensure sincerity in the work as well as make sure of Novelty in the project.

Activities General impressions / Observations Sketch/ Photo – GROUP ID: ________________________ PROJECT ON: ______________________ DATE: _____________________________ SHEET NO. _________ Activities General impressions / Observations Elements, Features and Special Notes Sketch/ Photo – Summary of activities

Environment General impressions / Observations Floor plan GROUP ID: ________________________ PROJECT ON: ______________________ DATE: _____________________________ SHEET NO. _________ Environment General impressions / Observations (Style, materials & atmosphere) Elements, Features and Special Notes Floor plan Scene

Interactions General impressions / Observations Scene of interaction GROUP ID: ________________________ PROJECT ON: ______________________ DATE: _____________________________ SHEET NO. _________ Interactions General impressions / Observations (Who is interacting with whom, what?) Elements, Features and Special Notes Scene of interaction (How it is being done)

Inventory of Key Objects GROUP ID: ________________________ PROJECT ON: ______________________ DATE: _____________________________ SHEET NO. _________ Objects General impressions / Observations (What components are involved) Elements, Features and Special Notes (How objects are relating to the activities?) Inventory of Key Objects

Scene of users in context GROUP ID: ________________________ PROJECT ON: ______________________ DATE: _____________________________ SHEET NO. _________ USERS General impressions of people (Who is present? Roles & responsibilities?) Inventory of people (List of identified people involved) Scene of users in context

PRIOR ART SEARCH/ Literature review Students may continuously refer to Research Papers to enhance the understanding on the theme they are working on. Each student shall study at least 2 research papers and summarise the understanding on the paper in one or two pages. Students may refer to Patent Reports (IPR Database) as applicable to ensure novelty of their idea.

Brainstorming & Focused Observations Group members shall discuss the findings of the observations… Modify (detailing on) the components (identified in PD Canvas) Students shall perform the exercise again keeping modifications, if any. This shall ensure the Idea evaluation (assuring novelty with inclusion of all five principles)

IDEA Evaluation How basic principles are having connections with observations and the identified components on PD Canvas… (How each principle is involved – up to what extent? What is relevant with principles?) Based on checking five aspects involved at various stages: Environmental (Effect on surrounding) Technological Aesthetics (looks/ visuals) Ergonomics (Interaction of human dimensions) Cost (Estimates/ Variations)

PHASE II Learning needs identification using LN MATRIX

LN Matrix (Paper size A2 – 18” x 24”) LN – Learning Needs Matrix will help students to identify the learning requirements at an early stage along with prioritization of specific learning along with defined time duration/ time allocation for each. Identification will be focused with listing out Syllabus based and out of syllabus learning & skill development

Purpose / Product concept Learning Needs Matrix Group ID: _____________ Date: _________ During BE IV Tools/ Methods/ Theories/ Application Process involved Applicable standards and design specifications/ Principles & Experiments During BE III During BE II Purpose / Product concept Software/ Simulation/ Skill/ Mathematical Requirement Component materials’ strength criteria (exploration – varieties/ testing requirements) © Bhasker V. Bhatt, SCET, Surat & GIC-GTU Version: 02

LN MATRIX Students are to identify requirements in each four dimensions Priority learning shall be taken up in Sem IV of BE II (At least one from any of the four dimensions by each student) By the end of BE III Students will be developing working model. By that time, most of all dimensions shall be covered under learning. Supportive aspects (with least priority) shall be placed in BE IV. Discretion lies with faculty guide and student group to identify prioritization and set learning time line targets…

PHASE III Developing Proof of Concept

Dirty Mock-ups/ Prototypes/ Concepts Students will prepare fast prototypes (non-working/ partially working) / conceptual layout – drawings as the case may be, based on the observations and understanding on insights obtained. Next step is to validate this concept/ prototype through user. Suggested refinement shall be included in the final draft version.

Submissions by students at end of Semester IV. Observation Record sheets Summary of findings of Prior Art Search on their purpose/project theme (2 papers per student) Learning Needs Matrix Dirty Mock-ups/ Fast Prototype/ Conceptual Plan-Layout Process report (Include all Phases)