Time of Execution
2014
Client
Oticon A/S
Status
Completed and graded 12 (A+)
Design Team
Rasmus Brink Mårtensson, Frederik Hansen
Keywords
Interview Sessions, co-creative workshops, design games, systematic concept synthesis, hardware prototyping
Design Brief
“Our classmates think it is our fault”
This is a 7th grade student who feels guilty of slowing the whole class down due to his handicap. He is one of just two students placed in a class among non-hearing impaired pupils. The traditional hearing assistive technology that is placed in the classroom involves the attention of everybody and is cumbersome to use.
The aim was to develop a product focused solution for educational systems which enables the teacher and hearing impaired pupils to be part of the class on equal terms as any regular pupil by increasing ease-of-use and reducing stigma. The solution should leverage new advances in digital, wireless transmission technology.
Project Planning
With a five month project duration it was crucial to plan activities and milestones throughout the period. We set up Gantt charts for the main project phases; Feasibility study, Conceptualization, Detailing, Documentation.
Problem Research
To experience the problems first-hand, we visited three classes with hearing impaired students. We selected classes of different age groups in order to see the differences in culture and behaviour around the equipment.
We acted mostly as “flies on the wall” and took note of everything we observed. After classes we interviewed the teachers to learn about specific challenges and if they pose problems in general.
We wanted to broaden the perspective and find out how a new solution might benefit students at later stages of education as well. Therefore, we visited gymnasiums and universities to explore technological trends.
Our problem research led to many findings that should be considered in the design of a new and improved hearing assistive classroom system. Some key findings were:
Most importantly, a hypothesis was made:
Conceptualization
We used a variety of creative methods for generating solution ideas; quiet brainstorm, brain writing pool, analogy brainstorm, etc. We also created and played through a design game with selected teachers in order for them to better express how the ideal system might work for them.
By setting up a Functions/Means Tree and creating personas we were able to combine ideas and establish a set of more holistic concepts.
Evaluation of five concepts led to synthesis of one final concept with a modular structure that allows the teacher to add functionality according to the current activity in class and to suit their style of teaching.
Engineering & Prototyping
It was important right away to figure out the relative arrangement of the modules and how they would interface with each other. We set out with a systematic method.
After exploring the solution space, we carried out a hands-on prototyping session with engineers at Oticon. For this purpose, we cut the modules from blocks of foam and simulated cables with string.
Sub-solutions, materials, dimensions and manufacturing processes were carefully selected based on the requirement specification. An overview is seen below.
The Base Module shells were modeled in every detail in CAD software, and a set of technical drawings were created. The model was later 3D printed.
Design Presentation
The proposed solution is a hearing assistive multimedia system for the entire classroom. It consist of separate modules that are configured to suit different budgets, teaching styles and learning activities.
At its core is the Base Module and Stand.
The Stand includes I/O for external multimedia equipment (speakers, smart board, teacher’s laptop etc.). The Base Module connects with the hearing aids and provides the physical UI for the entire system.
The basic configuration transmits and converts between FM and 2.4 Ghz signals, transmits and amplifies audio from one external source (e.g. CD player), and records audio when connected to the teacher’s laptop by USB.
The extended configuration includes the Streaming Module and a dongle which allows all pupils to wirelessly share content on the smart board.
In both configurations, the Pupils’ smartphones can be used instead of traditional pass-around microphones. By adding the Speaker Module, sound and voice can be amplified to the benefit of everybody in the room.
