1. Selected Problems

• Exchange Bliss: Simplifying the Journey
• Recycling points in Bogota
• Food waste in Bogota
• University marketplace/bartering app

2. Interviews Structure

1. Say hello to the interviewed
2. State the purpose of the interview
3. Ask two times if you can record the interview
4. Start interview by introducing ourselves
5. Ask the interviewed about his/her demographics
6. Tell the interviewed about the hypothesis of the problem
7. Start questions:

Exchange Bliss (Gabriel & Juan):

• What motivated you to pursue an exchange program at the university?
• How did you find out about the different exchange opportunities available to you?
• What were the main challenges or difficulties that you faced while searching for exchange information?
• How did you compare and evaluate the various exchange options that you considered?
• What were the most important factors or criteria that influenced your final decision?
• How satisfied are you with the current exchange information system at the university?
• What are some of the features or improvements that you would like to see in the exchange information system?
• How do you think Exchange Bliss: Simplifying the Journey can help you and other students who want to study abroad?
• What are some of the benefits or advantages of using Exchange Bliss: Simplifying the Journey over the existing system?
• How will Exchange Bliss be a simple and useful platform for you?
• What will make you recommend Exchange Bliss to other students?
• What are some of the potential challenges or risks of implementing Exchange Bliss: Simplifying the Journey?
• How would you measure the success or effectiveness of Exchange Bliss: Simplifying the Journey?

Food waste (David):

• Can you provide an overview of your perspective on food waste?
• How familiar are you with the challenges in managing excess food production?
• What solution do you use to manage food waste?
• What are the potential benefits and challenges of implementing an app-based system to connect businesses with excess food to nearby consumers?
• How can such a system ensure the safety and quality of rescued food?
• How do you think consumers will respond to the concept of rescuing food through an app?
• What features or incentives could encourage consumers to actively participate in rescuing food?
• What features should the app include to make it user-friendly and effective in connecting consumers with businesses having excess food?

University marketplace/bartering (Camilo y Ricardo)

• How do you usually manage academic materials once a course concludes?
• Are there instances where you've felt the need to find academic resources for a course after it has ended?
• How common do you think it is for students to keep or discard academic materials once a course is completed?
• In your experience, how challenging is it to locate specific academic materials for your courses?
• Have you ever considered a more sustainable approach to handling academic materials, such as reusing or sharing resources with peers?
• Would you be open to a system that facilitates the buying and selling of second-hand academic materials within your university community?
• How would you feel about a platform that encourages a more organized way of sharing and reusing academic resources?
• Have you ever faced budget constraints when buying new academic materials, and do you think a solution for buying and selling second-hand materials would be beneficial?
• Have you ever tried selling second-hand products and how difficult was it to sell them?

Recycling points (Andrés)

• Do you think that waste management is a significant issue in architecture department? Get to know the importance that this problem can represent for architecture students, a career characterized by the high costs spent on materials for projects and models.
• Can you describe how you typically deal with those models and materials once you no longer need them? Get to know what happens with all these materials after delivery to the teacher. How does its life cycle end?
• Do you think this would be helpful for you? Get to know the level of impact that this application could have on the lives of students. Measure the level of interest and the possible success it would have.
• Do you think this could motivate more students to participate in the material exchange? delve into the client's ideas to know the level of satisfaction and if they feel identified with the problem

3. Interviews Summary

Interview Audios

University marketplace/bartering (Juan Camilo)

https://github.com/camilolcoder/Grupo21-Moviles/assets/78038782/2131ca0a-9596-467b-937f-2c2956a50ee5

Exchange Bliss: Simplifying the Journey (Juan Montealegre)

https://github.com/camilolcoder/Grupo21-Moviles/assets/98852422/76a0b79f-c0cc-4352-846d-42d34fe520b1

Food Waste (David)

https://github.com/camilolcoder/Grupo21-Moviles/assets/88750590/ade5c964-289a-403c-98bb-762eb29bc863

Exchange Bliss: Simplifying the Journey (Gabriel Nassar)

https://github.com/camilolcoder/Grupo21-Moviles/assets/60226993/18d189f9-08ec-464f-9b7f-84bbe6539b15

Recycling points (Andres Parraga)

https://github.com/camilolcoder/Grupo21-Moviles/assets/60226993/5f5c898f-aae6-4d41-a6f9-f4a377018e6e

University marketplace/bartering (Ricardo)

https://github.com/camilolcoder/Grupo21-Moviles/assets/69652025/4f6c7d95-0193-4374-acbe-da359a95ff9e

Summary of Interviews with Highlights

https://github.com/camilolcoder/Grupo21-Moviles/assets/60226993/cea76b3f-cb12-441c-ade2-d14e39558cab

4. Situations for each interview

University marketplace/bartering situations (Juan Camilo)

What?	How?	Why?	Who?
Materials are being wasted after finishing a course	After a student finishes his courses, he doesn't know what to do with the material	This happens because currently there are no platforms that support the exchange or sale of these materials	He is a 6th-semester software engineering student

What?	How?	Why?	Who?
Selling second-hand products is a tedious process	Students don't have a reliable platform where they sell school material	There are no successful initiatives, or the actual initiatives are very inefficient	He is a 6th-semester software engineering student

What?	How?	Why?	Who?
Obtaining second-hand material useful for the university is very hard	Students don't have a reliable platform to obtain material	There are no successful initiatives, or the actual initiatives are very inefficient	He is a 6th-semester software engineering student

What?	How?	Why?	Who?
Current options for trading university materials are not very helpful	There are Instagram pages which try to be the intermediate between buy and sell but this are not always useful	Some posts receive more attention than other, and classifying or filtering information in order to find the product students need is not possible	He is a 6th-semester software engineering student

University marketplace/bartering situations(Ricardo)

What	How	Why	Who
The users are buying materials that they are going to use just for a subject	The users with low resources looked to be unhappy because they must buy these materials to work on the subject	The university has some subjects like English where you must buy the guidebook to make the exercises	Students who are going to see the English subject
---	---	---	---
The materials bought for specific subjects are just left or even dropped after the subject is finished	The people who bought these materials don’t try to sell them after finishing the subjects	It can be a little difficult to know somebody else who is going to see the subject	Architecture students who bought a lot of materials for a mockup and don’t use all these materials
---	---	---	---
The user bought a specific device for the software engineering introduction subject, and the teacher told him that they were not going to use it again	He looks sad because he spent money on that device, but it was just for that subject	The device that he bought is a device used for teaching people who don’t know anything about programming	Students of first semester who are seeing introduction for the software engineering
---	---	---	---
The user bought a book about anatomy to read the material for the subject Anatomy I	He needs to sell this book because it cost him a lot of money, but he doesn’t know somebody else who is going to read Anatomy I	This book costs around 320.000 pesos and only works for students who are seeing Anatomy I	Students in the third semester who just finished the subject of Anatomy I

Exchange Bliss: Simplifying the Journey(Juan Montealegre)

What?	How?	Why?	Who?
The problem is the lack of uniform information when seeking exchange opportunities, causing stress and inefficiency for students.	Students struggle to navigate through scattered details across multiple pages, hindering a streamlined decision-making process.	The absence of an organized information system leads to frustration and complexity during exchange opportunity exploration.	He is a 5th-semester software engineering student

What?	How?	Why?	Who?
University exchange exploration becomes stressful due to disorganized information.	Students struggle to locate relevant details efficiently, navigating through scattered sources.	The absence of a uniform information system causes unnecessary stress and complexity.	University students encounter difficulties in making informed decisions about exchange programs.

What?	How?	Why?	Who?
Difficulty arises when seeking exchange opportunities at the university.	The lack of uniform information makes the process stressful and complex.	Details are scattered, requiring students to navigate through multiple sources for relevant information.	All university students face challenges in making informed decisions about exchange opportunities.

What?	How?	Why?	Who?
The university exchange process becomes stressful due to the absence of uniform information for students.	Students struggle to find relevant details, navigating through various sources, hindering a smooth decision-making process.	Disorganized information systems cause frustration and complexity during the exploration of exchange opportunities.	All university students encounter challenges in making informed decisions about exchanges due to this issue.

Food Waste (David)

What?	How?	Why?	Who?
A person is throwing away more than half of lunch in the trash.	She appears calm, indifferent to the situation.	She's probably used to doing that, or she doesn't see or know anyone who wants that lunch.	A young lady. University student at restaurant.

What?	How?	Why?	Who?
A person with a bag with some food, apparently looking for someone who needs it.	She appears alert. She really wants to get rid of the bag.	She probably prefers to give some food instead of wasting it.	A young guy. University student walking by Aguas.

What?	How?	Why?	Who?
A person searching for food in the trash.	She looks desperate, stressed and starved.	She probably hasn’t eaten in a long time.	A mid-age man. He is a homeless person.

What?	How?	Why?	Who?
A person is cooking and throwing away some perfect condition ingredients in the trash.	She looks indifferent to the situation. She is focused on her work.	She's probably used to doing that all the time at work.	A mid-age man. Working in a restaurant kitchen.

Gabriel Nassar – Sara Villaveces Exchange Bliss

What	How	Why	Who
Sara was speaking about her experience in the exchange program.	She was walking around the room, gesticulating and smiling. She also had a look of nostalgia in her eyes. When she was speaking, she was looking at the floor and then at me. She was also playing with her hair. She looked so much relaxed and happy now that her exchange program was over.	She was happy to help anyone in the room by giving them info about the program.	She was speaking to the students that were interested in the exchange program. The students were from different degrees and backgrounds. They were all of ages between 20 and 23. There were almost equal number.
---	---	---	---
Sara was meeting me to talk about the exchange program.	Sara was approaching me with a serious look on her face. She was waiting for me to say something. She was also looking around the place. Her boyfriend was standing next to her, and he was also looking at me. They were both waiting for me to say something. Both of them had a free day, so they looked relaxed but on guard.	She knew that I was going to ask her about the exchange program, so she was ready to answer my questions. Both of us were planning to go to Portugal for the exchange program and we didn't know each other or what to expect.	Sara, 22, biomedical engineering student, and her boyfriend,23, a law student, were involved in the situation. Also, I was involved in the situation. I was a 21-year-old student of computer science.
---	---	---	---
Sara was looking for the exchange program office.	She was walking around the campus, looking at the buildings and the signs. She was also asking people for directions. She was also looking at her phone. She looked a bit lost and confused.	She was also desperate to find the office because she was running out of time to fulfill the requirements for the exchange program.	Sara, 22, biomedical engineering student, was involved in the situation. Also, the people she was asking for directions were involved in the situation. They were students and staff of the university. They were of different ages and backgrounds.
---	---	---	---
Sara was speaking to her friend in wheels about the exchange program of Portugal.	She was sitting on the driving seat of the car, and she was looking at her friend who was sitting on the passenger seat. She was also looking at the road. She was also gesticulating and asking questions. She was also smiling and laughing. Also she looked worried about the experience she was going to have in Portugal. Her body language was stiff and kind of nervous.	She was excited to talk about the program with someone who had already been there. She was also worried about the experience she was going to have in Portugal.	Sara, 22, biomedical engineering student, and her friend, 25, a mechanical engineering student, were involved in the situation. They were both students of the university. They were of different ages and backgrounds.

Recycling Points (Andres)

What	How	Why	Who
The user is carrying a huge model of a building.He is trying to leave the university.	He looks stressed and tired. the model on his arm makes it difficult for him to look for his exit card.	The model is a due project that he work on all week. He had already made the delivery but wanted to get rid of it as soon as possible, because it was getting in the way of his movement.	He is a 6th semester architecture student. He sees a structure analysis subject in which every 2 weeks they must deliver a different building. This situation of having to make so many models has him very stressed.
---	---	---	---
The user is carrying props and costumes from a theater performance.	He looks fatigued drama student, laden with costumes and props, faces difficulty navigating through the campus to dispose of the theatrical remnants.	The props and costumes were part of a play performed for a drama curse. With the performance concluded, the student aims to clear out the materials to make space for upcoming projects.	A 3rd-semester scenic arts student, the protagonist regularly participates in theatrical productions for coursework. The challenge arises from the need to manage and dispose of props and costumes after each performance, contributing to the clutter of materials.
---	---	---	---
The user carries a periodic table, glasses and a lab coat.	He appears tired and overwhelmed, weighed down by the display board, struggling to locate a suitable disposal area while holding various experimental tools.	The display board and experiments were part of a science fair project. After presenting and being graded, the student urgently seeks a way to discard the materials.	A 4th-semester biology student, the protagonist is immersed in the world of research projects. The challenge lies in the periodic need to create elaborate displays and experiments for different courses, leading to a recurring struggle with materials disposal.
---	---	---	---
The user searches for someone who can lend them a book for an upcoming curse.	An anxious, stressed and hurried mathematics student desperately searches the university libraries for the algebra book that is out of print.	Each semester a lot of students take the calc course, so the copies in the library are not enough and students must buy their own copy to study.	second semester student who finds that he needs an advanced algebra book so he can study Calculus the next semester.

5. Journey Maps

Link to view both journey maps

6. Brainstorm process description

During our team's brainstorming session, we employed a systematic procedure taught in class to guide the brainstorming process. Each team member actively contributed by creating a post-it note outlining a potential solution to the identified problem (the diverge phase of the brainstorming process). This initial step allowed for a diverse range of ideas to be presented. Subsequently, team members participated in a voting process, where they could cast their votes for any of the proposed ideas on the posted notes (each member of the group voted for 3 ideas that they thought were the best). This voting phase facilitated a collaborative decision-making process, ensuring that the most favored solutions emerged organically. Following the voting, we strategically narrowed down our choices by selecting four distinct ideas: one for its rationality, another for its potential to delight, a third as a long shot, and the final one for the darling (this phase is called the converge phase and is made of the BINGO). At the end, we chose one to be developed into a digital prototype.

Link to Canva Brainstorm process

7. Video of the solution prototype

Link to Figma / Link to video of prototype