KYKY

COMMUNITY
Improving the KYKY experience

PROJECT REPORT
Designing for Services 2018

Team01_EKA
Jiyoung Son, Julianna Nevari, Lin Hou,
Miika Lehtinen, Milla Kruskopf &
Sonja Nielsen
TABLE OF CONTENTS

00. TABLE OF CONTENTS 02

01. INTRODUCTION 04
1.1 Our brief
1.2 How to get there?

02. PHASE 1: DISCOVER 07

2.1 Desktop research: What is KYKY and how it works.
2.2 Defining the stakeholders: KYKY service ecology map
2.3 Defining customer value: Teachers’ value proposition
2.4 First re-brief

03. PHASE 2: DEFINE 13

3.1 Interviews
3.2 Insights from the interviews
3.3 Second re-brief
3.4 Positioning map

02 KYKY COMMUNITY
04. PHASE 3: DEVELOP 23
4.1 Customer typologies and personae
4.2 Current KYKY customer journey
4.3 Turning pain points into design opportunities
4.4 Ideation
4.5 Prototype workshop
4.6 Prototype testing with stakeholders
4.7 Results from the workshop
4.8 Insights and conclusion

05. PHASE 4: DELIVER 39

5.1 The KYKY Community
5.2 Benefits
5.3 Olli’s Journey
5.4 Touch points
5.5 Benchmarking
5.6 Answering to the brief
5.7 Why FEU should implement this?
5.8 Vision for the KYKY community
5.9 Roadmap - Future of KYKY

06. FINAL WORDS 59

ATTACHMENTS 60

01. INTRODUCTION | 03
 INTRODUCTION

04 KYKY COMMUNITY
1.1
OUR BRIEF
This is a project report for the Aalto ARTS
Collaborative and Industrial Design course
Designing for Services, a course for improv-
ing public services with new design solutions
at the City of Espoo in Finland.
Our initial brief for the project was given by
our client as presented on the right. Our
client FEU, the Finnish Education Unit of Es-
poo (SUKO in Finnish), is running the KYKY
co-creation model, which aims at enabling
co-creation between schools and compa-
nies. FEU has noticed that the companies
are very eager to participate in the KYKY
platform activities, but that the schools are
not active in generating ideas and starting
cooperation.
Hence, we were invited to figure out how
to make KYKY more attractive to school
communities.
“Within the KYKY activities, we co-create
new products, methods and services with
schools, day care centers and communities.
We wish to ensure that all operators partici-
pating in KYKY activities – students, teachers
and representatives of companies and
communities alike –benefit from the process
of co-creation (win-win-win).
How can we assure that KYKY inspires and
motivates day care centers, schools and
upper secondary schools to actively take
part in the operations and ensure they want
to remain in the activities?
We hope to ensure that all participants
can benefit from the operations during the
process by gaining success, experiences or
other possible benefits, and that participants
do not feel they are only contributing with
knowhow or ideas. How are benefits distrib-
uted among the different stakeholders? How
can we make KYKY so attractive that day
care centers, schools and upper secondary
schools want to participate in the activities
again?”
01. INTRODUCTION | 05
 1.2
HOW TO GET THERE?

In our process, we followed the typical service design model

called the double diamond model (see the figure on the
right).

During the discover phase, we did desktop research and

interviews with different stakeholders to understand what
KYKY is about and how the users feel about it. Based on
this research, we synthesized our findings into insights and
defined our brief. During the develop phase, we turned our
insights into design opportunities, chose the three most
potential ones and ideated around those. Through the pro-
totyping workshop with the stakeholders, we found our final
focus area, which we developed further in the deliver phase.
Finally, we created the final presentation and, eventually, this
report, to communicate our findings to our client.

06 KYKY COMMUNITY
PHASE 1:
DISCOVER

02. PHASE 1: DISCOVER | 07

 2.1
DESKTOP RESEARCH: THE NEW
NEEDS OF FINNISH EDUCATION

KYKY stands for in Finnish: Koulujen (Schools) ja Yritysten

(Entrepreneurs) Kiihdytetty (Accelerated) Yhteiskehittämin-
en (Co-creation). It was founded a few years ago by Espoo
politicians and civil servants in an attempt to both create
better local business opportunities, as well as answer to the
development needs and motives encountered in the daily
lives in schools.

As a co-creation framework, KYKY answers to the needs of

collaboration, experimentation and value co-creation among
teachers, entrepreneurs, local authorities and politicians. The
central idea of KYKY is that schools get the opportunity to
implement project based learning and transversal skills as
well as ideate new concepts to ease their daily lives. On the
other hand, it gives businesses the opportunity to test and
develop their services in authentic environments. (Sutinen,
Erkkilä, Wollstén, Hagman, Hirvikoski, Äyväri, 2016.)

Image 1_ KYKY Living Lab

consists of the physical, digital
and social aspects of the KYKY
co-creation platform.

08 KYKY COMMUNITY
EDUCATION IN FINLAND
Finnish education has always been top class
in the OECD PISA -ranking since its very
beginning, although slight decrease in com-
parative performance has been appearing
of late after other countries boosting their
performance. The most miraculous aspect of
Finnish education is the fact, that the good
results are achieved through less resources
than other top-ranking countries, such as
Korea and Hong Kong, and the pupils do
not require any extracurricular courses to
succeed in their education. This is achieved
mostly due to the high qualifications of Finn-
ish teachers, since to be a teacher in Finland,
you have to possess a Master’s degree from
the university. Also the pupils’ socioeconom-
ic background doesn’t affect their chances
to succeed, and thus, Finland is the topmost
country in the equity of education. The
things that are currently found most worrying
about the educational system in Finland are
the differences in performance between
genders -- Boys perform significantly worse
in reading comprehension, and areal differ-
ences are quite alarming as well. Also pupils’
wellbeing and school satisfaction are at a
worrying level, which has led to the develop-
ment of curricular reforms.
The most notable of the curricular reforms
taking foot in Finland is the introduction of
the transversal skills into the national curric-
ulum, following the international model of
21st century deep learning skills. These skills
should ideally be embedded in the teaching
of each individual subject and all of them
most preferably included in the phenome-
non based projects, that are another new
compulsory addition in each school. The
skills are: Thinking and Learning to Learn,
Cultural Competence, Interaction and
Self-Expression, Self-Care and Managing Ev-
eryday Life, Multi-literacy, ICT Competence,
Working Life Skills and Entrepreneurship
and Participating, Influencing and Building a
Sustainable Future.
KYKY was developed to help the schools to
response to these new challenges of edu-
cation. It provides an easy way for embed-
ding transversal and co-creation skills in the
curriculum, and thus giving the students the
means to cope with the challenges set by
the rapidly changing world.
02. PHASE 1: DISCOVER | 09
2.2
DEFINING THE STAKEHOLDERS:
KYKY SERVICE ECOLOGY MAP
The main stakeholders involved in KYKY are
companies and school communities, consist-
ing of principals, teachers and students, as
well as FEU, who is in charge of running the
platform. Mediator circle refers to a group
of KYKY developers organized by FEU, and
functions as a supportive stakeholder to en-
able the process. The wider context of KYKY
spans from FEU and the individual schools in
city of Espoo, all the way towards the more
national context in educational research
& development institutes and businesses
outside of Espoo.
Espoo, with all its businesses and the cam-
pus of Aalto University, is the entrepreneurial
hub of Finland, which makes it natural for
endeavors such as KYKY to be developed
here out of all places.

010 KYKY COMMUNITY

2.3
DEFINING CUSTOMER VALUE:
TEACHERS’ VALUE PROPOSITION

The school communities play a crucial role in deciding

whether to start the KYKY process. To better understand
what KYKY can provide to the school communities, and
empathize with the teachers and principals, we created a
traditional Value Proposition Canvas using the Lean Startup
methodology. Based on this, we recognized the teachers’
jobs to be done as helping their pupils gain the so-called
21st century competence and, from a responsibility point of
view, to fulfill the requirements of the national curriculum on
behalf of the transversal skills.

Through our analysis we found that the KYKY platform is

actually an excellent solution to get these jobs done. Hence,
these benefits should be communicated clearly to the school
communities to make them realize what KYKY can provide to
them.

02. PHASE 1: DISCOVER | 011

 2.4
FIRST RE-BRIEF

Based on the discussions with our brief owner, and our initial
research, we came to the conclusion that companies are not
the problem in KYKY, but the schools, as they don’t proac-
tively participate in the activities. Hereby, we collaboratively
iterated our re-brief, and came to the following conclusion as
to what our brief actually means.

“
HOW MIGHT WE
IMPROVE THE KYKY
PLATFORM PROCESS
BY MAKING THE BENEFITS
MORE VISIBLE
IN ORDER
TO GET MORE SCHOOLS
INVOLVED?
”
012 KYKY COMMUNITY
PHASE 2:
DEFINE
To discover where the pain point of the KYKY process
currently lies for the teachers and schools, we set out to inter-
view all kinds of stakeholders, both schools and companies,
who had and had not been involved in KYKY activities, as
well as our client, FEU, and their development team. Based
on these interviews, we created insights to showcase our
findings and to direct our process.

03. PHASE 2: DEFINE | 013

 3.1
INTERVIEWS

As a part of our research, we conducted in-depth interviews

with different stakeholders. In our first interview round, we
interviewed a school teacher from Saunalahti school, the
Principal of Pohjois-Tapiola school as well as two companies
and the Mediator Circle, meaning FEU’s group of KYKY
developers.

In the interviews, we used a semi-structured theme interview

framework. The themes were slightly different depending on
whether the interviewee had or had not been participating
in KYKY activities, and, of course, whether it was a school
or company. The topics for the companies concerned, for
instance, the KYKY experience in general, their collabora-
tion with schools, as well as their opinion on how to get the
schools better involved. The teachers’ questions included
their students’ as well as their personal learning experiences,
company collaboration, practicalities and the channels to
best reach teachers’ in their daily life and work.

In the analysis, we used a template to find out what is

working, what is missing, what should be removed and what
should be improved, as well as pain pointing the parts of the
existing journey, which are not working from the different
stakeholders’ point of view. These interviews we used to
define the pain points in the current customer journey, and
discover important in-depth insights into the KYKY customer
experience.

014 KYKY COMMUNITY

“WHY ARE THE SCHOOLS
NOT
PARTICIPATING?”

03. PHASE 2: DEFINE | 015

Table 1_ Some key findings
from our interviews

016 KYKY COMMUNITY

Picture 1_ The first interview
with the brief owner Minna

Picture 2_ Saunalahti school

visit and interview (on the left
hand side)

Picture 3_ The mediator circle

interview (on the right hand
side)

03. PHASE 2: DEFINE | 017

 3.2
INSIGHTS FROM THE INTERVIEWS

1. THE SCHOOLS DON’T FULLY UNDERSTAND WHAT

KYKY CAN PROVIDE TO THEM
Both the teacher and the principal involved in KYKY experi-
ence were happy about the experience, although they didn’t
fully understand what KYKY was. However, this is problem-
atic in a sense that the school communities are not aware
of that schools can also initiate ideas and, hence, miss this
opportunity of developing their schools. This notion was sup-
ported by the companies, too, as they wished to get more
initiatives from schools. Secondly, the schools do not realize
all the learning benefits they can get from taking part in
KYKY, including the development of transversal skills. Hence,
they are not utilizing the full potential of the KYKY service.

2. COMMUNICATION FOR REACHING THE SCHOOLS IS

MISTARGETED AND LOST
This insight is based on the notion that communication is
too much focused on actors (principals), who don’t have the
resources to take it in. For instance, the principal we inter-
viewed was so busy with other responsibilities that the emails
concerning KYKY got lost in the clutter. Another observation
that supported this insight was that many teachers haven’t
encountered the KYKY information on the most commonly
used information arenas, such as, Office or Google platforms,
Facebook groups and Twitter. In addition, they weren’t
familiar with using the Fronter platform, where KYKY is rep-
resented.

018 KYKY COMMUNITY

3. ADAPTING THE KYKY PROCESS IS
NOT SUPPORTED, DUE THE LACK OF
SHARED EXPERIENCES
Both the teachers and companies we
interviewed thought that feedback from
previous projects helps to create trust and
understanding towards the KYKY process,
as stories make things tangible and reliable.
The teacher we interviewed found it hard to
get a full understanding of the process, and
thought that catchy videos and case stories
would make it more easy to understand the
KYKY concept. As there is already some
KYKY video material available, this could
indicate that it is not placed on channels
that reach the target audience, or that it is
constructed around the wrong idea that is
not explicative enough.
4. COMMON INTERESTS OF THE
COMPANY AND THE SCHOOL ARE NOT
MET EFFECTIVELY.
As the principal we interviewed stated, the
KYKY process has to start from the school’s
practical needs, not only from the need to
improve pupils transversal skills.
This is also based on a quote from the
teacher, who stated that the reason they
started the KYKY process in the first place
was that the company’s (C2) project hap-
pened to align with their school’s current
development themes. The teacher high-
lighted that getting the access to the ap-
plication that the company was developing,
was the main benefit of KYKY experience
not only the transversal skills learned during
the project. This aligned with the students
testimonials, too.
Hence, the company’s offering has to align
with the schools needs, in order to kickstart
the process in the first place
—
As a side note we also found, that
stakeholders aren’t given the means to
independently collaborate in an effective
way. This is based on a notion that a lot of
responsibility for a successful experience is
put on the interaction between schools and
companies. However, companies don’t get
practical support for facilitating the KYKY
experience at schools, i.e. apps for commu-
nication and gathering data. This insight is,
however, outside the scope of our brief,
so we decided to ignore it in our further
analyses.
03. PHASE 2: DEFINE | 019
QUOTES + INSIGHTS

1 Communication
towards schools is lost 2 Schools don’t fully
understand what is
and mistargeted. provided by KYKY.

Q: How has KYKY ap-

proached you? What is KYKY?

A: Wait a minute… by a teacher who has

I have to think. been part of KYKY

3 Common interests
of the company and 4 Adapting the process
is not encouraged,
the school aren’t met due to lack of shared
effectively. experiences.

There has to be an Real-life stories

actual need from the would help to
school’s perspective to engage more in the
take part in KYKY. process.

020 KYKY COMMUNITY

3.3
SECOND RE-BRIEF

Based on our insights, we realized that we
needed to, yet again, reformulate our brief
in order to narrow down our focus. We came
to the conclusion that the KYKY experience
should be improved in a such a manner that
it improves the communication between the
stakeholders, as well as makes the process
more sensible for the schools to participate in.
In this phase, we wanted to keep the brief
open so that we could focus on either one of
these directions, or to merge them together.
This was based on the notion that we need
further research in order to determine our
final direction.

“
HOW MIGHT WE
IMPROVE THE KYKY
EXPERIENCE FOR SCHOOL
COMMUNITIES
IN ORDER TO MAKE IT
WORTH THEIR TIME
AS WELL AS HELP THEM
REALIZE THE FULL
POTENTIAL OF KYKY?
” 03. PHASE 2: DEFINE | 021
3.4
POSITIONING MAP

Through the discovery phase our team figured out that the
strategic level of KYKY has indeed been thoroughly thought
out and grounded in the requirements of the national cur-
riculum. All the stakeholders who had participated in KYKY
were generally glad about the KYKY experience, once it had
started, so the process itself does not need to be changed
fundamentally.

However, as our insights showcased, the problem lies more

in the lack of awareness and understanding of the KYKY pro-
cess. Hence, our design intervention should aim at improving
these touchpoints in the KYKY experience instead. As we
found out, the companies seemed to be very grateful for the
unique development opportunities provided by KYKY, but
the schools and the teachers seemed to be unaware of all
the benefits it can provide. Hence, improving explicitly the
schools’ experience is in our focus.

LIFECYCLE LEVELS OF DESIGN & OUR POSITIONING ON IT

022 KYKY COMMUNITY

PHASE 3:
DEVELOP
After narrowing down our focus, we created customer typol-
ogies and a customer experience map, to identify where our
design intervention should have an impact. Based on this in-
formation and our insights, we could identify different design
opportunities. Subsequently, we started generating ideas
based on the selected design opportunities, and prioritized
these ideas together with different stakeholders, in order to
define our final design concept.

04. PHASE 3: DEVELOP | 023

 4.1
CUSTOMER TYPOLOGIES AND
PERSONAE

In order to structure our observations, we created two, mostly

fictional customer personae, Heini and Olli, based on insights
gathered in our interviews. These two personae were the
most promising targets for our design intervention in schools,
and, therefore, helped us sketch our ideas further centralizing
our focus tightly into the target customer perspective.

Heini, HAS NOT PARTICIPATED | 28

A young teacher
Has lots of ideas on how to improve teaching in her class, but
is not aware of the opportunities

Olli, HAS PARTICIPATED | 32

An active & experienced teacher
Has been part of a successful KYKY project, which gained
wide recognition. He is the KYKY contact person of his school.

024 KYKY COMMUNITY

Here you can see both of the teachers on a matrix, where the
x-axis refers to the level of participation and the y-axis refers
to the attitude of the teachers.

Our aim is to activate more teachers and principals to

become interested in and eager to join KYKY. We want to
move them from being passive and ignorant to being active,
enthusiastic participators.

04. PHASE 3: DEVELOP | 025

 4.2
CURRENT KYKY CUSTOMER JOURNEY

In order to understand why schools are not actively partici-

pating in the KYKY process and, hence, to determine where
our design intervention should take place, we visualized the
existing KYKY process. This graph describes the current KYKY
customer journey, in other words, Heini’s journey to start the
KYKY process.

A school teacher, Heini learns about Heini talks with the

Heini encounters a KYKY through a principal about her
development need. friend. idea.
— — —
Heini is really Heini talks with a They don’t really
interested in positive friend, who knows understand what
pedagogy and has about KYKY and KYKY is about but the
been thinking about she goes to their principal has heard
how to use it in website to read from a friend about
teaching in a new way. more about it. She this positive pedagogy
also remembers that app where they are
once she received looking for users to
an email about further develop it.
KYKY but had forgot
about it.

026 KYKY COMMUNITY

The school decides to The responsible There is a mid-term In the end, FEU puts
take part in the KYKY teacher and compa- assessment and a the stories described
project and makes ny take care of the final assessment. in the assessment
a contract with the implementation. — form to KYKY web-
company. — After the mid- page.
— After signing the assessment the —
Even though they agreement they start principal agrees on Overall, Heini is very
don’t really understand the co-operation continuing, and in happy with the
KYKY as a whole, they process with the fact, they take one process. She never
decide to join. They company. The kids more classroom with hears about KYKY any-
have been talking with really like it as they get to the testing. In the more and moves on
the company and the to affect how the new end, the company with other projects.
opportunity seems software will be like, fills in the assess-
tempting. and they learn about ment form for FEU.
entrepreneurship.

04. PHASE 3: DEVELOP | 027

 CUSTOMER JOURNEY + INSIGHTS

Based on this journey map and our interviews, we posi-

tioned our three main insights to specific stages in the
process. This helped us to understand which stages of the
customer journey to focus on in our project: aware, consider
and share. Most importantly, we realized that sharing stories
is a good way of bringing awareness.

I haven’t checked
What is KYKY?
my emails!

028 KYKY COMMUNITY

 I don’t have time!

04. PHASE 3: DEVELOP | 029

4.3
TURNING PAIN POINTS
INTO DESIGN
OPPORTUNITIES
Given the brief and our findings from
the stakeholder interviews we found that
although the KYKY activities are intended
to be continuous, at the moment there is a
clearly distinguishable end to the KYKY proj-
ects; The previous attendees are not coming
back to KYKY platform activities, and are not
encouraging others to participate either.
Hereby we found a need to depict the
KYKY process in a more circular fashion, to
highlight the importance of sharing stories to
increase overall awareness of KYKY.
030 KYKY COMMUNITY
4.4
IDEATION
Now we had defined which stages of the
KYKY experience we should focus on, as well
as identified different pain points related
to them. Next, we started thinking how we
could turn these insights into design oppor-
tunities to solve the challenges FEU is facing
in facilitating KYKY process.
We came up with altogether five different
design opportunities:
Spreading the awareness of KYKY through
stories
Focusing on the recognition of development
needs
Making process benefits more understand-
able for schools
Improving the way to connect the needs of
schools and companies, “partner hunt”
Improving the documentation of the pro-
cess.
Then we contrasted these towards our brief:
How might we improve the KYKY experience
for school communities in order to make it
worth their time as well as help them realize
the full potential of KYKY?
We came to the conclusion that two of the opportunities, 2.
& 5., did not seem that relevant to our brief. We realized that
the concept 2. was hard to realize, if the other concepts are
not addressed. In addition, we figured out that the concept
of documentation (5.) was something that FEU reported to be
already actively working with.

Therefore, we decided to proceed with the remaining three

opportunities: 1. spreading the awareness of KYKY, 3. making
process benefits more understandable, and 4. facilitating
partner hunt.

3 Ideas for making

process benefits more
understandable

2 Ideas for recognizing

development needs 4 Ideas for partner hunt

1 Ideas for spreading

the awareness of KYKY

5 Ideas for documentation

for school & Company

04. PHASE 3: DEVELOP | 031

Once we had selected the three design
• DESIGN OPPORTUNITIES & IDEAS
opportunities, it was time to start ideating.
To better support our ideation, we derived
design drivers from our insights and from
1 Ideas for spreading
the awareness of KYKY

our commission by the client, FEU. These

drivers describe different characteristics
that need to be considered in the ideation.
These were, in order of significance:

1. Lack of resources (FEU and schools) IDEAS • KYKY FB-page

2. Adaptability • KYKY Kick off event
3. Utilizability (for FEU) • KYKY Ambassador
4. Presenting the benefits in an under
standable way
5. Convincing and engaging information
2 Making process benefits
more understandable

Then we started brainstorming a vast

amount of ideas based on the three op-
portunities, keeping the drivers in mind.
After this, we sorted them out based on
our design drivers, and decided to further IDEAS • KYKY info package
elaborate 10 of them. Find them listed • Learn co-design skills /
below. More detailed descriptions in the education for teachers
attachments. • KYKY Guidebook
Teachers tutorials

3 Partner hunt

IDEAS • KYKY tinder

• Matching needs filter in
KYKY marketplace
• Ideation workshop

032 KYKY COMMUNITY

4.5
PROTOTYPE
WORKSHOP

After conceptualizing our ideas in a clear, organized format,

we had the opportunity to ask a wide range of stakehold-
ers, teachers, principals, FEU members and companies to
comment on our ideas in a workshop held at the KYKY 100
cocktail event. Some of these people were already very famil-
iar with KYKY and some were not.

We asked the participants to choose which ones of the ideas

and design opportunities would work best for them and why,
hereby receiving a lot of valuable insights from a wide range
of different perspectives. This event also made it possible to
verify our insights gained from our initial research with many
more stakeholders. “WHAT DO
THE STAKEHOLDERS
THINK ABOUT THIS?”

04. PHASE 3: DEVELOP | 033

034 KYKY COMMUNITY
4.6
PROTOTYPE TESTING
WITH STAKEHOLDERS

In our workshop, we first showed the participants the canvas

of the whole KYKY process with our design opportunities
next to it, and asked them which ones of these they found
most important from their point of view (1). Teachers, princi-
pals, FEU and company participants all had different colour
tags they placed on their most important design opportuni-
ties.

After this we showed them our ideas related to that particular

design opportunity (2), and asked them to place a tag with a
smiling or sad face on the ideas to express their opinion (3).
This allowed us to gather the opinions in a quantitative yet
visual manner, and prioritize the insights from the stakehold-
ers that are the focus point of our design intervention.

04. PHASE 3: DEVELOP | 035

4.7
RESULTS FROM THE
WORKSHOP panies, nine school representatives (teachers
and principals) and three other stakeholders.
In the workshop, we gained valuable insights,
There were, a little less school than company
which helped us prioritize our ideas.
representatives present, but we weighed
Discussions with different stakeholders
their opinions more, as they are the target
helped us to direct our process and gave us
customers of our intervention.
an overview of stakeholders’ feelings and
attitudes towards KYKY.
We digitized our workshop canvas and ideas
and quantified our information into a table
All in all, we interviewed 20 participants that
to visualize the popularity of the different
represented different stakeholder groups.
ideas among our target audience (see graph
Three representatives from FEU, three com-
on the left side).

Company Teacher Principal FEU

C
T T T
F
C

T F F F
P
F

C C C
C
C P
T
C C

036 KYKY COMMUNITY

Table x_Our workshop data
quantified. Each participant
gave a multitude of positive or
negative votes on the ideas,
opportunities and phases they
found most intriguing for our
design intervention.

04. PHASE 3: DEVELOP | 037

4.6
INSIGHTS AND
CONCLUSION
In the end, we had four main insights from
the conversations at the prototype testing
session. First of all, many teachers and
principals thought that printed material
gets easily ignored and lost in the clutter of
paperwork. Secondly, they seemed to highly
value face-to-face meetings and word of
their colleagues, since oral communication
is the primary instrument in their daily work.
Thirdly, teachers are clearly eager to devel-
op themselves and find new methods of
teaching. Finally, we also found out that peer
mentoring and tutoring is an established
practice in schools.
038 KYKY COMMUNITY
These insights combined with our initial
research helped us to prioritize our ideas.
We noticed that one of our ideas was espe-
cially well received by the stakeholders, and
seemed to connect many of our ideas. Since
it also seemed to cover our insights from the
in-depth interviews and the brief of making
KYKY more attractive to schools and daycare
centers, we decided to choose this as the
direction of our final concept. The following
chapter will describe this concept further.
PHASE 4:
DELIVER
After our iterations of development and testing, priceless
insights from actual stakeholders, most notably from the ac-
tual target customers of KYKY yet unreached – the teachers
and headteachers at actual Espoo schools – we arrived at the
conclusion of our final concept.

One of our ideas was especially well received by the stake-

holders and proved to cover all our insights and answer to
our brief. Hence, we decided to develop this idea further. In
addition, we created a more holistic vision of the future of
KYKY, that our client, FEU, can use as a base for their strategy
planning.

05. PHASE 4: DELIVER | 039

 5.1
THE KYKY COMMUNITY

Our final concept is to create a KYKY community, which

would help to spread the awareness of KYKY in an engaging
& effective way.

The fundamental idea of the KYKY Community is to share

the stories of existing projects to attract new ones through
Alumni and Mentors, who have already gone through the
magnificent KYKY Journey.

Based on our research, the best way to reach teachers and

principals is to share stories through face-to-face interaction
and peer-to-peer Facebook groups, as they find these meth-
ods most reliable and relatable.

The creation of the KYKY community would be an optimal

way to activate these methods of communication and, hence,
attract more teachers and principals to a higher level of
participation and engagement.

040 KYKY COMMUNITY

CREATING
A KYKY COMMUNITY
05. PHASE 4: DELIVER | 041
 The idea of the KYKY Community is simple: Teachers, who
have previously participated in KYKY, would be invited to join
the KYKY Alumni network, wherafter they have the chance to
become KYKY Mentors, who are spreading the word of KYKY
in other schools.

In the KYKY Alumni network, the participants can share their

experiences, get inspiration and simply learn what others in
the network are doing.

If an Alumni is interested to develop her or his skills further

in co-creation and ideation they have the chance to join the
KYKY Mentors who spread the word about KYKY to other
schools and also help them to take part in the process of
ideation. As a return, they get to learn new things and be in
the forefront of educational development.

In the following pages, we will describe the concept and the

benefits from it in more detail.

042 KYKY COMMUNITY

05. PHASE 4: DELIVER | 043
 5.2
BENEFITS

BENEFITS FOR THE SCHOOLS

Our brief was how to attract more schools to develop ideas
for and take part in the KYKY platform. The challenge was to
get the principals and teachers interested, and therefore, the
information needs to be understandable and approachable
for them.

Our solution is to create a community of Mentors, who are

sharing real case stories of their KYKY experiences, which
would make the information more relatable and reliable.
The Mentors would use presentation material provided by
FEU (see user stories), which would make the information
understandable and approachable to schools. In addition
to this, the KYKY Community can bring more education on
co-creation skills to schools, as the mentors would be there
to support them in this learning process.

1 Relatable experiences
through storytelling 2 Reliable through
showcasing the best
practices

3 Understandable &
approachable 4 Development of
personal
information

044 KYKY COMMUNITY

BENEFITS FOR THE MONTORS
Mentors would become the pioneers of their schools in the
development of innovative learning environments. They get
recognition and different kinds of networking opportunities.
Moreover, they grow as professionals and individuals by
learning more about co-creation and ideation, which is what
teachers, of course, love to do.

Through our interviews with teachers we understood that

they would be interested in continuing education and fur-
thermore, sharing their pedagogical expertise to colleagues
as well. Because the KYKY platform can in future scale to
become nationally, even globally well-known, this Mentor
program can give them broader recognition in addition to
the recognition which they will gain in their own schools.

1 Being a pioneer
in education 2 Professional
development

3 Learning
co-creation tools 4 Networking
opportunties &
Recognition

05. PHASE 4: DELIVER | 045

 5.3
OLLI’S JOURNEY

Earlier we introduced Olli, an active and experienced teacher,

who has been part of a successful KYKY project, which
gained wide recognition. He is now the KYKY contact person
of his school.

Read the story of Olli in the next two pages to learn how
would Olli take part in Alumni and Mentor networks.

OLLI,
HAS PARTICIPATED | 32

046 KYKY COMMUNITY

A STORY HOW OLLI JOINS ALUMNI NETWORK
01 AWARE
After participating in a KYKY
project, Olli gets an invite
to the Alumni network via
email. In the email he notices
that by joining to Alumni
network he doesn’t really
need to do anything but he
gets a lot of insights what
is going on in the KYKY
community.
AFTER THE KYKY PROCESS
02 JOIN 03 LEARN
He decides to join the Later, Olli gets invitation to
community and registers the KYKY messut and to the
through the KYKY webpage. side event for alumni. In
After the registration he the event he meets many
gets an email and he joins people from KYKY community
the FB group immediate- and they share stories with
ly. He also subscribes the each other.
monthly newsletter.
05. PHASE 4: DELIVER | 047
 AFTER THE KYKY PROCESS AND ALUMNI JOUNRNEY

01 02 03 04
AWAKE JOIN START PRESENT

In the KYKY Messut, Olli registers to the Then he participates Olli gives a test
Olli learns more Mentor network to the online course presentation in his
about Mentor training immediately after the where he gets access own school and after
program and gets event and he to videos and a while he receives
quite excited about receives a confirmation presentations about a phone call from
it. Olli decides to join. email with invitation a) what KYKY is one school, whether
to the kick start b) benefits for schools he could come and
course. and moreover for share his knowledge
teachers of KYKY. They had
c) how to implement found Olli´s contact
KYKY in their teaching. info from the KYKY
Olli learns that he has webpage. Olli goes
to give at least one there to have an
presentation in one hour presentation.
school that hasn´t par-
ticipated in KYKY yet.

048 KYKY COMMUNITY

 05 06 07 08
PEER-TO-PEER NETWORK & FACILITATE NETWORK &
SUPPORT LEARN LEARN

After the visit, the One day, Olli receives Olli makes a test Olli joins the yearly
school decides to an invitation to the workshop in his KYKY Messut
take part in KYKY Mentor meet-up own school and as a with education
,and Olli becomes where the theme this result, they get many for Mentors. This
their Mentor. This time is new design new development year they practice
means that during methods for ideation. ideas for their learning workshop skills with
the process they can Olli decides to join. In environment. From other Mentors.
ask help from Olli via the event, he gets a those they select
phone or email, for workshop material some to put into the
example. to run an ideation digital KYKY Market-
workshop for schools. place. After that, Olli
Their task is to run this does the same work-
workshop in the schools shop in the school he
they are mentors in. is Mentor in.

05. PHASE 4: DELIVER | 049

5.4
TOUCH POINTS

Hence, our solution, the KYKY Community,

is a new approachable touchpoint to the
KYKY platform for the prospect participants,
with multiple sub-touchpoints for the KYKY
Alumni themselves.

The first step in our solution is for the already

participated teachers, to join the KYKY Alum-
ni network. This means that we are adding
new touchpoints to the after-phase of the
KYKY process for these teacher Alumni (see Figure a_ Our solution is a new touchpoint
to the after-phase for the Alumni and share-
the figure a). Here, the Alumni will get an
phase for the prospects.
invitation to a Facebook-group where they
can share their experiences, get inspiration
and ideas and simply learn what others in
the network are doing. They will also receive
an invitation to subscribe to a newsletter. BEF
OR
E
GIN

The next step in our solution is a peer to

AFT

BE
ER

G
IN
peer mentoring program, KYKY Mentors. DUR

The active KYKY Alumni will join the KYKY

Mentor program. The Mentoring Program
creates new touchpoints to the share-phase
of the KYKY journey by having KYKY Men-
tors spread the word about KYKY to other
schools and also helping them to take part in
the process of ideation (see the figure b).
Figure b_The Mentoring Program creates
new touchpoints to the share-phase of the
KYKY journey by having KYKY mentors
spread the word about KYKY to other
schools.

050 KYKY COMMUNITY

5.5
BENCHMARKING
Our concept is based on the existing idea of
ambassador programs, which are commonly
used in school communities. In order to
understand, how similar programs work
in other contexts and what are their best
practices, we did some benchmarking on the
ambassador programs of Future Classroom
Lab (FCL) and HundrED.
Based on our interview with the The Finnish
representative of the FCL Ambassador
program, we found out that the program
is run in a systematic manner, and the lead
ambassadors gain money from their efforts.
On the contrary, HundrED’s program is more
about networking and sharing ideas, and no
monetary incentives are provided.
In our scenario, the KYKY community would
be positioned in the middle of these two
programs. By choosing to name our ambas-
sadors as “Alumni” and “Mentors” we are
emphasizing the valuable learning-by-doing
-aspects of KYKY projects.
Paid
profession
European schoolnet & Future Classroom lab
has an ambassador program, which helps to
ensure that EUN does not lose the momen-
tum that has been built up by communities
of teachers, to give ongoing support to
those teachers and school leaders, who have
been inspired by the FCL concept, and have
returned home to set up their own version of
the Lab within their own schools.
HundrED ambassador program includes
early access to global innovations, invitations
to global events (organised by HundrED),
connections to like-minded individuals and
organisations, and networking opportunities.
Ambassadors have an access to a private
Facebook page in order to connect with
each other, plan networking events and
share their passion for developing educa-
tion.
Emphases
networking
05. PHASE 4: DELIVER | 051
5.6
ANSWERING TO
THE BRIEF
As a summary of the concept, we compared
the solution of ours to the most important
questions of the briefing we had. These
remarks are proving and showing the value
and impact of the KYKY community concept.
Firstly, with this concept the KYKY experience
will be more attractive to the participants.
By sharing personal experiences among the
network that the KYKY community provides,
the experience of taking part in KYKY project
would be smoother and more exciting. And
not only for the participants to be, but also
for the KYKY Alumni and Mentors, who are
glad to come back to KYKY anytime, to give
their irreplaceable peer support.
KYKY community also helps the participant
prospects from schools to realize the full po-
tential of KYKY. That would be accomplished
BRIEF
1 Making the KYKY experience
more attractive?
2 Helping participants form
schools to realize the full
potentical of KYKY?
3 Making benefits of
participating KYKY more
visible?
052 KYKY COMMUNITY
by the engaging communication through the
KYKY Alumni and Mentors: the stories,
experiences and best practices elaborated
by word-of-mouth make it easy to understand
why KYKY is worth taking part to. Especially
the reliability that derives from the personal
and face-to-face encounters between
the teachers, principals, KYKY Alumni and
Mentors.
Thirdly, the actual benefits of joining KYKY
would become visible through the acts and
means of the KYKY community. The material
they share and use would be based on the
actual success stories and personal experiences.
The benefits would be easily articulated by
them and immediately, from the first encounter
with the KYKY community, it would be clear
why one should take part in KYKY.
CONCEPT
Persoanl experience& KYKY
community
Engaging and reliable way of
communication
Benefits articulated through
storytelling & education
materials
5.7
WHY SHOULD FEU
IMPLEMENT THIS?

There are four main aspects how the implementation of KYKY

Community would benefit our client, FEU (Finnish Education
Unit). First off, it is a natural way in the school environment
to share and gather experiences. Teachers use storytelling in
their daily work so it’s a fluent way to get the best practices
to spread around within the schools.

Second aspect is related to FEU’s resources: it would

reallocate resources in the long run, so FEU itself could
concentrate on more strategic aspects and truly scaling up
the concept. Currently FEU’s resources are spent also on the
spreading of the awareness and in the future this could be
done by the KYKY Community itself.

Third aspect is the innovation culture: KYKY Community de-

velops further the innovation culture and spreads innovative
spirit among the Espoo schools, and later on, also across
disciplines. KYKY is going to be mentioned in the curriculum
in the future, and by creating the Community, FEU would
have a strong basis for the innovative everyday life in Espoo
schools.

Lastly, the Community is ultimately going to be self-sustain-

ing, one that in the long run works like a self-reinforcing loop.
This is related also to the reallocating of the resources, but
moreover, it would be a active community without a outer
driving force and the ways of working in that community
would be evolving naturally by the KYKY alumni themselves.

05. PHASE 4: DELIVER | 053

 short term

1 Storytelling as a way
to attract schools 2 Reallocationg FEU's
resources
long term

3 Creating an innova-
tion culture in Espoo 4 Creating a self-sustain-
ing community

figure A_ The benefits for FEU

of KYKY community in short and
long term

054 KYKY COMMUNITY

5.8
VISION FOR THE KYKY COMMUNITY

In order to the KYKY Community to be a self-driven, vibrant

and active community, the steps to that goal have to, of
course, be considered. We took a back-casting perspective
to that journey and it is visualized in the graph “Vision for
KYKY Community”. We also took into account the role of
FEU, the organization that runs KYKY and how it changes
throughout the evolution of the KYKY Community.

We are stating that the vision for the community in the end
should be this: KYKY Community is going to be a vivid and
self-sustaining community which is possible because the
schools in Espoo know what KYKY is and understand how
it contributes to the curriculum. In addition, because KYKY,
ideation and co-creation are basic building blocks of the
school culture in Espoo. These will result in the fact that KYKY
Community will be a vibrant and reinforcing actor in the
school environment. In that vision we see the role of FEU to
be the enabler: to provide the means for the community to
run itself and to keep the activities going.

To achieve that vision, there has to be clear phases that lead

into that future. First phase in the evolution of the commu-
nity is called Attraction. Attraction basically stands for the
initiation of the KYKY community. FEU has to be active in
this phase and its role is to be the activator, to act so that
the community gets a good start and that the basis for the
community is built. For instance,. setting up the practicalities
(FB group for starters) are key acts in the beginning. Also the
material that the KYKY Alumni and Mentors need should be
created and provided at this phase.

05. PHASE 4: DELIVER | 055

 As time passes, the community will grow. We call that phase
Expansion. The alumni network will expand and the KYKY
mentors will reach new teachers and principals to take part
but also to be aware of KYKY. While the community grows,
FEU will be the builder and makes sure that the Community
can have the background support and information it needs
to communicate the benefits for the participants to be.

As the Community shifts forward towards the vision, the com-

munity has become self-sustained and widely known and uti-
lised by schools and companies. This means that FEU’s role
will ultimately change to become an enabler, which means
that it can focus more on the strategic side of KYKY itself.

ATTRACTION EXPANSION VISION

role of

ACTIVATED GROWING VIVID &

COMMUNITY COMMUNITY SELF-SUSTAINED COM-
MUNITY
KYKY Community

— — —
acts to create alumni network & the schools in Espoo know kyky
community begins mentors reach and how it can
new teachers & contribute to curriculum
principals +
ideation and co-creation are rutines
in school culture
FEU

ACTIVATOR BUILDER ENABLER

time

056 KYKY COMMUNITY

5.9
ROADMAP
- FUTURE OF KYKY
While conducting the desktop research,
user research, idea generation and concept
development we saw many things that could
be improved in KYKY in order to make the
experience of taking part into it as exciting
and engaging as possible. Some of those are
development needs and some completely
new ideas, but in the end, taking all of them
into account would enhance the big picture
of KYKY even more. As a start, in the holistic
journey of improving KYKY, our concept of
KYKY Community would make way for the
other improvements.
We created a roadmap for KYKY to show-
case the leads that FEU should take in order
to improve and enhance KYKY further. The
ideas and improvement areas are divided
into three different categories that are
represented as three streamlines in the road-
map. The categories are social, online and
physical. Those are derived from the very
essence of KYKY and the main elements that
it is consisted of.
The social aspect of the roadmap is mainly
about creating the KYKY Community. By
having a vibrant and self-sustaining commu-
nity, the resources of FEU could be spread
more into the developing of KYKY platform
features instead of using them in spreading
the awareness among schools. The KYKY
Alumni and Mentors in the Community
would also be actors who would be part of
the development process and possibly even
active developers themselves.
In the online stream of the roadmap we
have some aspects of the digital KYKY Tori
that need improving. According to our user
research and user experiences of our own,
we came to the conclusion that the website
and the KYKY Tori could be improved by
the methods and tools of UX and UI design.
The website itself works as the window to
KYKY for the outsiders and it should be clear
and easy to navigate. We had also ideas of
new features for the KYKY Tori that would
make the using of it more pleasant especially
when there will be plenty of content on the
page. For example, filters and features that
would make finding the correct partner for
collaboration intuitive and effective. The
digital aspect shouldn’t be an obstacle when
teacher is hesitating whether to take part to
KYKY or not The teachers’ and headmasters’
path to KYKY Tori is also, at the moment,
quite complicated, since we found most of
them don’t really use the dashboard Fronter
in their daily activities.
The third aspect in KYKY’s bigger picture
is the physical dimension of it. According
to our research, one of the most important
05. PHASE 4: DELIVER | 057
 features that still needs development is the
documentation of the KYKY project from
the participants’ perspective. Our proposal
is to create and provide a documentation
template for the participants, whether
they’re from school or company, to gather
and collect the experiences, learnings and
the process in an easily shareable format.
It could be digital multimedia template
that would be easy to fill and to share. In
addition, combining forces with other major
networks in the education system should be
considered. For instance joining the Future
Classroom Lab network would be beneficial
for KYKY in an holistic point of view.
The comprehensive development of KYKY
PHYSICAL
Documantation
methods & template
ONLIINE
Improving the webpage
SOCIAL
KYKY Community
Short-term vision
To attract more school to KYKY
058 KYKY COMMUNITY
and the goals behind could be divided into
two different perspectives: the short term
and the long term. In short-term thinking,
the near future, the goal should be about
attracting more schools to KYKY and acquir-
ing more participants in order to grow the
network. On the other hand in the long run,
the goal should be about re-branding KYKY
in a holistic and comprehensive way to be as
approachable as possible, not just another
word to get lost in the sea of acronyms.
All of these development suggestions and
design opportunities are drawn from the
actual needs of the users and would make
the KYKY experience more engaging.
Joining future
classroom lab network
time
Long-term vision
To re-brand KYKY in a holistic and comprehensive way
to be as approachable as possible
figure A_ The roadmap of the
possible actions of FEU for
improving and enhancing KYKY
in the future.
FINAL WORDS
In this report we presented our evi-
dence-based idea to enhance the KYKY
experience for schools and daycares through
the creation of the KYKY community. From
in-depth analysis of our interviewee’s worlds,
our practical observations and benchmark-
ing, our team identified a wide range of
ideas to make KYKY more attractive to
schools, many of which could be devel-
oped further with our client. Out of these
ideas, we arrived at the conclusion that
for our target audience, Espoo school and
kindergarten teachers, this kind of enhanced
peer-to-peer storytelling is the optimal way
to spread awareness of KYKY in an engaging
way.
Our team is a multidisciplinary group of
designers and educators, and this is the
solution our particular team came to. The
process for any institutions to adopt new
practices has to start from its roots, and
in this case, the roots of the educational
institutions in Espoo are its highly qualified
and motivated teachers, who in their ev-
eryday work co-create high quality learning
experiences with their students through their
well established methodologies. Of course,
there are other, competing ways for schools
to implement the new requirements of the
Finnish curriculum. However, through the
creation of KYKY community, we believe
that KYKY would better hold the higher
ground in comparison with these competing
opportunities.
01. INTRODUCTION | 059
ATTACHMENTS

060 KYKY COMMUNITY

WORKSHOP ACTIVITY

IDEAS OF PARTNER HUNT

03. PHASE 2: DEFINE | 061

IDEAS OF MAKING PROCESS BENEFITS
MORE UNDERSTANDABLE

IDEAS OF SPREADING THE AWARENESS OF KYKY

062 KYKY COMMUNITY

KYKY COMMUNITY BLUEPRINT

03. PHASE 2: DEFINE | 063

IDEATION SKETCHES

064 KYKY COMMUNITY

03. PHASE 2: DEFINE | 065
MAPPING BENEFITS FOR SCHOOLS
FROM ATTENDING KYKY

066 KYKY COMMUNITY

ALUMNI AND MENTOR STORIES

03. PHASE 2: DEFINE | 067

 KYKY COMMUNITY
Improving the KYKY experience

PROJECT REPORT
Designing for Services 2018

—
Team01_EKA
Jiyoung Son, Julianna Nevari, Lin Hou,
Miika Lehtinen, Milla Kruskopf & Sonja Nielsen