Global Innovation Design (MA)
Gabrielle Tanneau
Hi, I'm Gaby and I'm a French designer.
I've always been passionate about crafting and building things. This interest drove me to the art and design field. In 2018, I completed a BA in Design at the ESADSE school in France, where I am originally from. Throughout my studies, I explored graphism, product design, space design and interaction design. I grew a human-centered design mindset and a fascination for design research and social innovation. I always put the user experience first, aiming for new experiences, sometimes funny, playful or empowering.
As I wanted to learn more, I joined GID after the completion of my first degree. During those two years, I lived in London, Beijing, Singapore and Nantes. I discovered new cultures and learnt about myself and others. I love working in multi-disciplinary and cross-cultural teams as they lead to unexpected directions.
My GID journey was a combination of questions, explorations and learnings. Above all, I learnt to be adaptable and resilient. Being able to cope with unpredictable issues, to adapt to very different cultures, to react quickly, to shift projects are the most valuable take-aways of my two years in GID.
I am currently looking for partners and collaborators to develop my last project: Self-learning.tips.
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My work was exhibited in:
GID Exhibition, Tsinghua University, Beijing, July 2019
GID Showcase, Nanyang Technological University, Singapore, November 2019
Work in Progress Show, RCA and Imperial College London, January and February 2020
DE Summer Show, Dyson School of Engineering, Imperial College London, June 2020
I believe in individual talents and the strength of collaboration. I strongly believe innovation to be driven by diversity. I believe everyone has a role to play in society and should be given the tools to thrive. I consider society’s role to be providing equal opportunities through access to education. And I made it my responsibility to ensure it is. I believe in the power of education and its ability to shape one’s life. However, education isn’t only about the school environment. When talking about education, I am referring to learning opportunities. Learning isn’t only about gaining common knowledge and technical skills, it is also about understanding oneself and others. This is known as emotional intelligence, and I believe it to be a massive leverage to give people a greater sense of agency over their life.
My goal as a designer is to provide support through educational experiences in order to enhance one’s abilities. I want to empower people, lead them towards the best version of themselves. With my work, I want to encourage users to continue their learning.
I am passionate about listening to people’s stories and watching their behaviours. In my opinion, empathy is a crucial quality for a designer. Being able to understand others is the first step of the design process. I define myself as a human-centered investigator. I observe, question my environment and predict behaviours based on my understanding of stakeholders’ perspectives. I find the gaps and flaws in systems, services or products. I turn them into opportunities and use creativity to bring new and wild ideas. I prototype, test and iterate to make those ideas fit in the real world. While doing so, I always keep in mind the user. As I am designing a new system, service or product, my main focus is to create better experiences.
The worldwide health crisis has revealed many issues in the current educational systems, including the absence of self-discipline and the lack of ownership from teenagers towards their learning. Its physical tools help users develop a sense of control over time, increasing productivity and enjoyment when learning. The platform is built around a continuous improvement cycle divided into six steps: assessing oneself by determining one’s strengths and weaknesses, visualising one’s profile, accessing recommended tools, using them in one’s daily studies, improving and repeating.
Thanks to a design process, self-learning.tips serves as an example of how education systems across the globe can benefit from a design approach.
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Cluemotions is a four players mystery game for 11 years and older. Through acting emotions and questioning the other players, they have to guess what happened to them.
Adolescence can be a highly emotionally charged time of life. During this more intense period of growth, parents need to help their adolescent learn to manage emotions (through example and instruction).
Perspective taking refers to our ability to relate to others. It is our ability to perceive someone else’s thoughts, feelings, and motivations. In other words it refers to our ability to empathise with someone else and see things from their perspective.
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A simple narrative supports multiple learning opportunities for natural processes, including distribution of resources, growth cycles of plants and collaboration with each other and our natural environment. By following the step by step instructions children learn how what they’re making will filter the air, making it a healthier environment to play.
