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Micro-sprint 2 Deliverable

Index

1. Selection of Problems

Four problems were selected from the Problems 202420 Padlet. The selected problems are titled:

  1. University Marketplace/Bartending App
  2. Los Andes Parking App
  3. Student Brigade
  4. Green Campus

2. Interview Structure

Each interview is structured to cater to the specific topic that the problem encompasses. The only common element shared by all four interviews is the introduction, where the interviewer introduces themselves and explains the purpose of the interview.

The following subsections show the questions written for each interview. The first subsection focuses on the introduction, where some freedom is given to the interviewer. The subsections after that one show the questions for each interview based on its topic. Under each question, the purpose for making the question is written.

Introduction

In the introduction, the interviewer must introduce himself and explain the purpose of the interview. Then, the interviewer must ask questions aimed at determining the interviewee's background. The suggested questions are asking for name, age and occupation.

Each interviewer is free to integrate these questions into the introductory conversation as they see fit. Below is an example of a possible structure:

General introduction:

Introduction Purpose
“Hello, my name is... the purpose of this interview is to gather your thoughts on a well-recognized problem on campus... Is it fine if I record this interview?..." Set the context for the interview, and ensure the interviewee understands its purpose.

Background questions:

№ Question Purpose
1 “Could you please tell me your name?” Get to know the interviewee and know their name for reference during the interview.
2 “May I ask how old you are?” Understand the demographic profile of the interviewee, which may impact their perspective on the problem.
3 “What is your current occupation?” Gain insight into the interviewee's daily life and responsibilities, which may influence their experience with the problem.

Questions for Problem 1: University Marketplace/Bartending App

№ Question Purpose
1 “Have you ever been in a class where you needed extra materials?” Determine the frequency and necessity of additional materials among students.
2 “Did you have trouble finding them, or were they so expensive that you had to find an alternative?” Identify potential barriers students face in acquiring necessary materials.
3 “Do you still have materials from a class that you no longer need?” Assess the potential supply of second-hand materials available within the student community.
4 “How often do you use academic materials after the course ends?” Understand the lifespan of academic materials and their value post-course.
5 “Would you be open to the possibility of buying these types of materials from other students?” Gauge interest in a peer-to-peer marketplace for academic materials.
6 “Would you be open to the possibility of selling these types of materials to other students?” Assess the willingness of students to participate in a second-hand marketplace.

Questions for Problem 2: Los Andes Parking App

№ Question Purpose
1 “Do you use the university's parking lot regularly? Or do you use other parking lots?” Understand the interviewee’s typical parking behavior and preferences.
2 “At what time of the day do you usually try to find a parking spot?” Identify the peak hours of parking lot usage and understand if the time of day affects the interviewee's ability to find a parking spot.
3 “Can you tell me more about the last time you used that parking lot? What was your experience like?” Gather specific insights into the interviewee's recent parking experiences.
4 “Have you ever had to visit many parking lots before finding one with availability? On average, how many different parking lots do you need to visit before finding one with availability?” Assess the extent of the parking issue and determine how often and how much effort the interviewee must exert to find a parking spot.
5 “What are the main reasons you choose to park at the parking lot you usually do?” Uncover the interviewee’s motivations and decision-making factors when selecting a parking lot.
6 “Could you describe step-by-step how you find a parking spot at the university lot?” Get a detailed understanding of the process the interviewee follows to find parking.
7 “Which step in the process of finding a parking spot is the most time-consuming or difficult for you? Can you quantify this?” Pinpoint the most significant challenges and quantify the time or effort associated with each step of the parking process.
8 “If you could take out or avoid one step in the parking process, which would it be?” Identify the steps in the parking process that the interviewee finds most problematic.
9 “How often do you experience problems with parking at the university?” Gauge the frequency of parking issues and determine how consistently the interviewee encounters difficulties.
10 “What is the maximum you would pay to have a reliable parking solution? Are you currently paying for any parking or related solutions?” Assess the interviewee’s willingness to pay for a parking solution and understand if they are already investing in parking services.
11 “As a student, how does the parking situation impact your academic/work life?” Explore the broader effects of parking challenges on the interviewee’s academic or professional responsibilities.
12 “Do you feel that better information about parking availability would significantly improve your experience?” Determine the interviewee's perception of the value of real-time parking information.

Questions for Problem 3: Student Brigade

Questions for those who have been in emergency situations

№ Question Purpose
1 “Can you describe a recent emergency situation you experienced on campus?” Gather firsthand accounts of emergency incidents to understand the context and challenges faced by students.
2 “How long did it take for the brigadiers to respond to the emergency?” Assess the efficiency and responsiveness of the current emergency response system.
3 “Can you describe your experience with reporting emergencies on campus?” Understand the user experience and identify potential pain points in the emergency reporting process.
4 “What methods are currently available for communicating with the emergency response team?” Identify existing communication channels and evaluate their effectiveness.
5 “Have you ever been in a situation where you needed to contact the emergency response team? If so, what was the situation, and how did it unfold?” Gather detailed accounts of emergency situations to understand the practical challenges faced by students.
6 “How often do you feel the need for a faster or more direct communication method?” Determine the demand for improved or alternative communication methods in emergencies.
7 “How important is it to you that emergency communications are kept private and secure?” Assess the significance of privacy and security concerns in emergency communications.

Questions for brigadiers:

№ Question Purpose
1 “Can you describe your role and responsibilities as a brigadier during campus emergencies?” Understand the duties and challenges faced by brigadiers in their role.
2 “Currently, when an emergency occurs, by what means do you receive alerts?” Identify the communication channels used by brigadiers and assess their reliability.
3 “Have you ever missed an alert? If so, why?” Determine the effectiveness of the alert system and identify any gaps or issues.
4 “How quickly are you typically able to respond to emergencies once you are notified?” Measure the response time of brigadiers and identify factors that influence it.
5 “Have you ever encountered situations where communication breakdowns occurred? If so, can you describe them?” Identify potential weaknesses in the communication system during emergencies and gather insights for improvement.

Questions for Problem 4: Green Campus

№ Question Purpose
1 “How do you currently find information about recycling stations, bike-sharing locations, or other sustainable features on campus?” Understand the accessibility and visibility of sustainability information on campus.
2 “Have you ever struggled to locate sustainability-related events or resources on campus? Can you describe a recent experience?” Identify challenges students face in accessing sustainability resources and events.
3 “What would make it easier for you to access sustainable resources, like local farmers' markets or community gardens, on campus?” Gather suggestions for improving the availability and accessibility of sustainable resources.
4 “How do you usually hear about sustainability events or activities? Do you find the information easy to locate?” Evaluate the effectiveness of current communication channels for promoting sustainability initiatives.
5 “What challenges do you face when trying to participate in sustainability efforts on campus?” Identify barriers that prevent students from engaging in sustainability initiatives.
6 “What do you think could be done to increase awareness and participation in sustainability initiatives at the university?” Gather ideas for enhancing student involvement in sustainability efforts and improving overall awareness.

3. Interviews

Evidence is provided for each interview conducted, one per team member. The evidence includes at least the full audio recording of the interview and in some cases, a full transcript of the interview.

Additionally, for each interview, a summary is provided in the form of an audio of no more than 5 minutes.

Disclaimer: Even though it could be interpreted from the original instruction that a single summary that encompassed all interviews was expected, professors Vivian and Camilo clarified that a summary per interview was indeed the expected deliverable.

№ Interviewer Interviewee Problem Full Interview Interview Summary
1 Ernesto Carlos Perez Nicolas Saavedra University Marketplace/Bartending App Full Audio Summary
2 Mariana Ruiz Giraldo Daniel Arango Cruz Los Andes Parking App Full audioInterview transcript.pdf Interview summary (5 min)
3 Santiago Martínez Novoa Gabriel Eduardo Ardila Carrillo University Marketplace/Bartending App Full audio Audio with key information
4 Federico Melo Barrero David Alejandro Fuquen Flórez University Marketplace/Bartending App Full Interview AudioFull Interview Transcript Interview Summary
5 Juan Sebastián Núñez Cortes Laura Sofia Sarmiento Gutiérrez University Marketplace/Bartending App Full audio Interview Summary
6 David Burgos Mendez Nicolas Carvajal Chaves Los Andes Parking App Full audio Interview Summary

4. Interview Situations

Interview 1 Situations

  • Interviewer: Ernesto Carlos Perez
  • Interviewee: Nicolas Saavedra
Situation What? How? Why? Who?
1 Students from certain programs/careers are constantly required to buy materials to be able to do their course activities. The user expresses some stress because the students are expected to buy materials on their own which can sometimes be hard to do. Without the materials the students can not complete the course or will be heavily punished on their grades. Students from all careers, however the problematic
2 The user does not have enough money to buy all the materials required. Students might get worried about not being able to have complete materials or stressed because they need to take the money from someplace else. Some of the courses might require materials that are very expensive, especially for students which tend to not have a lot of economic resources available and might need them for other, more important, purposes. The situation presents to all students that have limited economic resources on their daily life and need to buy materials for their courses.
3 Some materials required are not easy to find and require the user to search all around the city for a very specific material. Users get impatient because they cannot find the correct material, they can also feel unsafe/unsure about going to stores they don’t know or locations they are not familiar with in the city. Students usually don’t have much time to go looking for materials in the city, especially since the city tends to have very unsecure locations. Students that have limited mobility in a city because they don’t have the means, there are also students who are from other cities and are not familiar with their surroundings.
4 Students often end up with unused or barely used materials after completing a course. Users express frustration over the waste of money and space occupied by these materials, which they no longer need. Many materials are only required for a single course, leading to a surplus that students don't know how to manage. Students from all careers who accumulate materials that are specific to certain classes and have no resale or reuse options.
5 Students are looking for ways to make extra money to support their studies. Users see the potential of selling their used materials as a way to earn some money. The cost of living and studying is high, and students are often looking for side gigs or other ways to generate income. Students who have completed their courses and no longer need certain materials but could benefit from selling them to others.

Interview 2 Situations

  • Interviewer: Mariana Ruiz Giraldo
  • Interviewee: Daniel Arango Cruz
Situation What? How? Why? Who?
1 A person doesn't want to leave their car with the keys in the parking lot because they don't feel comfortable doing so and think there are risks. The parking lots require leaving the keys for moving cars that block others. They are hesitating to hand over their keys to the parking lot attendant. The person is behaving cautiously and defensively. They feel anxious. They are worried about the potential risks of leaving their car keys with a stranger. This could be from hearing stories of car thefts or personal experiences where trust was breached. A cautious and protective person, likely someone who has a strong attachment to their car. They are a student who has worked hard to acquire their vehicle and values its safety above convenience.
2 A person has to visit many parking lots to find one that is available. It's hard to know which parking lot has availability in real-time. They are driving around the campus, stopping at the entrance of each parking lot to look for signs of availability, with growing frustration. The person is showing signs of impatience, frequently checking their watch or phone for the time. They are in a hurry to attend a class or meeting and didn't anticipate the difficulty of finding a parking spot. They wish for a more efficient system to save time and reduce stress. A student who is time-conscious and values efficiency. They may have a busy schedule and rely on their car to get around quickly, making the lack of available parking a significant inconvenience for them.
3 A person doesn't want their car to be under direct sunlight, so they search for parking lots with roofs or that are underground. But they have to manually go through many parking lots to know which one has a roof. The person is concerned for their car’s condition and is thinking about how hot the temperature is going to be when they get into the car again. Their primary motivation is likely the preservation of their car’s aesthetics and functionality. They could be a detail-oriented person, possibly a student or faculty member who values their investment in a high-quality vehicle and doesn`t want to feel uncomfortable inside it.
4 A person doesn’t have enough cash to pay the parking spot. They want to pay with a debit or credit card, but sometimes the parking lot doesn’t receive cards. They are standing at the parking lot booth, fumbling through their wallet and then looking up at the attendant with an apologetic expression, asking if card payment is possible. The person is embarrassed because they didn't anticipate this situation. If the attendant says no, the person might sigh or nod in understanding, then start to walk away in search of an ATM This situation might arise from a combination of factors, such as not having cash on hand due to the increasing reliance on digital payments or a recent experience where they were able to pay by card. They might feel frustrated by the lack of modern payment options, which can be inconvenient and time-consuming. A student or younger professional who is used to the convenience of digital payments. They may not carry much cash and expect to use their card for most transactions, reflecting a trend toward a cashless society.
5 There isn’t an easy way to know the full prices of the parking spots. Someone has to go through every parking lot they frequent. They are stopping by each parking lot’s entrance, peering at the price boards or asking the attendants for the rates, and taking notes on their phone or a notepad. The student is being methodical and thorough, because they want to find the best price. This student is budget-conscious and wants to ensure they are getting the best deal for parking. They might be frustrated by the lack of transparency or the need to manually compare prices, which could be a time-consuming process. A practical and budget-oriented student who needs to park frequently and is looking to manage their expenses carefully.

Interview 3 Situations

  • Interviewer: Santiago Martínez Novoa
  • Interviewee: Gabriel Eduardo Ardila Carrillo
Situation What? How? Why? Who?
1 Lack of communication between students who have already completed a class and those currently needing the materials. The interviewee mentioned that students often don’t know who to reach out to for materials. They might express frustration about the lack of a system to facilitate this exchange, possibly suggesting that the process feels disorganized or inefficient. This issue likely arises because there’s no formal mechanism in place to connect students who have materials with those who need them. The interviewee may feel that having such a system would save time, reduce waste, and be beneficial for the campus community. University students, both those who have completed the course and those currently enrolled. The interviewee could be someone who has faced this issue either as a student who needed materials or as one with excess materials.
2 Students don’t reuse their materials after a class ends. The interviewee might talk about how students tend to forget about their materials once the class is over, with textbooks or other materials left unused and gathering dust. They could express disappointment about the waste of resources or mention that this is a common occurrence. This could be due to students moving on to new classes and simply not needing the old materials anymore. The interviewee may feel that there is a need for a system that allows students to pass on or sell these materials so they don’t go to waste. The interviewee is likely a student who is either looking to sell their own materials or feels frustrated by the abundance of unused materials across campus.
3 Some classes require materials in bulk, leading to leftover or excess material. The interviewee might describe situations where students are required to purchase more materials than they actually need for a class, leaving them with extra supplies that they can’t use. This could be mentioned with a sense of frustration or resignation, as it seems wasteful and inefficient. This is likely because class requirements often don’t account for smaller quantities, leading to waste. The interviewee may suggest that a system where students can share or redistribute these excess materials would be more sustainable and cost-effective. The interviewee could be a student enrolled in a course that requires bulk materials, such as art or chemistry, who feels frustrated by the inefficiency of the current system.
4 Existing marketplaces lack specificity, making it difficult to find materials, and the process is slow due to intermediaries. The interviewee may talk about their experiences with online marketplaces or campus groups where it’s hard to find specific materials for their classes. They might express frustration about the slow process, mentioning that they had to wait for responses from sellers or deal with unclear listings. This could be due to the lack of a platform tailored specifically to academic materials, leading to confusion and delays. The interviewee likely believes that a more targeted, student-focused platform would speed up the process and make it easier to find the right materials. A student trying to buy or sell class materials, possibly with experience using general marketplaces or social media groups that are not optimized for academic needs.
5 Materials for electrical classes are very expensive and unaffordable for many students. The interviewee might talk about the high costs of materials for electrical courses, emphasizing that they and their peers struggle to afford them. They could express a desire for more affordable options, such as second-hand sales or group purchases. This is likely because electrical equipment and specialized materials are often expensive, and students don’t have the budget to buy them new. The interviewee may feel that a system that facilitates resource sharing or second-hand purchases would make these courses more accessible. A student enrolled in an electrical course who is struggling with the cost of materials. They might be budget-conscious and actively looking for ways to save money while still meeting course requirements.

Interview 4 Situations

  • Interviewer: Federico Melo Barrero
  • Interviewee: David Alejandro Fuquen Flórez
Situation What? How? Why? Who?
1 A student needs specific materials like resistors and cables for a class. The materials are available at a store 1 km away from campus. The student makes a long trip to get the materials, walking or driving out of their way. The student needs these specific materials to complete their coursework and has no other options on campus. A student trying to meet course requirements despite the inconvenience of acquiring materials.
2 A student has leftover materials from previous classes that they no longer need. They are considering what to do with these items. The student keeps the materials stored in their room, unsure of how to dispose of them. The student is hesitant to throw them away because they see value in the items and feel they could be useful to others. A student who values reusability but doesn't have a solution for selling or giving away their items.
3 A student has to visit multiple stores to gather all required materials for a project. Each store is located far apart, making the process time-consuming. The student is stressed, moving from store to store, trying to collect everything in one day. The student is under pressure to complete the project and needs all materials quickly. A student balancing limited time and the demands of a project.
4 A student is looking to sell old materials but finds no easy platform to do so. They consider listing them online but are unsure where to start. The student doesn't know how to take action, as he doesn't see any clear alternatives. The student wants to make some money back on items they don't need, but the process seems too complicated. A student seeking convenience and simplicity in selling used materials.
5 A student struggles to find specific materials for a class on time. They wish there was an easier way to connect with others who might have the items. The student is frustrated, feeling isolated in their search for the materials they need. The student believes that a peer-to-peer system would simplify the process and reduce their stress. A student who values collaboration and efficiency in acquiring academic resources.

Interview 5 Situations

  • Interviewer: Juan Sebastián Núñez Cortes
  • Interviewee: Laura Sofia Sarmiento Gutiérrez
Situation What? How? Why? Who?
1 A student needs specific materials (e.g., xylitol) for a lab experiment but finds that the university has run out of these supplies. The student looks for a special provider outside the university, feeling the process is complicated and involves additional steps. The student needs these specific materials to conduct their experiment properly and fulfill course requirements. A diligent chemical engineering student, who is committed to completing their coursework effectively.
2 A student has leftover lab materials (e.g., xylitol, gloves, coat) from previous semesters. The student keeps the leftover materials stored without using them. The student understands the value of these materials but doesn't have a straightforward way to recycle or sell them. A student who values the potential reuse of materials rather than waste.
3 A student frequently has to buy lab coats, gloves, and glasses for lab courses. The student repeatedly purchases these items, feeling the financial frustration of the redundancy. This is necessary as the university doesn't always provide enough materials, leading to excess after course completion. A student and her peers who engage in lab courses.
4 A student contemplates selling leftover materials like lab coats, gloves, and glasses after they are no longer needed. The student is enthusiastic about the idea of recycling and providing these materials to other students who might need them. The student recognizes the economic advantage and the benefit of recycling valuable materials. A student, looking for ways to support fellow students while benefiting personally.
5 A student imagines a campus marketplace where things like notes, personal project materials, and lab items can be bought/sold. The student is optimistic about the practical benefits, such as saving time and money, and supporting an internal university economy. The student believes a marketplace would make acquiring and disposing of course materials far more efficient and accessible. A student with a vision to simplify academic resource management among peers.

Interview 6 Situations

  • Interviewer: David Burgos Mendez
  • Interviewee: Nicolas Carvajal Chaves
Situation What? How? Why? Who?
1 A student is going to the university in the morning driving their parent’s car, there is no traffic, so the student avoids the morning rush The student is calm and in no need to rush or speed in the streets, they are confident on the road because they know well the route to the university The student prefers waking up early to avoid traffic jams, this prevents stress and makes a smooth commute The students who prefer early mornings and don’t like traffic jams
2 A student has entered the SD building and is searching for an available parking space, they don’t have any problem, due to the early hour there are a lot of open spaces The student is calm and efficient, they know well the building, they are not in any hurry because they know where to go The student’s routine involves parking most days in this building, so he is familiar with the layout making easy this process The students who prefer early mornings and the building they known
3 After 30 minutes of parking the student is in class or working in a building far from the SD, they can focus on their work because they are confident in the car safety The student is completely focused on their work without any worries, due to all the experience and knowledge The student calmness come form all the years they have parked there, they are familiar with the process and environment The students who prefer early mornings and familiar parking lots
4 At the afternoon the student goes to the SD building and forms in line to pay the ticket, he prepares the cash from the wallet, already feeling slightly impatient at the prospect of waiting The student is calm but a little bit irritated by the waiting in line and the lack of paying methods other than cash and card The student dislikes waiting in line and not having other paying methods because they feel that this is a waste of time The student who likes efficiency and values their time and get frustrated by outdated systems
5 In the morning the student is choosing what method of transport is going to use, they are searching for the traffic and whether conditions to make the best choice The student is thoughtful and deliberate, considering all factors before deciding, they are calm and taking the time to make an informed choice The student wants to avoid unnecessary stress, like traffic jams or bad weather, they value a calm drive to the university, so they are taking their time to make the best choice A calm and cautious student who likes to take informed decisions

5. Journey maps

Journey map for University Marketplace/Bartending App

1.Map

Journey map for Los Andes Parking App

Transporte (1)

6. Brainstorming process

The brainstorming process was followed by the team on the class on Wednesday, August 14. The team gathered and followed the stages of the Design Thinking process to come up with a solution for two problems: the University Marketplace/Bartending App and the Los Andes Parking App. The Brainstorming is framed in the third stage of the Design Thinking process, which is Ideate (the previous stages are followed by the team by the interviews and the synthesis of the information gathered from them, shown in the previous sections). The process was divided into two stages, adhering to the divergence-convergence pattern.

Divergence

The first stage of the Brainstorming process was Divergence. This stage is characterized by the generation of a wide range of ideas, without any restrictions. The methodology used to achieve this was a Padlet postit board, where the team members could write down their ideas freely. We were also gathered on-site so that any ideas written could be discussed by the team. The following image shows the Padlet board used for the Brainstorming process:

After this stage of gathering lots of ideas on both problems, the Team opted to focus on the University Marketplace/Bartending App problem. That decision was the basis for the Convergence stage of the Brainstorming process.

Convergence

The second stage of the Brainstorming process was Convergence. As mentioned above, this stage focused on the University Marketplace/Bartending App problem. This stage is characterized by the selection and refinement of the most promising ideas, having in mind the development of a prototype for the solution. The methodology used to achieve this was a second Padlet postit board, where the team members could take ideas from the previous board and refine them, combine them, or propose new ideas based on the previous ones. The following image shows the Padlet board used for the Convergence process:

After this stage of selecting and refining the most promising ideas, the Team was ready to develop a prototype for the solution. The following section shows the video of the Team presenting the solution prototype.

7. Video of the solution prototype