Review IV. Conceptualization

In order to develop an efficient concept to eliminate the stereotype in sessions, a concept will be developed to inspire participants and facilitators initial awareness about Visual Thinking in the beginning of the sessions. As a result, the effectiveness of Visual Thinking will not be shadowed by the stereotype.



3 concepts (1, 2 & 3) were developed and examined by experienced Visual Thinkers in JAM visual thinking.


The feedback from the JAMmers is summarized into two guidelines: "1. The idea should be comfortable for everyone in sessions including Visual Thinkers." and "2. It should make quick effects in a small group which is around ten people."


Finally, the suggested idea is a double-sided name card. On one side, it is a serious and polished portrait photo. On the other side, it is a hand drawing self-portrait on a piece of rough paper. This concept is to play upon with people’s stereotype that science and art cannot coexist. It is going to express the idea that actually Visual Thinkers’ works are completed with the coexistence of values in two sides of the brain.

With the design of doubled-sided name card, Visual Thinkers can easily gain attentions from the participants and have the chance to impress them in the first sight. Taking advantage of the social manners to exchange name cards, Visual Thinkers can also feel easy to hand out the name cards quickly in a small group.

Suggested Idea Based on JAMmers' feedback

Figure 1. This concept is to express the idea that actually Visual Thinkers’ works are completed with the coexistence of values in these two sides of brain.

Double-sided name card
This is a double-sided name card. On one side, it is a serious and polished portrait photo. On the other side, it is a hand drawing self-portrait on a piece of rough paper. This concept is to play upon with people’s stereotype that science and art cannot coexist. It is going to express the idea that actually Visual Thinkers’ works are completed with the coexistence of values in these two sides of brain.

This idea is based on the “double-sided” concept which is meant to inform session participants the potential of Visual Thinking and infiltrate their stereotype on drawers in order to gain the early stage in Visual Thinking sessions. The suggested idea could be presented with a short description.

Feedback on Three Concepts

These proposed concepts, Name Card, Info Cube, and Story Telling Cards are evaluated with JAMmers. The JAMmers are asked to simulate the possible scenarios and give their feedback about if the concept meets the design requirements. The key points of the feedback are listed as the following.

Concept 1. Name card
This concept to arouse the curiosity early is welcomed by all of the JAMmers. JAMmers agree that the concept can express the essence of Visual Thinking in a creative and inspiring way, which fits the requirement, “awareness hammer”. The double-sided concept is welcomed by the advantage to show that the inner logical thinking is also part of their values in sessions. The portable size is also welcomed by the JAMmers, which people can simply put it in their wallets.
However, there are doubts on the timing to deliver the name cards in the beginning of sessions. Only one of the JAMmers confirms that it is a proper timing while the majority of them is used to deliver name cards after sessions. They also suggest that to deliver name cards is too time-consuming to make effects in a large session.

Concept 2. Info cube
This concept is valued as the most original and eye-catching concept. JAMmers all agree that it provides multiple ways to demonstrate the story behind the concept. It could catch longer attention while people play with it because of its handy size and shape.
JAMmers do not agree that the concept can express the value of Visual Thinking clearly because the intriguing shape can mislead people to a different interpretation instead of focusing on the relationships of the small drawings. They also point out that it will take time to express the story and can only be useful when you demand several minutes in a small group.

Concept 3. Storytelling card
The storytelling cards are valued to involve a group to spend quality time understanding Visual Thinking. The flexibility of the concept is also credited by the JAMmers.
However, it will require a decent amount of time which is not realistic in generally tight-scheduled sessions in JAM visual thinking. This reality makes the concept difficult to be implemented in the practice of Visual Thinking sessions.

Discussion
The double-sided concept in “name card” indeed gained the most positive feedback in its value to imply that the functions of Visual Thinkers in sessions do not only lie in the entertaining drawing skills. It will arouse the curiosity on Visual Thinkers’ doing and help to break the long-lasting stereotype that the drawers are artists but no serious thinkers.

The concept should affect people in a very short time and inform the values of Visual Thinking clearly but not overwhelmingly. The concept is expected to make effects with a group of people in a short time. Otherwise, the concept cannot influence the performance of a Visual Thinking session significantly.

To sum up, the double-sided concept embedded in “name card” is the concept which is worth to build on to inform participants correctly with its simplicity and potential to break people’s stereotype on Visual Thinkers. It is also suggested that JAMmers could develop their own idea based on the double-sided concept, which they can feel comfortable to use.

Concept 3. Story Telling Cards

Figure 1. To create the storyline of the cards helps participants experience Visual Thinking.

Participants can play the cards in a group. By using the cards to compose their own solutions to given situations, they can learn the roles and functions of Visual Thinking in sessions.

A. Description
This concept is a group of double-sided cards which content the illustrations of important roles, techniques, and goals in Visual Thinking (See Figure 2.). Participants follow the guidance of the JAMmers to experience Visual Thinking process in problem solving sessions . In 12 to 15 minutes, participants play the roles of Visual Thinkers, practice Visual Thinkers’ techniques, and try to reach the goals. They can also learn difficulties and values of Visual Thinking.

Figure 2. This concept is a group of selected cards which content illustrations of important roles, techniques, and goals in Visual Thinking.

B. Scenario
The cards can be use as the warm up activities in Visual Thinking sessions. A group of people is gathered and guided by one or two JAMmers. The JAMmers will ask participants to choose a card and introduce participants about the meanings of each card. Consequently, each one gets the role card can form his/her group, with whom possess a technique card or a goal card. A special situation will be given by the JAMmers, and the participants will be asked to solve the given situation by practicing their roles. The warm up session will end up in a reflection on their doings in the process.

C. Possible benefits
- Understanding Visual Thinking in practicing themselves.
- Communicating values of Visual Thinking in a dynamic and interactive way.
- A large group can be involved tog

Concept 2. Info Cube

Figure 1. This concept is a polyhedron consisting of triangular and square facets.

With the advantage of 3-Dimensional form, the info cube can represent the dynamic and cycling flow of Visual Thinkers’ roles/functions and interactions in Visual Thinking sessions (See Figure 1.).

A. Description
This concept is a polyhedron consisting of triangular and square facets. The essential elements of Visual Thinking described in the section 3.5.2 and 3.6.1 can be pasted on the square facets. The arrows can be pasted on the triangular facets. Both of the essential elements and the graphics of arrows are printed on stickers, and JAMmers can compose their own storyline by pasting the stickers on the polyhedron (See Figure 2.).
Taking the advantage of the 3-Dimension form, the elements can be linked by the arrows as a complete cycle which represents the dynamical roles and techniques of the JAMmers (See Figure 3.). Two-way arrows indicate “switching” between their nearby elements. One-way arrows indicate the direction of flow. The building process of the storyline is also a time for the JAMmers to organize their personal introduction as a Visual Thinker.

Figure 2. Essential elements in Visual Thinking and graphics of arrows are printed on stickers. JAMmers can compose their own storyline by pasting the stickers on the polyhedron.

Figure 3. Taking the advantage of the 3-Dimension form, the elements can be linked by the arrows as a complete cycle which represents the dynamical roles and techniques of the JAMmers.

B. Scenario
JAMmers can arrive the session earlier and make a use of the time when people are orientating the surroundings and people. The JAMmers can introduce their roles and functions in the session when people are curious about their doing. Or the JAMmers can simply approach participants to have a quick chat and introduce themselves. Introduction with Info Cube can be done one-on-one and in a small group when the JAMmers demonstrate the storyline in their Info Cubes.

C. Possible benefits
- A complete and cycling flow of Visual Thinking can be represented naturally in the concept.
- Flexible in a brief inspiration or an elaborate story of Visual Thinking.
- Building process allows the JAMmers to compose their understanding about Visual Thinking coherently.

Concept 1. Name Card

To gain an early attention from participants, it is possible to take advantage of the timing to exchange name cards. It is a social ritual widely accepted. When name cards are exchanging, a close and personal interaction is also created in between JAMmers and participants. Without knowing what will be the next graphics on the card, every introduction could be a little, fresh challenge for the JAMmers to express stories behind each card.

A. Description
This concept is a series of folded cards printed illustrations which content the essential elements in Visual Thinking (See Figure 1.). The illustrations are mainly distilled from the findings in the Contextmapping phase. Each illustration represents one key characteristic, technique, or role/ function of Visual Thinkers in sessions. For example, Visual Thinkers have to switch swiftly and frequently between being logical and being empathetic (See Figuer 2.). JAMmers can choose to have all the cards in hand or only parts of them. Therefore, the name card is shown in different illustration each time.

Figure 1. These name cards are a series of illustrations representing key characteristics, techniques, and roles/functions of Visual Thinkers in group sessions.

Figure 2. Visual Thinkers have to switch swiftly between being logical and being empathetic.

B. Scenario
Before the start of a given session, JAMmers talk to participants randomly and ask to exchange name cards and take one card out from a stack of the folded cards. The participants could be curious about the illustrations or the way it looks like. This social event simply creates a chance for JAMmers to introduce themselves. With the reference of the illustrations, JAMmers can tell the participant a brief introduction of the illustration, which expresses how Visual Thinker works and influences the thinking process. The introduction process can be a little challenging and fun for the JAMmers by randomly-appeared illustrations. The JAMmers therefore can also be aware of what his/her role in the sessions and how they can introduce it better and better.

C. Possible benefits
- Arousing instant awareness of participants
- Speaking out for JAMmers themselves
- Flexible to compose customized story for different JAMmers

Design Requirements. How to Design a Tool Avoiding Stereotype?

1. Awareness hammer broadcasting the advantages of Visual Thinking.
The design should help JAMmers to inform their presence as Visual Thinkers in sessions by stimulating their curiosity about Visual Thinking. Participants can therefore anticipant the JAMmers’ involvement in the process instead of ignoring them.

2. Open to evolve into JAMmers’ personal tool.
To take advantages of the creativities and diversities in their changeable characteristics, the design should be flexible for the JAMmers to adjust and feel comfortable to use. The JAMmers are like creative chefs. All we need to do is to provide them the best ingredients and they can cook a dish suitable for their instinct and experience.

3. A sharing trigger for JAMmers to exchange experience.
The design should trigger JAMmers to share their experience in gaining awareness from the participants in Visual Thinking sessions

Goal of the Conceptualization

In order to avoid the stereotype which is common reality and the most critical problem in sessions, the goal of the conceptualization is to find a way to stimulate an early curiosity of session participants. Therefore, the participants can share the stage with JAMmers and be prepared to respond to JAMmers’ questions and drawings during discussions.