Live and Learn
tools for distributed families
Melissa Cliver Masters thesis Carnegie Mellon School of Design 2009 Adviser Jodi Forlizzi
challenges & opportunities 13 million single parent households in the US (2006) US census
1/3 of all children live in single parent households (25 million) American Demographics
“single parent households are largely under served when it comes to unique products and services.� Canadian Corporate News - Mathews
Live and Learn tools for distributed families
A scheduling, planning and networking tool that eases the challenges of collaboration between distributed family members.
research
literature review interviews guided visualization auto driving participant observation concept validation creation
themes
solution
literature review relationships
technology / design
group flow • activity must have clear goals • parallel organized working • concentrated and focused • a sense of personal control
c0-parenting
conflict negotiation
Interviews kids part of the process without agency
grown kids I feel more adaptable
parent types “agree to agree� vs. overt antagonists
mediators child as object vs. subject nurses (analogous) shift change as compared to child transitions
5 middle class families / 7 kids / 8 parents / 2 mediators / 1 nurse
guided visualization what does the feeling look like?
how would you want it to look?
random blocks in a burlap bag with information on them...all piled up...
“
”
“ I want it to be like a conveyer belt, where blocks of communication come one at a time, with an on and off switch...
”
auto driving what were you doing in these photos?
“we agree to agree for our kid’s sake”
photo tour of home follow-up interview using photos Deborah D. Heisley; Sidney J. Levy The Journal of Consumer Research, Vol. 18, No. 3. (Dec., 1991), pp. 257-272.
participants use photos to gain perspective on their actions
kid’s journals
what do you plan?
kid’s recognize clear differences in parental roles
the journal work needed to be planned making it a probe
making time and remembering objects are important to kids
kids participate in planning—without realizing it
participant observation : two weekends parental interactions technology use—kids and parents day to day challenges/breakdowns transitions between parents/events
“mom, I can’t be late”
findings observation
implication
parents delay and avoid direct communications with co-parent
communication can be made more inviting by mediating through a neutral space
complex information is exchanged out of context and “in passing�
scheduling information should be presented in a meaningful context
parents disagree about how much each contributes to child care, breeding discontent
child-care contributions should be documented
findings observation
implication
parents delay and avoid direct communications with co-parent
communication can be made more inviting by mediating through a neutral space
complex information is exchanged out of context and “in passing�
scheduling information should be presented in a meaningful context
parents disagree about how much each contributes to child care, breeding discontent
child-care contributions should be documented
findings observation
implication
parents delay and avoid direct communications with co-parent
communication can be made more inviting by mediating through a neutral space
complex information is exchanged out of context and “in passing�
scheduling information should be presented in a meaningful context
parents disagree about how much each contributes to child care, breeding discontent
child-care contributions should be documented
findings observation
implication
parents delay and avoid direct communications with co-parent
communication can be made more inviting by mediating through a neutral space
complex information is exchanged out of context and “in passing�
scheduling information should be presented in a meaningful context
parents disagree about how much each contributes to child care, breeding discontent
child-care contributions should be documented
findings observation
implication
parents delay and avoid direct communications with co-parent
communication can be made more inviting by mediating through a neutral space
complex information is exchanged out of context and “in passing�
scheduling information should be presented in a meaningful context
parents disagree about how much each contributes to child care, breeding discontent
child-care contributions should be documented
findings observation
implication
parents delay and avoid direct communications with co-parent
communication can be made more inviting by mediating through a neutral space
complex information is exchanged out of context and “in passing�
scheduling information should be presented in a meaningful context
parents disagree about how much each contributes to child care, breeding discontent
child-care contributions should be documented
creation
concept validation “word catcher.”
“think together.”
Need: To remember things relayed out of context Questions: What would help you remember things out of context?
Need : Kids don’t always want to do their homework but need to Questions: When do kids want to do homework ?
?
what does that mean dad
JIm a busy dad with two jobs he often drops his kids off at their moms on Saturday morning for 5 days.
He has his “word catcher” on, which he is confident will collect a series of “to do’s” being directed at him.
“see the plan.”
Elizabeth as a dynamic calendar as her cell phone “wall paper.” She has icons set up to reflect various things she has to do each day
He is able to focus on his kids and giving them a meaningful kiss and hug - chatting about the day to come withouth worring about remembering.
Need: To visualize your calendar in a meaningful way. Questions: In what ways would you visualize your week?
She is able to check on the calendar and see the hourly updates shown as icons she has selected reflect her personal meaning.
She can change, add and remove icons as needed. The wallpaper helps her get a quick look at the day to day. On busy days there are more icons.
“got it.”
Joanie is a third grade student who is busy. She travels from mom’s house to dad’s house mid week and occasionally sporadically during the weekend as needed by her parents.
Oscar doesn’t like doing homework but wants to see his dad--this makes doing homework ok. If Jim has to go to a client dinner, he can still make the 7 pm homework date with a previously recorded chat.
Need: To remember what you need and where things are. Questions: How would you want to keep track ? How do you now?
Joanie has a bag that helps her remember what is going on this week. It also helps her remember her stuff for various activities, school projects and going back and forth from dad and mom’s house.
She is now very aware of the happenings for the next few days and what she will need where. This gives her a sense of calm because she has the information she needs. She is able to visualize her week in a cute way.
“bed time story.”
Joanie wants to hear and see mom before going to bed. They tell stories. Joanie doesn’t want mom to be lonely.
children want to have access to both parents at all times parents want their free time—rather than a scheduled link to child parents prefer writing over speaking for communicating
Jim knows what’s going on in school because the teacher sends updates on the Live and Learn parent line. Oscar thinks its better that his dad talks about stuff thats really going on--not just “how was school”
Jim likes feeling connected to Oscar. He misses him and this is a way to be together (he can also ask quick questions to Elizabeth if she is in the room to make sure he remembers the schedule for tomorrow
Need: Joanie likes to get a bed time story from Mom. Questions:
Elizabeth knows it means a lot to Joanie to say goodnight.
Joanie can also practice school and dance with her friends who live across town when they can’t meet in person.
concept validation “word catcher.”
“think together.”
Need: To remember things relayed out of context Questions: What would help you remember things out of context?
Need : Kids don’t always want to do their homework but need to Questions: When do kids want to do homework ?
?
what does that mean dad
JIm a busy dad with two jobs he often drops his kids off at their moms on Saturday morning for 5 days.
He has his “word catcher” on, which he is confident will collect a series of “to do’s” being directed at him.
“see the plan.”
Elizabeth as a dynamic calendar as her cell phone “wall paper.” She has icons set up to reflect various things she has to do each day
He is able to focus on his kids and giving them a meaningful kiss and hug - chatting about the day to come withouth worring about remembering.
Need: To visualize your calendar in a meaningful way. Questions: In what ways would you visualize your week?
She is able to check on the calendar and see the hourly updates shown as icons she has selected reflect her personal meaning.
She can change, add and remove icons as needed. The wallpaper helps her get a quick look at the day to day. On busy days there are more icons.
“got it.”
Joanie is a third grade student who is busy. She travels from mom’s house to dad’s house mid week and occasionally sporadically during the weekend as needed by her parents.
Oscar doesn’t like doing homework but wants to see his dad--this makes doing homework ok. If Jim has to go to a client dinner, he can still make the 7 pm homework date with a previously recorded chat.
Need: To remember what you need and where things are. Questions: How would you want to keep track ? How do you now?
Joanie has a bag that helps her remember what is going on this week. It also helps her remember her stuff for various activities, school projects and going back and forth from dad and mom’s house.
She is now very aware of the happenings for the next few days and what she will need where. This gives her a sense of calm because she has the information she needs. She is able to visualize her week in a cute way.
“bed time story.”
Joanie wants to hear and see mom before going to bed. They tell stories. Joanie doesn’t want mom to be lonely.
children want to have access to both parents at all times parents want their free time—rather than a scheduled link to child parents prefer writing over speaking for communicating
Jim knows what’s going on in school because the teacher sends updates on the Live and Learn parent line. Oscar thinks its better that his dad talks about stuff thats really going on--not just “how was school”
Jim likes feeling connected to Oscar. He misses him and this is a way to be together (he can also ask quick questions to Elizabeth if she is in the room to make sure he remembers the schedule for tomorrow
Need: Joanie likes to get a bed time story from Mom. Questions:
Elizabeth knows it means a lot to Joanie to say goodnight.
Joanie can also practice school and dance with her friends who live across town when they can’t meet in person.
concept validation “word catcher.”
“think together.”
Need: To remember things relayed out of context Questions: What would help you remember things out of context?
Need : Kids don’t always want to do their homework but need to Questions: When do kids want to do homework ?
?
what does that mean dad
JIm a busy dad with two jobs he often drops his kids off at their moms on Saturday morning for 5 days.
He has his “word catcher” on, which he is confident will collect a series of “to do’s” being directed at him.
“see the plan.”
Elizabeth as a dynamic calendar as her cell phone “wall paper.” She has icons set up to reflect various things she has to do each day
He is able to focus on his kids and giving them a meaningful kiss and hug - chatting about the day to come withouth worring about remembering.
Need: To visualize your calendar in a meaningful way. Questions: In what ways would you visualize your week?
She is able to check on the calendar and see the hourly updates shown as icons she has selected reflect her personal meaning.
She can change, add and remove icons as needed. The wallpaper helps her get a quick look at the day to day. On busy days there are more icons.
“got it.”
Joanie is a third grade student who is busy. She travels from mom’s house to dad’s house mid week and occasionally sporadically during the weekend as needed by her parents.
Oscar doesn’t like doing homework but wants to see his dad--this makes doing homework ok. If Jim has to go to a client dinner, he can still make the 7 pm homework date with a previously recorded chat.
Need: To remember what you need and where things are. Questions: How would you want to keep track ? How do you now?
Joanie has a bag that helps her remember what is going on this week. It also helps her remember her stuff for various activities, school projects and going back and forth from dad and mom’s house.
She is now very aware of the happenings for the next few days and what she will need where. This gives her a sense of calm because she has the information she needs. She is able to visualize her week in a cute way.
“bed time story.”
Joanie wants to hear and see mom before going to bed. They tell stories. Joanie doesn’t want mom to be lonely.
children want to have access to both parents at all times parents want their free time—rather than a scheduled link to child parents prefer writing over speaking for communicating
Jim knows what’s going on in school because the teacher sends updates on the Live and Learn parent line. Oscar thinks its better that his dad talks about stuff thats really going on--not just “how was school”
Jim likes feeling connected to Oscar. He misses him and this is a way to be together (he can also ask quick questions to Elizabeth if she is in the room to make sure he remembers the schedule for tomorrow
Need: Joanie likes to get a bed time story from Mom. Questions:
Elizabeth knows it means a lot to Joanie to say goodnight.
Joanie can also practice school and dance with her friends who live across town when they can’t meet in person.
themes
• mediate parental exchanges in a neutral space • facilitate exchanging information in context • validate and document contributions of time and money • deescalate stress through perceived support for child and parent • acknowledge parental contributions
• mediate parental exchanges in a neutral space • facilitate exchanging information in context • validate and document contributions of time and money • deescalate stress through perceived support for child and parent • acknowledge parental contributions
• mediate parental exchanges in a neutral space • facilitate exchanging information in context • validate and document contributions of time and money • deescalate stress through perceived support for child and parent • acknowledge parental contributions
• mediate parental exchanges in a neutral space • facilitate exchanging information in context • validate and document contributions of time and money • deescalate stress through perceived support for child and parent • acknowledge parental contributions
• mediate parental exchanges in a neutral space • facilitate exchanging information in context • validate and document contributions of time and money • deescalate stress through perceived support for child and parent • acknowledge parental contributions
solution
Live and Learn current
future
from
from
from
irritated
angry
confusing
to empathetic
to respectful
from overwhelming
to clear
A neutral, space for the together-yet-separate collaboration of co-parenting
to manageable
Live and Learn video sketch features Co-parents personal calendar “present but private�
Negotiations of time arranged with Live and Learn avoid emotional negotiations between co-parents
Live and Learn tools for distributed families A neutral space for together-yet-separate co-parenting collaboration
Melissa Cliver Masters thesis Carnegie Mellon School of Design 2009 Adviser Jodi Forlizzi
thank you.
appendix
negotiate
plan
support
balance
manage
share
advice other parents
fun logistics
visualize
calendar app
share
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