https://www.natifranca.com/about daily 1.0 2026-01-22 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1581194961925-4RISJCFG67031H0UJKCO/NataliaFranca.png About https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1581194961925-4RISJCFG67031H0UJKCO/NataliaFranca.png About https://www.natifranca.com/autism-phase-1 daily 0.75 2017-09-19 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497911376896-9U9HNF6K1DB9ENG88VT6/image-asset.png Autism Research 1 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497912830230-WN2S8FSCA53RP2VR9WHD/image-asset.png Autism Research 1 ICEBREAKER At the beginning of each session, we introduced ourselves and this project, and we showed participants a visualization of current autism research in BC to give them a sense of the work currently being done. This acted as an icebreaker, allowing participants an opportunity to voice opinions and easily establish common ground with other participants. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497912855701-9WOY1YAZ2QJVH7MLZM32/image-asset.png Autism Research 1 ACTIVITY 1 – ROAD MAP For our first activity, we laid out an abstracted ‘roadmap’, and supplied the participants with markers and stickers, in order for them to ‘map out’ their experiences from diagnosis through education, to adolescence and transitioning to adulthood. Combining this with stop signs, yield signs, and comments, the participants were then able to give us a visualization of their experience, and an understanding of where they felt frustration and/or confusion. The duration of this activity was about 15-30 minutes, or until the participants felt they were finished. This activity was designed to get the parents talking to each other, sharing and comparing experiences and getting oriented towards communicating their overall needs. Insights were captured in two ways: note-taking of the conversations, and notes made by participants on the maps. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497912937978-QCYNGGNZT0EVO3DUXH6C/image-asset.png Autism Research 1 ACTIVITY 2 - BLOCKS In the second activity, participants were given two sets of wooden blocks. The first set of blocks represented their own needs and the second set represented areas of research. Parents were asked to title the blocks from a set of pre-made labels, or to create their own from a set of blank labels. They were then asked to arrange the blocks and use string to illustrate connections between their needs and areas of research. The intent behind the exercise was to gain a rich understanding of parents’/caregivers’needs, their current awareness and emphasis on research, and where they would make connections. Our intention was to extrapolate a theoretical structure or framework from the participants’ physical representation, in order to show the relationship between needs and research. This activity provided a richly complex understanding of the relationship of research areas to needs, from a parent’s/caregiver’s perspective. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497913790527-WHLJ36KTU069TLN50DNH/image-asset.png Autism Research 1 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497911376896-9U9HNF6K1DB9ENG88VT6/image-asset.png Autism Research 1 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497912830230-WN2S8FSCA53RP2VR9WHD/image-asset.png Autism Research 1 ICEBREAKER At the beginning of each session, we introduced ourselves and this project, and we showed participants a visualization of current autism research in BC to give them a sense of the work currently being done. This acted as an icebreaker, allowing participants an opportunity to voice opinions and easily establish common ground with other participants. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497912855701-9WOY1YAZ2QJVH7MLZM32/image-asset.png Autism Research 1 ACTIVITY 1 – ROAD MAP For our first activity, we laid out an abstracted ‘roadmap’, and supplied the participants with markers and stickers, in order for them to ‘map out’ their experiences from diagnosis through education, to adolescence and transitioning to adulthood. Combining this with stop signs, yield signs, and comments, the participants were then able to give us a visualization of their experience, and an understanding of where they felt frustration and/or confusion. The duration of this activity was about 15-30 minutes, or until the participants felt they were finished. This activity was designed to get the parents talking to each other, sharing and comparing experiences and getting oriented towards communicating their overall needs. Insights were captured in two ways: note-taking of the conversations, and notes made by participants on the maps. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497912937978-QCYNGGNZT0EVO3DUXH6C/image-asset.png Autism Research 1 ACTIVITY 2 - BLOCKS In the second activity, participants were given two sets of wooden blocks. The first set of blocks represented their own needs and the second set represented areas of research. Parents were asked to title the blocks from a set of pre-made labels, or to create their own from a set of blank labels. They were then asked to arrange the blocks and use string to illustrate connections between their needs and areas of research. The intent behind the exercise was to gain a rich understanding of parents’/caregivers’needs, their current awareness and emphasis on research, and where they would make connections. Our intention was to extrapolate a theoretical structure or framework from the participants’ physical representation, in order to show the relationship between needs and research. This activity provided a richly complex understanding of the relationship of research areas to needs, from a parent’s/caregiver’s perspective. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497913790527-WHLJ36KTU069TLN50DNH/image-asset.png Autism Research 1 https://www.natifranca.com/thesis-participatory-research daily 0.75 2017-09-19 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498002387036-7NUM35ZKQKCS4TLGC6L7/image-asset.png Thesis 2 – Participatory Research https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498002749216-8NSPT9ZVVDRWKRI0MVF8/image-asset.png Thesis 2 – Participatory Research https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498003938969-BHHBKOFS3KMDFHRTSFYA/icebreaker.png Thesis 2 – Participatory Research ICEBREAKER Participants were asked to choose one object from a collection and present themselves by saying their name, the kind of work they did, one or two keywords that described the object and how they related to that object. This first activity was intended to introduce the participants to the concept of sensory storytelling by encouraging them to attribute meaning to objects, and it also helped the participants to connect and get to know a little more about each other in a playful way. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498003967762-SSM15VFNWHGLQVTDYL0Q/image-asset.png Thesis 2 – Participatory Research CREATING PERSONAS With the intention of facilitating the visualization of relationship challenges, I asked each participant to create a persona that had difficulty relating to others. They were given an outline of a figure and a wide range of visual and tactile materials. In order to generate as much subjective data as possible, the task was intentionally left open for interpretation and the participants were encouraged not to use words at this point. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498004018366-3OO9A6M9U4S6UH8A7V7H/image-asset.png Thesis 2 – Participatory Research IMAGINING RELATIONSHIPS Once these personas had been created I introduced a scenario to the participants: the personas had to go on a car trip for twenty days. The participants were asked to describetheir personas and imagine what kind of relationships and interactions the personas would develop in this trip. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498004056256-ZM9QPK2H1IBDAOFEUX3Q/image-asset.png Thesis 2 – Participatory Research ENVISIONING EMPATHY For the final part of the workshop, participants were encouraged to imagine in which ways the personas could strengthen their relationship during that journey. This activity was supported by the same collection of objects used in the beginning of the workshop. The participants were encouraged to use them to physically represent their ideas. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505764568877-DZZ08IZ7NLYZR10QJ59R/personas.png Thesis 2 – Participatory Research https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498002387036-7NUM35ZKQKCS4TLGC6L7/image-asset.png Thesis 2 – Participatory Research https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498002749216-8NSPT9ZVVDRWKRI0MVF8/image-asset.png Thesis 2 – Participatory Research https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498003938969-BHHBKOFS3KMDFHRTSFYA/icebreaker.png Thesis 2 – Participatory Research ICEBREAKER Participants were asked to choose one object from a collection and present themselves by saying their name, the kind of work they did, one or two keywords that described the object and how they related to that object. This first activity was intended to introduce the participants to the concept of sensory storytelling by encouraging them to attribute meaning to objects, and it also helped the participants to connect and get to know a little more about each other in a playful way. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498003967762-SSM15VFNWHGLQVTDYL0Q/image-asset.png Thesis 2 – Participatory Research CREATING PERSONAS With the intention of facilitating the visualization of relationship challenges, I asked each participant to create a persona that had difficulty relating to others. They were given an outline of a figure and a wide range of visual and tactile materials. In order to generate as much subjective data as possible, the task was intentionally left open for interpretation and the participants were encouraged not to use words at this point. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498004018366-3OO9A6M9U4S6UH8A7V7H/image-asset.png Thesis 2 – Participatory Research IMAGINING RELATIONSHIPS Once these personas had been created I introduced a scenario to the participants: the personas had to go on a car trip for twenty days. The participants were asked to describetheir personas and imagine what kind of relationships and interactions the personas would develop in this trip. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498004056256-ZM9QPK2H1IBDAOFEUX3Q/image-asset.png Thesis 2 – Participatory Research ENVISIONING EMPATHY For the final part of the workshop, participants were encouraged to imagine in which ways the personas could strengthen their relationship during that journey. This activity was supported by the same collection of objects used in the beginning of the workshop. The participants were encouraged to use them to physically represent their ideas. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505764568877-DZZ08IZ7NLYZR10QJ59R/personas.png Thesis 2 – Participatory Research https://www.natifranca.com/thesis-methodology daily 0.75 2017-09-19 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497983783642-PER9XMPGILB50HIGQTIX/image-asset.png Thesis 1 – Research Methodology and Process https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497984290737-YOW1KW7U2C4I0O5OKHBI/image-asset.png Thesis 1 – Research Methodology and Process https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497985463984-CKGFVPWA7XGH1YJBY9GK/image-asset.png Thesis 1 – Research Methodology and Process DEEP LISTENING AND SELF-EMPATHY In his book Nonviolent Communication, Rosenberg presents specific techniques for describing observations, feelings, needs and requests. He claims that these forms of communication can help us become more compassionate and therefore better at connecting with others. With this in mind, I decided to test Rosenberg’s model through an intentional act of deep listening and self-empathy. I set aside time in order to connect with myself, and paid close attention to my own observations, feelings, needs and internal requests. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497985650612-4UBBAMUNHGFQ5VV67JK2/Thatskindness.png Thesis 1 – Research Methodology and Process THAT'S KINDNESS Wondering how the insights from my self-empathy exploration connected to the social space, I decided build an online community called That’s Kindness. This project's goals was to encourage people to share stories, inspire others and generate conversations around random acts of kindness. I was particularly interested in social media’s capacity to connect/or not connect people around common topics of interest. Could a sense of community be created through social media? https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497986518419-B13XQ6TJNFABHZK99EQW/tpauser2.png Thesis 1 – Research Methodology and Process T-PAUSER I began to think about our relationship with time (and how busy we all are), so I asked myself: how could I, as a designer, change the way we deals with time? What if we could pause time whenever we needed? This led me to the use of Conceptual Design and fiction. The T-Pauser is a speculative artefact, an iWatch app capable of pausing time whenever we feel we need to bring our awareness of the present moment. While drafting a storyboard to represent the scenario of use of the T-Pauser, I realized that it does not take up a lot of time to establish a connection. The speculative app would only be required to pause time for one minute. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497986995663-AWKLOV4AF7GTN0XPE5O4/image-asset.png Thesis 1 – Research Methodology and Process https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497983783642-PER9XMPGILB50HIGQTIX/image-asset.png Thesis 1 – Research Methodology and Process https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497984290737-YOW1KW7U2C4I0O5OKHBI/image-asset.png Thesis 1 – Research Methodology and Process https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497985463984-CKGFVPWA7XGH1YJBY9GK/image-asset.png Thesis 1 – Research Methodology and Process DEEP LISTENING AND SELF-EMPATHY In his book Nonviolent Communication, Rosenberg presents specific techniques for describing observations, feelings, needs and requests. He claims that these forms of communication can help us become more compassionate and therefore better at connecting with others. With this in mind, I decided to test Rosenberg’s model through an intentional act of deep listening and self-empathy. I set aside time in order to connect with myself, and paid close attention to my own observations, feelings, needs and internal requests. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497985650612-4UBBAMUNHGFQ5VV67JK2/Thatskindness.png Thesis 1 – Research Methodology and Process THAT'S KINDNESS Wondering how the insights from my self-empathy exploration connected to the social space, I decided build an online community called That’s Kindness. This project's goals was to encourage people to share stories, inspire others and generate conversations around random acts of kindness. I was particularly interested in social media’s capacity to connect/or not connect people around common topics of interest. Could a sense of community be created through social media? https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497986518419-B13XQ6TJNFABHZK99EQW/tpauser2.png Thesis 1 – Research Methodology and Process T-PAUSER I began to think about our relationship with time (and how busy we all are), so I asked myself: how could I, as a designer, change the way we deals with time? What if we could pause time whenever we needed? This led me to the use of Conceptual Design and fiction. The T-Pauser is a speculative artefact, an iWatch app capable of pausing time whenever we feel we need to bring our awareness of the present moment. While drafting a storyboard to represent the scenario of use of the T-Pauser, I realized that it does not take up a lot of time to establish a connection. The speculative app would only be required to pause time for one minute. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497986995663-AWKLOV4AF7GTN0XPE5O4/image-asset.png Thesis 1 – Research Methodology and Process https://www.natifranca.com/autism-phase-2 daily 0.75 2017-09-19 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497920512824-W80STIMLZSDLBKTTGZ63/Autism2.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497921421951-IGJ05KR2G0FOGDRH3K0L/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497922175716-Y3YE5X0TVEBJ4UQL82AS/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497922207912-BYJA58S9YGDWD48TQC7Z/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923857513-V8MMUJV940KZDDG81BS8/image-asset.png Autism Research 2 1. INTRODUCTION / WARM UP To begin the workshops, a collection of objects was placed on a table and as the participants walked into the room they were asked to pick an object that stood out to them, or represented aspects of their personality. While standing in a group circle each participant introduced themselves by saying their name, what brought them to the workshop and why they chose that particular object. The goal of this activity was to create an inviting environment for participants to get to know each other before moving on to the next stages of the workshop. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923902178-XVYYYK180XQOWMFBQGDB/image-asset.png Autism Research 2 3. INTERVIEW Following the string mapping activity we began the next activity which focused on gathering ideas for ways to improve communication between researchers and family members in the future. Participants were asked to pair up (ideally one researcher to one family member) and interview each other. Each participant was given a set of interview questions depending upon whether they identified as a researcher or family member. We asked them to record their partners answers during the interview as they listened. Researcher answers were recorded on blue post-it notes and family answers were recorded on orange post-it notes. This activity was intended to help researchers and family members to connect and give them an opportunity to have an intimate conversation about what they would like to see in the future. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923871894-XOWDJR37WNFIYS6ZKCVG/image-asset.png Autism Research 2 2. STRING MAPPING The first half of the workshop focused on understanding the current state of communication between researchers and family members and probed for how families access research and how researchers disseminate it. This conversation was facilitated by a string mapping activity. To begin, participants were separated into two smaller groups in order to create a non-intimidating discussion environment. Each group had its own table with a peg board and an HDL facilitator. Family members were asked to write down some of the questions that they are currently trying to find answers to, and researchers were asked to write down the areas of research that they are currently engaged with. Those notes acted as starting points for participants to then articulate and visualize their journey of accessing/ disseminating information. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923916033-2BDPOB4AMV89N90STHHW/image-asset.png Autism Research 2 4. GROUP DISCUSSION Following the interview activity, participants were asked to add their notes to a vision wall and discuss the main ideas and insights they had generated with the larger group. This was an opportunity to listen and share each other’s ideas and brainstorm together. This activity was also effective as a wrap up for the workshop. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497924863498-1OZ5JDF12W0LQPH2AO67/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497925344510-2YU8NSWP3DUFHUF1NH4A/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497920512824-W80STIMLZSDLBKTTGZ63/Autism2.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497921421951-IGJ05KR2G0FOGDRH3K0L/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497922175716-Y3YE5X0TVEBJ4UQL82AS/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497922207912-BYJA58S9YGDWD48TQC7Z/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923857513-V8MMUJV940KZDDG81BS8/image-asset.png Autism Research 2 1. INTRODUCTION / WARM UP To begin the workshops, a collection of objects was placed on a table and as the participants walked into the room they were asked to pick an object that stood out to them, or represented aspects of their personality. While standing in a group circle each participant introduced themselves by saying their name, what brought them to the workshop and why they chose that particular object. The goal of this activity was to create an inviting environment for participants to get to know each other before moving on to the next stages of the workshop. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923902178-XVYYYK180XQOWMFBQGDB/image-asset.png Autism Research 2 3. INTERVIEW Following the string mapping activity we began the next activity which focused on gathering ideas for ways to improve communication between researchers and family members in the future. Participants were asked to pair up (ideally one researcher to one family member) and interview each other. Each participant was given a set of interview questions depending upon whether they identified as a researcher or family member. We asked them to record their partners answers during the interview as they listened. Researcher answers were recorded on blue post-it notes and family answers were recorded on orange post-it notes. This activity was intended to help researchers and family members to connect and give them an opportunity to have an intimate conversation about what they would like to see in the future. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923871894-XOWDJR37WNFIYS6ZKCVG/image-asset.png Autism Research 2 2. STRING MAPPING The first half of the workshop focused on understanding the current state of communication between researchers and family members and probed for how families access research and how researchers disseminate it. This conversation was facilitated by a string mapping activity. To begin, participants were separated into two smaller groups in order to create a non-intimidating discussion environment. Each group had its own table with a peg board and an HDL facilitator. Family members were asked to write down some of the questions that they are currently trying to find answers to, and researchers were asked to write down the areas of research that they are currently engaged with. Those notes acted as starting points for participants to then articulate and visualize their journey of accessing/ disseminating information. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497923916033-2BDPOB4AMV89N90STHHW/image-asset.png Autism Research 2 4. GROUP DISCUSSION Following the interview activity, participants were asked to add their notes to a vision wall and discuss the main ideas and insights they had generated with the larger group. This was an opportunity to listen and share each other’s ideas and brainstorm together. This activity was also effective as a wrap up for the workshop. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497924863498-1OZ5JDF12W0LQPH2AO67/image-asset.png Autism Research 2 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497925344510-2YU8NSWP3DUFHUF1NH4A/image-asset.png Autism Research 2 https://www.natifranca.com/thesis-outcome daily 0.75 2017-09-19 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497893179676-QLC9XFVZ7QQEFU98XW27/image-asset.jpeg Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498010970420-FTWU0ABNR59XFGESYGBW/image-asset.png Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498011608849-RHEXLA2GKOHHVA4NIGR7/image-asset.png Thesis 3 – Design Process and Outcome TACTILE FEELINGS Tactile Feelings are a series of abstract and ambiguous forms that were created using easily accessible materials and processes. During conversations I noticed that people would associate different meanings to the artifacts I had created. More significantly, the meaning of an artifact would change radically depending on the people I was having a conversation with and the context in which the conversation was taking place. I realized that it is through the interactive triangulation of people, artifact and context that we are able to attribute collective meaning to the things that surrounds us. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498011652321-T1EWJK0G949KE4B5D7EE/image-asset.png Thesis 3 – Design Process and Outcome SENSORY CARDS The artifacts were translated in the form of cards. Each Sensory Card had its own image on one side and a texture on the other. The Sensory Cards were used in different contexts and with different people who seemed comfortable expressing their feelings while interpreting the images and textures on the cards. I also noticed that people would use the cards in ways that I had not foreseen—combining an image from one card with the texture from another cards for example. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498065529971-KCR8DH03QYFJ7UX0BNJR/image-asset.png Thesis 3 – Design Process and Outcome ITERATION 1 - Material exploration I began to wonder if I could completely eliminate images and instead rely only on the textured side of the cards. I prototyped a set of cards that would use only materials and patterns. The idea was to have materials such as leather, wood, metal and acrylic cut into a card size and laser cut them using vector patterns that I had created. Looking at this concept I realized that the cards had lost the organic and spontaneous feeling of the previous set. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498065615610-NXQHHS3K3IOMIO7ZL7SI/image-asset.png Thesis 3 – Design Process and Outcome ITERATION 2 - Image exploration I also wondered if I could eliminate the textures and have them only visually represented in the photos. I prototyped another set of cards using just images of textures found in the environment. Photos of concrete walls, soft fabrics, metal scraps, snow and the sky were taken and used on this set The visual result of this new set of cards felt almost too ethereal to me and I realized that most of the images were lacking objects of focus. I was no longer able to access visceral feelings or unprocessed ideas through them. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498065721352-3X7FD572CYWYK87V8UIU/image-asset.png Thesis 3 – Design Process and Outcome ITERATION 3 - Moodboards As a means to explore alternative ways to use both the photos and textures I created a set of mood boards cards. I soon realized that this iteration of cards still didn’t suit my need. Each of the mood board cards had been designed in a way to evoke a specific sensation. This meant that the users would not be triggered to use the cards as a means for creating their own meanings, which was one of my main intentions. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498066490785-OQCXHV21ZIZZ2PZMS8IW/SensoryCards.png Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497893390751-AY5X3YKBW7X4KUYDIR1C/image-asset.jpeg Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498067132511-UHI0QQXIVL2VZ7HAQ63O/image-asset.png Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497893179676-QLC9XFVZ7QQEFU98XW27/image-asset.jpeg Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498010970420-FTWU0ABNR59XFGESYGBW/image-asset.png Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498011608849-RHEXLA2GKOHHVA4NIGR7/image-asset.png Thesis 3 – Design Process and Outcome TACTILE FEELINGS Tactile Feelings are a series of abstract and ambiguous forms that were created using easily accessible materials and processes. During conversations I noticed that people would associate different meanings to the artifacts I had created. More significantly, the meaning of an artifact would change radically depending on the people I was having a conversation with and the context in which the conversation was taking place. I realized that it is through the interactive triangulation of people, artifact and context that we are able to attribute collective meaning to the things that surrounds us. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498011652321-T1EWJK0G949KE4B5D7EE/image-asset.png Thesis 3 – Design Process and Outcome SENSORY CARDS The artifacts were translated in the form of cards. Each Sensory Card had its own image on one side and a texture on the other. The Sensory Cards were used in different contexts and with different people who seemed comfortable expressing their feelings while interpreting the images and textures on the cards. I also noticed that people would use the cards in ways that I had not foreseen—combining an image from one card with the texture from another cards for example. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498065529971-KCR8DH03QYFJ7UX0BNJR/image-asset.png Thesis 3 – Design Process and Outcome ITERATION 1 - Material exploration I began to wonder if I could completely eliminate images and instead rely only on the textured side of the cards. I prototyped a set of cards that would use only materials and patterns. The idea was to have materials such as leather, wood, metal and acrylic cut into a card size and laser cut them using vector patterns that I had created. Looking at this concept I realized that the cards had lost the organic and spontaneous feeling of the previous set. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498065615610-NXQHHS3K3IOMIO7ZL7SI/image-asset.png Thesis 3 – Design Process and Outcome ITERATION 2 - Image exploration I also wondered if I could eliminate the textures and have them only visually represented in the photos. I prototyped another set of cards using just images of textures found in the environment. Photos of concrete walls, soft fabrics, metal scraps, snow and the sky were taken and used on this set The visual result of this new set of cards felt almost too ethereal to me and I realized that most of the images were lacking objects of focus. I was no longer able to access visceral feelings or unprocessed ideas through them. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498065721352-3X7FD572CYWYK87V8UIU/image-asset.png Thesis 3 – Design Process and Outcome ITERATION 3 - Moodboards As a means to explore alternative ways to use both the photos and textures I created a set of mood boards cards. I soon realized that this iteration of cards still didn’t suit my need. Each of the mood board cards had been designed in a way to evoke a specific sensation. This meant that the users would not be triggered to use the cards as a means for creating their own meanings, which was one of my main intentions. https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498066490785-OQCXHV21ZIZZ2PZMS8IW/SensoryCards.png Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1497893390751-AY5X3YKBW7X4KUYDIR1C/image-asset.jpeg Thesis 3 – Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1498067132511-UHI0QQXIVL2VZ7HAQ63O/image-asset.png Thesis 3 – Design Process and Outcome https://www.natifranca.com/research daily 0.75 2024-01-20 https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505693507356-6L67IG2LEDMMYQ38X3IE/Thumbnail-FULLsquare.png Research PHASE 1: Research Methodology https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505693198234-WLSVVDNQ8JF64RYFLOYX/Thumbnail-FULLsquare.png Research PHASE 2: Participatory Research https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505692910222-MWH7M88EBJALIPLFH8O3/Senscards_FULLThumbnail4.png Research - Thesis Project PHASE 3: Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505694118922-6L4IJM59LI4KC9ZS5AO5/Calendar-Thumbnail3.png Research YEAR 1: Connecting Family Needs to ASD Research in BC https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505693976950-31JR4JYCSIZ3OP5PVFAG/Thumbnail-FULLsquare.png Research YEAR 2: Bringing Researchers and Families Together in the Autism Spectrum Disorders Community https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505693507356-6L67IG2LEDMMYQ38X3IE/Thumbnail-FULLsquare.png Research PHASE 1: Research Methodology https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505693198234-WLSVVDNQ8JF64RYFLOYX/Thumbnail-FULLsquare.png Research PHASE 2: Participatory Research https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505692910222-MWH7M88EBJALIPLFH8O3/Senscards_FULLThumbnail4.png Research - Thesis Project PHASE 3: Design Process and Outcome https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505694118922-6L4IJM59LI4KC9ZS5AO5/Calendar-Thumbnail3.png Research YEAR 1: Connecting Family Needs to ASD Research in BC https://images.squarespace-cdn.com/content/v1/590b605537c58196a411e1a1/1505693976950-31JR4JYCSIZ3OP5PVFAG/Thumbnail-FULLsquare.png Research YEAR 2: Bringing Researchers and Families Together in the Autism Spectrum Disorders Community