Role: UX Researcher / UX Designer / Critical-thinker

角色： UX研究人員/ UX設計人員/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：用戶體驗研究，投機設計，產品設計

Tools Used: Photoshop, Illustrator, After Effects, Keynote

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

該項目 (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：加州大學洛杉磯分校的學生報告說，在住宅宿舍的廢物處理過程中普遍感到困惑，不知所措和負罪感，導致幾乎沒有適當分類和污染廢物流。 同時，學生表達了對環境產生積極影響的強烈愿望，但這種愿望與學生的努力或教育無關。 這種困惑與停滯充斥著學生對環境行動和整個校園參與的感覺，從而阻礙了有意義的行動或動員。

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：我的目標是更好地了解使這一問題永久存在的各種因素，并設計一種投機性解決方案，以重新考慮加州大學洛杉磯分校的環境教育方法，重組個人廢物處理系統，并系統地確定和重新安排有關環境可持續性的討論。

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.

最初構想：這個項目的構想是我對住宅宿舍中垃圾分類不當的個人觀察所激發的。 這項觀察結果使我對學生在住宅宿舍中使用UCLA廢物處理系統的經歷進行了調查，以便更好地了解觀察到的結果。 但是，由于手頭問題的系統性質以及我研究的更多結果，該項目的范圍Swift擴大。

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：加州大學洛杉磯分校的廢物處理系統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，學生可根據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.

統計：在最近一個報告的2018-2019年，加州大學洛杉磯分校的每日廢物構成了<45％的廢物，這主要是由于交叉污染和分類不當所致。

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住宅宿舍中的全球學生，每人進行了45分鐘的訪談，并收集了他們對UCLA廢物處理和可持續性的見解。

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系，特別是在分類自己的廢物時？

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遇到哪些痛點？

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:

為了整理我的發現，我創建了50多個親和力注釋，并創建了一個分類的親和力地圖，其中包含從訪談中收集到的報價和觀察結果。 我在訪談中確定的主要模式最終體現在以下指導性聲明中：

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.

住在加州大學洛杉磯分校宿舍的學生對自己地板上的廢物處理系統以及更廣泛的可持續行動感到不知所措，內和困惑。 學生表達了他們希望自己更“可持續”的愿望，但是這種情緒與有意義的行動沒有關聯。

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驗，但事實證明這些問題可以邀請我和學生就他們對UCLA的廢物處理，回收和可持續性的感受進行更廣泛的討論。

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.

關鍵見解-用戶體驗： ?學生報告感到不知所措，內和困惑，同時在住宅宿舍和整個校園中處置廢物。?學生表達了成為更加可持續發展的公民的愿望，但仍不確定從哪里開始， ?學生在很大程度上不了解加州大學洛杉磯分校的可持續發展目標或校園可利用的環境資源，并且對大學的環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.

關鍵見解-問題： beside除了一個人的良心之外，加州大學洛杉磯分校對不可持續的行為沒有任何影響。?學生幾乎看不到廢物，他們看不到他們的行為的影響。 campus校園范圍內的計劃和UCLA的環境目標缺乏透明度。around關于環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。

投機設計解決方案 (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，我受到KL Kramer的《可持續發展時代的用戶體驗》中介紹的框架的啟發，并Swift意識到為正確解決我在研究中發現的問題，有必要對UCLA的可持續發展方法進行自上而下的重新設計。 為了回應學生在面試中表現出的壓倒性的困惑，我專注于優先考慮環境教育的解決方案，并從“ 學習體驗設計”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.

在評估和構思可能的解決方案時，我主要依靠現有學術文獻和案例研究的結果，并在最初的用戶群中測試了我的每個想法，并通過錄制的概念測試會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境問題，加州大學洛杉磯分校的系統需要精簡可持續性選擇，并使學生更容易獲得環保主義。 這種方法必須與對所有入學學生的強制性環境教育相結合，并由加州大學洛杉磯分校的工作人員進一步加強。

強制性環境教育： (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)

在加州大學洛杉磯分校直接解決學生的困惑和不堪重負的環境問題，明確提出可持續的誤解，并將環境價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法的啟發 ，該方法優先考慮的是首先避免出現問題；建設性地幫助用戶從錯誤中恢復過來)

? 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)

?將可持續性重新構建為個性化并所有人都可以使用(受J. Nielsen的第二個可用性啟發式啟發 ，該啟發式強調了使系統與現實世界之間的通信方式相匹配的重要性)

簡化環境選擇： (Streamlining Environmental Choices:)

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

ize最小化內感和認知摩擦，以做出環境選擇，而是通過設計使現有系統可持續

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

by通過改變社會規范和行政管理體系來支持學生的環保意識

投機設計執行 (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.

為了更好地促進廢物處理系統的充分利用并為我們星球的長期可持續性做出貢獻，需要重新設計系統以簡化最可持續的行動，同時消除對環境有害的行動。 該假設系統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。 圍繞可持續性的教育必須是強制性的，應予以加強，并以避免羞辱的建設性形式進行介紹。

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.

在針對此特定問題提出解決方案的想法時，我并不專注于針對用戶立即表達的需求設計解決方案，而是退后一步來理解這些需求如何反映當前系統無法指導用戶確定長期優先事項的能力。地球的健康。 通過這種方式， 我將以人為本的設計范圍擴展到了將來時的人類，以及與之共享的地球和動物，從而在評估可能的解決方案時采用了“生態中心”的思維方式。

策略：環境教育 (Strategy: Environmental Education)

目標： (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)).

在加州大學洛杉磯分校直接解決學生的困惑和不堪重負的環境問題，并使環境價值成為教育的中心部分(受到加州大學洛杉磯分校的塞倫和布魯姆斯坦的開創性著作《環境教育的失敗(以及我們如何解決)的啟發) 。

可行項： (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).

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

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

?增加透明度，讓學生參與校園范圍內的環境工作。

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

?為環境行動俱樂部和倡議提供更多資金，同時為可持續創新和研究引入撥款。

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

campus在整個校園內分發有關適當的廢物分類和處置不規則廢物的指示的文檔(海報等)。

策略：簡化環境行動 (Strategy: Streamlining Environmental Action)

目標： (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).

最大限度地減少內感和認知摩擦，以做出環境選擇，而是通過設計使現有系統可持續發展(受F. Weder，A。Tungarat和S. Lemke在“可持續性作為認知“摩擦”的說明性工作：啟發性理解道德的敘事方法中的啟發”可持續發展與協調戰略的不協調)。

可行項： (Actionables:)

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

?重新設計廢物處理流程，以包括員工的監督和協助。

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：從構建當前廢物處理流程的用戶流程開始，我通過簡化環境選擇，強調責任心和教育以消除內和困惑，重新構想了新流程。 ? 概念草圖：在此假設過程中，用戶將使用登臺平面在監督的環境中對廢物進行分類，如上圖所示。

可持續系統設計 (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洛杉磯分校的環境實踐提供了可能性，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性長期存在并阻礙了有意義的行動。

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.

在這些至關重要的新系統的設計中，J。Blizzard和L. Klotz在“可持續整個系統設計框架”中的工作以及Bill McKibben在環境思想方面的開拓性工作給我特別的啟發。

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期健康取決于我們重新設計不可持續的系統的能力，這些系統使我們陷入了當前的環境災難狀態。

學習與挑戰 (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.

在加州大學洛杉磯分校研究和學習學生廢物處理經驗的過程很快使我的注意力轉向了我學校存在的更大的系統可持續性問題。

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.

在北加州長大后，我從小就對可持續行動的重要性有了深刻的了解，而我在紐約大學的環境研究進一步鞏固了這一點。 我一直對復雜的環境問題懷有熱情，并且越來越著迷于利用設計思維和過程來培養創新的可持續解決方案的方式。

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.

由于我選擇調查的問題的含義和原因是系統性的，并且在很大程度上是文化性的，因此該項目在保持狹窄范圍方面具有挑戰性。 但是，我仍然感到很高興能夠應用和擴展我在用戶研究和設計中的技能，以解決本質上更具社會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包容性問題，并更多地了解如何將環保主義的范圍和適用性擴大到所有人。 具體而言，我想更深入地研究那些研究交流在環境采用中如何發揮作用的研究，并研究如何重新設計交流以從截然不同的背景和角度與人類產生共鳴。