Design Thinking on Sex Education
Sex Education is such a wide term a yet we know so little about it.
We were presented with the amazing challenge of offering young people the Sexual Education they deserve despite political changes in the country.
Being educated on the matter is a human right, as it is also feeling body-positive, dignified, having access to information and to health care.
To do so we worked on groups of four people using the Design thinking method for two weeks.
Here is how it went.
Briefing and Debriefing
Our client was the Spanish Ministry of Education (Ministerio de Educación del Gobierno de España).
We received a very well detailed brief on the problem, and from it we created a debrief taking in to account the most important areas of it.
We concluded that the problem was that youngsters were lacking Sexual Education, being too little, too focused on the biological side of it and interrupted.
The objective was to enable a better emotional and affective development for the youth so that they could generate balanced and healthy self-esteem.
The goal was to create a disruptive solution, that would also be a reference to the rest of Europe.
Research
Research is a crucial part of the whole process. As it would define our insights, the users to whom we would direct our solution and would give us the tools to come up with a solution.
Before I start on the process here is a little resume on what Design Thinking is.
What is Design Thinking?
Design thinking is a human-centric creative process that was created in the 1990s by David Kelley and Tim Brown of IDEO, with Roger Martin, they encapsulated methods and ideas onto a single unified concept.
The Design Thinking Ideology is based on developing a DHC (Design Human-centered solution). By researching, we create a deep understanding of our users’ lives and unmet needs.
The Design thinking process frameworks 6 phases: empathize, define, ideate, prototype, test, and implement. Here you can read more about it.
We used Design Council’s Double Diamond process to approach it, that as its creators describe on their website: “The Double Diamond is a visual representation of the design and innovation process. It’s a simple way to describe the steps taken in any design and innovation project, irrespective of methods and tools used.”
Continuing to our research, we started climbing our Double Diamond Discovering by researching the problem. In order to Empathise with the user we researched using both quantitative (Netnography, Benchmarking, Ethnography) and qualitative (Interviews, Formularies & Focus Group) methods.
After we gathered our quantitative Insights (secondary research), we generated as a group our research questions focused on our users: youngsters, parents & Educators, our client: Ministry of Education & our competitors which we used to generate our Primary research.
We interviewed two Sexology Experts, Nieves and Paloma Who gave us a very clear view of the problematic. As a result, we had very useful insights.
We also launched two formularies one for the youngster and another one for parents. We wanted to confirm some insights we gathered on our benchmarking and also find out more about their vision on the matter.
It was clear that both kids and parents believed that the education youngsters were receiving was poor and insufficient. Also, kids would rather be informed by a professional in a place where they could have all the scientific facts.
Lastly, we took on a focus group with parents of teenagers that gave us their time and thought on the matter.
This group, in particular, was very forward-thinking and although they had a very open-minded vision, they knew from their children that it wasn't the case for most of their kid’s friends.
The first thing we asked them is to define Sex Education and it’s content, it was a tricky question, as we researched most people understood sex education as to how to have sex and prevent STDs and pregnancies. They defined it like that too. They also said they knew everything there was to know about sex education. Further, into the conversation, we introduced some facts as to what sex education covered ( Emotions, Self-esteem, understanding our bodies, etc…) and their speech shifted towards maybe not knowing everything.
They reinforced our thoughts on the problem, lack of information, controversy and kids rejecting to talk about it with them.
Defining our Insights
After all the research work we did, we had so many insights it was time to take on the second part of the first diamond and start defining. We started making two user personas a teenager and her father. We also created their empathy map and customer journey. These exercises help us define the user, understand their thoughts and struggles with the matter we are researching this will help us come up with a solution that applies to them.
Research conclusions
Having so much information and insights we sat down to decide a define the most important ones, that would then lead us to the Idea.
We concluded:
- To have a good Sex Education is crucial to kids from an early age, it helps them define themselves, understand and respect other realities and have better relationships in the future.
- Sex education is not just about condoms, it teaches about emotions, self-esteem, biological facts, etc.
- At the moment in Spain, the education given isn’t constant.
- It should be a core subject at schools such as language or mathematics.
- There are many platforms, apps, games, talks, etc. about sex education but yet it is not sufficient most people don’t know about them.
- Youngsters, in general, prefer to talk to a professional about these things.
- Parents feel that they don’t have the tools & knowledge to help and educate their kids.
Ideation
At this point, we had finished the first diamond of our process and so we started to climb our second one, the creation process, starting with Ideation.
I find this part of the project the most rewarding one. As for the first part, although I enjoy it very much, it is also a rollercoaster of emotions in terms of findings & achievements…at one point I find myself thinking “everything is done and there is nothing we could do”, we there is always something we can do even if it’s just a bit different. In those cases I have faith in the process and I have to say it works every time.
The quality of the final idea relies directly on the quality of our research and findings.
So in order to find a solution we used a creative methodology called MoSCoW, it consists of a diagram where we define our product by saying what it Must, Should, Could, Won’t have. Answering these questions helps us visualize a clear idea. I have to say is one of my favorite ideation methods, I find it extremely helpful.
We almost had the Idea
We brainstormed with the MoSCoW in mind and a pen on our hand we wrote down all the ideas, definitions and words we could think of. It was clear that we wanted to create something to compliment, explain and promote an ongoing sexual education at school. It had to be something that spread the word fast and could make an impact on our society, something worth sharing on our social media, a disruptive idea.
MAS was born
The idea was simple but yet disruptive, a Museum for the Sexual Education (Museo del aprendizaje de la Sexualidad). We thought of making a temporary exhibition that would tour the biggest cities in Spain.
Starting in Madrid our proposal was big, an interactive museum divided by ages. Kids would have to visit with their parents or their consent in case they went with school and each path would be age-appropriate. It would inform on a ludic and proactive way about emotions, body parts, relationships, etc. not only kids but their parents.
We created three different age paths:
- 6 to 10 years old
- 11 to 15 years old
- 16 to 20 years old
We chose to develop one path for the time being 16 to 20 years old one.
Creation
We began this part of the process really excited as we believed ew had come up with a great idea.
Our first steps were to define our Logo and claim.
“Vamos a MAS” playing with the acronym of the Museum the claim would read “Let's go for more, or let's go further”. Why MAS (more) because kids need and deserve more.
As a promotion to our Interactive Museum, we created a very visual and appealing video, that would not give much of what they could find inside, acting as a teaser.
Here is our proposal blueprint of the museum created to fit the Ifema facilities in Madrid. Apart from the Museum, at it, we can see the different areas, including an auditorium for talks.
The Museum path
1. Welcome
A lounge room for all ages with an extended version of our promotional video, people are invited to sit and watch.
2. Sensorial hallway
It’s an introduction to what the experience at the museum will be, an discovery through senses where the visitors will be able to touch, feel,and interact. All in a ludic way.
3. Room of mirrors
Inspired by the mazes of mirrors one can find at an amusement park, these mirrors are actually interactive. By standing in front of them, the mirrors would deform our vision but also project graphics and facts about the human body, how puberty changes them and also about acceptance. The intention is to make young people feel comfortable with their bodies.
4. Arcade
To Educate for gender equality and respect while having fun, we created this arcade pods where the visitor will have to answer true or false to the challenges presented.
5. Interactive table
This table is one of the most important parts of the museum, it holds all the information anyone would need on the subject. By navigating through it, visitors can learn about any topic with texts, graphics, and animations.
6. Contraceptive display
By a first look, it seems like a traditional museum but when approaching the displays text and videos will project on the crystals. Our goal is to show the variety of contraceptive and also inform of its uses, from what it protects you, and how it works.
7. Shout room
During our research, we found out that many teenagers feel like they have no one to talk to and keep their frustrations to themselves. For this reason, we created this room where users can shout out and let go of them.
8. trivia time
we introduced this short game as a way of validating their knowledge as well as learn new things.
9. Learning with toys
To normalize the use of sexual toys.
10. Catch the condom
A fun way to end the experience.
11. Souvenirs & information
To end the experience we give out our visitors some merchandising and pamphlets with information.
In the future
In order to finish the project, we will create a website where people will be able to get their tickets.
Going to other cities and being a success in satisfied visitors, is our goal for the future.
Conclusions
The Design thinking method is like a dessert recipe if you follow the steps you’ll get something nice and sweet.
It’s a tedious process sometimes difficult to believe that it would work out but it does, but not without a lot of teamwork and effort.
