SignAll

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

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The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

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Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation

There are schools for deaf and hard-of-hearing children. The teachers at those schools can be deaf or hard-of-hearing too. The communication between each other at school is mainly visual and the whole school is designed to support that. However, they did not have a proper school bell yet designed for their way of communication. This made the children and also teachers come back in late from their break time. I observed them at the school and prototyped a new school bell that would get attention. This was challenging, since the playground was surrounding the school building, blocking a lot of field of vision. Also, children of different ages behaved differently towards the school bell.

I discovered that some children don't like the bell and others do. Some would pretend to not see it to play on. While the younger children thought of it as a game who saw it first. Some could still hear a little bit while others could not at all. This created a division and feeling of not being 'able'. A feeling all children had to struggle with in their life. What all the children also had in common was that their sense of vision, and other senses than hearing, were very well-developed. I figured that the only way to making noticing the bell fair and fitting to their world, was to make it non-audible. In the end I chose for a visual bell. Like with speech, one can use intonation in sign-language and body language too. This way, more emotions like urgency can be communicated. I wanted to do this with signaling lights. In the final concept various light-points across the playground blink in ascending patterns when the break time is almost finished. Colors show the urgency of how fast one has to go back. Through these patterns and colors the children and teachers can get a more sophisticated signal that is close to their way of communicating.

The final design was based on an idea of a 9-year old boy who imagined (in the creative session) that a big lighthouse could signal them

Project for: Auris Dr. Polanoschool Period: April 2014 Team: Solo Deliverables: User-Research, Concept, Report, Presentation