The day was divided in three phases of activities. In the first phase, the student groups presented their secondary research on Sign-support and Deaf communities in the form of a hand-drawn infographic. Two groups of students explored and presented about one topic each: Deaf Identities and Demographic, South African Sign Language, and Health & Health literacy.
Between them, they managed to comprehensively do a basic research of the space where they were working, and posters captured the complexities of the problem space, without overtly simplifying them, and set up the space for the next phases of activities. They also became a point of reference and source of information for further discussions. Posters created by the students in groups to illustrate and communicate their research
The second and third phases were run simultaneously between the art studio and the LeNS Lab. Three student groups worked with Corbin on learning the LeNS tools for system and stakeholder mapping in the LeNS lab. The other three groups worked with Wouter, Ranjani, and Naveen on mapping the systems and stakeholders visually on paper. Andrea facilitated across the two spaces.
System & Stakeholder mapping on paper; a free-flow discussion and exploration of connections, motivations, & frictions
After lunch the facilitators exchanged the student groups so that all the groups get a balance of LeNS tools and a more open, free-flow system & stakeholder mapping. Discussing and using the LeNS tools opened the space for the students to discuss their notions of sustainability, and to understand that sustainability is not just ecological, but also motivational, socio-ethical and economic. The exercise also clarified a lot of complex relation between the actors in the system for the students.
Finally, Andrea and the facilitators met over tea and coffee, once the students were off, to discuss the details of the next steps of student work. The discussion was critical as we strived to achieve a balance between the LeNS pilot course objectives, student expectations and capabilities (they are second year bachelor students), and the requirements and expectations of the sign-support collaborators. We decided that while the students’ role is to visualize the system and the stakeholder interactions, the facilitators could identify the strategic directions that Sign-Support could take and deliver all these as a ‘package of design suggestions towards making Sign-Support sustainable.
Reported by Naveen and Ranjani