Design Thinking 

 Visualization 

 Mirian Obrien 

 Challenge      In today ’s multimodal world , there are demands on the right - of - way to accommodate room for   each mode to operate .   The modal types include pedestrians , cyclists , autos , and buses .   In   addition , many communities want their roadways to be appealing and offer character with   landscaping .   The challenge is how to arrange the space within the right - of - way to   accommodate everything and provide for the most efficient use of the dedicated space .   To   inform the project design , designers wanted as much input as possible from the users and   community on how to allocate the space and how to prioritize based on the elements .   For   example , how many auto lanes , should the buses share the auto lanes , should the cyclists have   their own pathways or share with pedestrians , and is a landscaped median between directional   lanes preferred .         Selection     Visualization was selected as the tool to use because it provided a clear understanding of the   participants ’ design priorities .   Visualization is a technique used to transfer thoughts and ideas   into illustrations which portray and capture the details of the idea .   This tool removes the   individual interpretation often lost in the use of text in communication .   This visualization   technique also allows the communicator to develop their output by rearranging the elements   until they are satisfied that the picture clearly represents their thoughts .   This was the perfect   tool for this input gathering phase of the project because it would provide many pictures from   many people and allow for commonalities across all pictures to quickly be revealed .       Application     The public was provided with a board to work on .   The only thing on the board were the   boundaries of the right - of - way .   On the left was a row of storefronts and on the right was a row   of academic buildings .   Very light in the background were lines depicting the existing conditions   noting the location of the sidewalk , auto lanes , and median .   Each person was given a group of   puzzle pieces .   The pieces included auto lanes , bus lanes , cycle paths , pedestrian paths , trees   ( representing landscape ) and median grassy areas .   There were several of the same pieces so   there were no limitations .   Those participating were asked to place the puzzle pieces within the   right - of - way as they prefer them to be provided for within the right - of - way .   If someone 

 preferred all auto lanes , they would take their auto lane puzzle pieces and fit them all on the   board between the buildings .   If someone preferred limited vehicular traffic , they would place   landscaping along both sides of the buildings , one auto lane shared with buses , bike lanes ,   pedestrian sidewalks and more median areas .   This exercise was provided on a website and was   available in multiple public meetings held in the area being studied .   Once the participants had   the puzzle assembled as they wanted it , they would save the picture or , if doing this at a   meeting place , glue the pieces in place .       The design team placed all the completed boards around the room and those provided online   were scrolling on several large screens around the room .   After some time of studying the   boards , the team started using a few empty boards and puzzle pieces to put summary puzzles   together the way they saw it done most commonly from the public .   This resulted in four   common design ideas that would then be tested to determine the viability .   Quantitative data   about the various modes was used to determine which of the ideas provided sufficient capacity   for the current and projected future trip - making .       Insight & Approach     Using visualization accomplished several things .   It helped the community learn how the   process of providing multi - mobility and character occurred .   It helped them understand the   challenges and trade - offs that were required .   It allowed those participating to try a variety of   approaches until they found their preferred picture .   Being able to move the puzzle pieces   around to create different pictures allowed the participants to really consider their preferences   and reactions to each idea they came up with .   Each picture generated different reactions ,   feelings and emotions in the participants .       From the design team ’s perspective , it brought many ideas to the table that might not have   been thought of without this collaborative input process .   Using visualization , the similarities   and differences in the final pictures from the participants were clear .   This process brought   several ideas that would move to the next step of testing .   This process was easy to apply in an   electronic tool .   Making it available on a website provided access to a much broader audience   and more diverse viewpoints .       Visualization is a great tool to use in the beginning phase of the design thinking process because   it allows for many ideas to be expressed and for ideas to manifest in more ideas .   The output of   the visualization exercise is clearly communicated to the design thinking core team resulting in   actionable next steps . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Mirian Obrien
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Design Thinking 

 Visualization 

 Mirian Obrien 

 Challenge      In today ’s multimodal world , there are demands on the right - of - way to accommodate room for   each mode to operate .   The modal types include pedestrians , cyclists , autos , and buses .   In   addition , many communities want their roadways to be appealing and offer character with   landscaping .   The challenge is how to arrange the space within the right - of - way to   accommodate everything and provide for the most efficient use of the dedicated space .   To   inform the project design , designers wanted as much input as possible from the users and   community on how to allocate the space and how to prioritize based on the elements .   For   example , how many auto lanes , should the buses share the auto lanes , should the cyclists have   their own pathways or share with pedestrians , and is a landscaped median between directional   lanes preferred .         Selection     Visualization was selected as the tool to use because it provided a clear understanding of the   participants ’ design priorities .   Visualization is a technique used to transfer thoughts and ideas   into illustrations which portray and capture the details of the idea .   This tool removes the   individual interpretation often lost in the use of text in communication .   This visualization   technique also allows the communicator to develop their output by rearranging the elements   until they are satisfied that the picture clearly represents their thoughts .   This was the perfect   tool for this input gathering phase of the project because it would provide many pictures from   many people and allow for commonalities across all pictures to quickly be revealed .       Application     The public was provided with a board to work on .   The only thing on the board were the   boundaries of the right - of - way .   On the left was a row of storefronts and on the right was a row   of academic buildings .   Very light in the background were lines depicting the existing conditions   noting the location of the sidewalk , auto lanes , and median .   Each person was given a group of   puzzle pieces .   The pieces included auto lanes , bus lanes , cycle paths , pedestrian paths , trees   ( representing landscape ) and median grassy areas .   There were several of the same pieces so   there were no limitations .   Those participating were asked to place the puzzle pieces within the   right - of - way as they prefer them to be provided for within the right - of - way .   If someone 

 preferred all auto lanes , they would take their auto lane puzzle pieces and fit them all on the   board between the buildings .   If someone preferred limited vehicular traffic , they would place   landscaping along both sides of the buildings , one auto lane shared with buses , bike lanes ,   pedestrian sidewalks and more median areas .   This exercise was provided on a website and was   available in multiple public meetings held in the area being studied .   Once the participants had   the puzzle assembled as they wanted it , they would save the picture or , if doing this at a   meeting place , glue the pieces in place .       The design team placed all the completed boards around the room and those provided online   were scrolling on several large screens around the room .   After some time of studying the   boards , the team started using a few empty boards and puzzle pieces to put summary puzzles   together the way they saw it done most commonly from the public .   This resulted in four   common design ideas that would then be tested to determine the viability .   Quantitative data   about the various modes was used to determine which of the ideas provided sufficient capacity   for the current and projected future trip - making .       Insight & Approach     Using visualization accomplished several things .   It helped the community learn how the   process of providing multi - mobility and character occurred .   It helped them understand the   challenges and trade - offs that were required .   It allowed those participating to try a variety of   approaches until they found their preferred picture .   Being able to move the puzzle pieces   around to create different pictures allowed the participants to really consider their preferences   and reactions to each idea they came up with .   Each picture generated different reactions ,   feelings and emotions in the participants .       From the design team ’s perspective , it brought many ideas to the table that might not have   been thought of without this collaborative input process .   Using visualization , the similarities   and differences in the final pictures from the participants were clear .   This process brought   several ideas that would move to the next step of testing .   This process was easy to apply in an   electronic tool .   Making it available on a website provided access to a much broader audience   and more diverse viewpoints .       Visualization is a great tool to use in the beginning phase of the design thinking process because   it allows for many ideas to be expressed and for ideas to manifest in more ideas .   The output of   the visualization exercise is clearly communicated to the design thinking core team resulting in   actionable next steps .
### Output: 