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

2. 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.

3. 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

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

5. 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

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

7. 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:

8. 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?

9. 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?

10. 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?

11. 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?

12. 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?

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

14. 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….!

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

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

17. 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.

18. 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

19. 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)

20. 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.

21. 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

22. 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

23. 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)

24. 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

25. 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

26. 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.

27. 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)

28. 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)

29. PHASE II
Learning needs identification using LN MATRIX

30. 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

31. 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

32. 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…

33. PHASE III
Developing Proof of Concept

34. 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.

35. 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)