A framework for teaching Design for Social Impact

Figure 7: Activity Theory diagram

We emphasize on applying certain system rules to it, and evaluate the system based on numerous what-if situations. These are situations that make the system foolproof. We define the dependencies, and the primary and secondary impacts that product, has to the system when it interacts.

Prior to designing systems, some points have to be clearly identified. What will the system aim to do? The answer should preferably include an action verb like build, meet, teach, because it is more convenient for the designer to have something measurable. Who are the stakeholders (actors) involved, and which one of them is the final recipient of the design.

In the context of Social Design, a system is a proposal solving a specific problem, using the whole community as actors. The system is designed to be flexible enough, allowing its actors to co-exist freely and not be enchained by its obligations.

The notion of Systems in Improving Child education

In order to design a social product or service, we had to organize project ideas into systems. In simple words, these are flowcharts gathering the aim, the problems faced, every actor involved and how they behave, and the actions done to progress [Figure 8].

In addition dependencies also appeared, which are what the project relies on to work properly (children’s investment, a motivated manager. etc); outcomes, which are what the project should provide to its users in a short-term as well as in a long-term thinking; and the primary and secondary impacts.

Figure 8: System inspired by Microsavings and community

This exercise helped to see the overall nature of the project and how it affected anybody involved in it. It supported us in building something flexible enough. This is why the “What if?” part of the system made sense [Figure 9]

Figure 9: What-if and Dependencies list

We understand and recognize the value of the community and how it is helpful for the betterment of the society [23].  The rules of micro-saving inspire us to use it as a key part of the system [21].

Our system here comprises of the economically challenged parents, teachers, children, project champions, motivation levels, micro-savings, and the notion of community behavior.

SYSTEMS PRODUCTS HARMONIZATION

A key takeaway of our framework calls upon the ability to detail out the product, put it for testing and refinement into the system, use the feedback and then re-test the product. This continues to be done, till by the end of this repetitive exercise, the product is at the very heart of the system. We call this the

It aims to test the product on all aspects, from the Stakeholders, to the other factors of the lifeworld.

How are Designers adopting the Product into systems and how does the system lead to products are the two questions that lead us to this way of thinking when it comes to the product –system relationship.  Moreover what is the starting point of the thought process?

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