For the socially-conscious, investing can be a tricky proposition. The same people who wish to vote with their wallets may find that their options for investment funds and 401K plans are rife with companies that violate causes they believe in. So far, there have been few options in the marketplace that give consumers the opportunity to put their money in financial products that not only cut out environmental and social offenders, but actually contribute to the well-being of the environment and society.

Dave Fanger, a financial professional, was determined to design a solution. He approached IDEO to help create a startup venture for socially-conscious investors. Pacific Life, a Fortune 500 financial services company and Fanger’s employer at the time, offered the resources to develop and launch the idea. The online impact investment platform gave consumers the opportunity to invest in high-growth industries that are addressing global, environmental, and social challenges. Swell rigorously screened companies for both impact and performance, so consumers could be confident that their investments were in line with their values.

A holistic approach

Embedded as core team members, IDEO designers worked alongside Swell’s founder to shape the company. In just one year, they went from an initial concept and prototype to an SEC-registered investment adviser with a fully developed business model, a digital platform with initial investors, and well-defined branding that set the look and feel of the values-driven company. The IDEO team helped to hire the initial team of employees, working to ensure that the fintech startup would have the creative talent it needed to operate post-launch, as well as a defined culture that would help it grow.

A new investment platform

From the outset, it was important for the team to build an innovative, digitally-fluent, and customer-centered platform to make it easy for investors to back causes they care about. Working in close collaboration with software development partner Carbon Five, Swell and IDEO committed to act nimbly, take risks, move fast, and ditch decks for prototypes. Understanding the motivations of the investor—their values and what drives their investment decisions—was key, so the team leveraged IDEO’s network to form a consumer council, which helped to quickly iterate and refine prototypes throughout the duration of the product development process. Having that core group involved every step of the way made it easy for the team to keep consumers at the center of the design and validate key decisions quickly.

Swell offered consumers portfolios of companies that work to solve some of today's biggest challenges. The six impact portfolios offered were: green tech, renewable energy, zero waste, clean water, healthy living, and disease eradication.

As of June 2019, Swell had attracted over 15,000 investors⁠—more than half under the age of 34⁠—and $35 million AUM. Nearly 40 percent of investors were making investments on a recurring basis.

Learning to code isn’t just about knowing symbols and syntax—it can help unlock kids’ imagination by inspiring them to build new things and interact with everyday objects through discovery and play.

With that in mind, Google Creative Lab came to IDEO to help with user experience and product design on their new coding tool for children. The result of the collaboration, Project Bloks, is a simple and interactive experience that teaches kids how to code using physical blocks. This establishes a new paradigm for learning computer science: it takes a language typically only understood through screens and keyboards, and makes it tangible.

Project Bloks was also designed as an open hardware platform, enabling developers and educators to build tangible programming applications that are innovative, educational and fun.

Kid-centered design

From the very beginning, how kids physically play and learn were at the center of the project. Designers quickly iterated using sketches, foam core, paper, Play-Doh, and 3D-printed models to see how slight changes informed children’s experiences. Understanding what deepened kids’ engagement, increased their curiosity and changed their behaviors drove the language, taxonomy, architecture, and physical form of Bloks.

Because play and physical building is an important way in which many kids develop skills, designers began with a set of blocks and sought to help them discover coding through tangible objects. Each block was given a specific function and shape, guiding kids to arrange, combine, and rearrange the blocks to create commands and control things like robots or speakers in the real world. Children could also create block patterns together by physically building on each other’s ideas.

An inside look at the design process. Video by Google.

Designing for early learners also forced the team to rethink how a new language could be taught. An early version of the blocks was based on how programmers typically code, from top to bottom. However, the team quickly realized that the orientation had to be driven by the child’s natural instincts. Given young children are just learning to read from left to right, designers observed that the switch in directions was too confusing and changed the arrangement of Bloks commands to go left-right in addition to top-bottom.

The final outcome of Project Bloks was an interactive coding kit comprised of three key parts - pucks, baseboards and a brainboard. The puck is a critical component that controls a command, whether it’s an on/off switch or the ability to move in a particular direction. It’s the piece that enables children to move from words to the world of graphics and play. The puck is easy to produce and can take an unlimited range of forms and functions, enabling the Bloks system to scale.

The baseboard reads the puck’s instruction and is activated when a puck is placed on top. The brainboard provides the power and connectivity. When hooked up to a baseboard or a chain of baseboards, the brainboard sends the instructions—turn left, jump, get louder—to a connected object, like a rocket or a speaker.

The boards can be rearranged, sequenced, and packaged however kids like, opening up a vast realm of possibilities. Children can code anything from a toy robot drawing a shape on a piece of paper, to a sensor turning on a fan when the temperature gets too high.

Enabling innovation for education

Beyond a tangible coding kit, what makes Bloks unique is that it’s an open platform. Educators, developers, and designers can build on it to accelerate new ways of teaching and exploring tangible programming. The platform can fit into various curriculums around the world. The pucks can take on different shapes and graphics. The material used can be fabricated by 3D printing.

The Bloks platform is a new vernacular that allows kids to interact with the language of code in a way that’s less prescriptive and more open-form, like a sandbox. And the more kids play with Bloks, the more opportunities they discover for what they can create with a little bit of code.

For students who are the first in their families to pursue higher education, navigating college can often feel like navigating a foreign country. Challenges like not having enough money or poor access to support services can make graduating an insurmountable hurdle. In fact, only 55% of these students in the United States end up completing their degrees.

To help change this statistic, IDEO partnered with Beyond 12, an organization that provides personalized, virtual coaching to first-generation college students to help them learn how to register for classes, apply for financial aid, and much more. The challenge was to scale Beyond 12’s successful coaching model using technology in order to benefit as many students as possible.

In 2014, IDEO designed the MyCoach app, with the goal of helping students take ownership of their education and feel in control of their future. After the early version of the app was named as a finalist in the prestigious Robin Hood Foundation College Success Prize, Beyond 12 piloted the product with 3,500 college students across the US. Following the pilot, Beyond 12 and IDEO went back to work, using the resulting insights and data to design the next evolution of MyCoach.

First and foremost, IDEO sought to develop a more flexible model for Beyond 12 to enable scalability of the offering. As some students need more support than others, a blended business model was envisioned to recognize the spectrum of students’ needs. Engaging in-app content forms a supportive layer that helps students get organized, stay on track, and learn the skills they need to stay in college, while students who need more hands-on assistance can connect directly with coaches. An invisible data layer works behind the scenes to assess student risk and dynamically tailor student support throughout the school year.

Once the app’s model was solidified, creating a user experience that compels students to use it became essential to its efficacy. Growing up with technology has reshaped how many students engage with the world, and tools like Snapchat have set a new dynamic for participation. Youth today are the masters of their own digital worlds, fluidly jumping between conversations, engaging with stimulating content and contributing their own perspectives. As a result, MyCoach needed to speak students’ language and to create content that was authentically youthful and effective in order to be effective. By drawing inspiration from popular social sites, digital experiences and games, the team designed a user experience that keeps pace with a digitally native state of mind.

IDEO Designer, Isabela Sá explains the approach that led to MyCoach’s design and content strategy, “We created an app that makes no distinction between content and utility. We borrowed the content-first approach of social apps like Snapchat and Instagram and used it to teach students the skills and strategies they need to graduate. With that, the digital experience became more human. The intricate system that we had designed to power the whole thing was hidden below the surface. For students, the app was just the means to learn how to help themselves and get in touch with a coach when they needed one.”

Development is underway for the next version of MyCoach, which will allow Beyond 12 to scale its offering to reach exponentially more students in need.

Coca-Cola is one of the world's most iconic brands. More than 5,000 people work at its global headquarters in Atlanta.

Back in 2010, Coca-Cola found itself at a major crossroads. As the company grew, it became clear that in order to stay competitive, any kind of campus renovation would have to take into account a vision of the future of how people work at Coca-Cola. Before the company hired architects, they came to IDEO to help design this important part of their 2020 vision strategy; ultimately the redesign would change the way the company works, plays, and profits.

Imagery courtesy of Coca-Cola, Gensler, and IDEO

The team is on week five of their project. They’ve been conducting tons of human-centered interviews and broad design research, and they’re writing and re-writing what inspired and challenged them. The first few weeks were an exciting whirlwind as they generated hundreds of half-thoughts: vignettes, questions, and future possibilities to throw into what they called the “idea parking lot.”

But now, the team has tears in their eyes. They are frustrated and exhausted. Post-It notes cover the walls in disordered clusters, and many lie crumbled on the ground. A stack of flip-chart pages on the floor contain sketched Venn diagrams and pyramids, remnants of attempts to wrangle the insights into a framework. The team is on edge, pointing to the clock, aware of every minute left before the scheduled call with the client. They’re not quite sure what they have learned, and they don’t yet know what ideas they would recommend. And they’re looking to me for answers.

This is the phase of design that gets talked about least: synthesis. It is where designers shift from the openness of “beginner’s mind” to attempting to make sense of it all. Synthesis is when things feel most unclear and unsettled, where the pressure to make new meaning from our learnings feels most oppressive.

The team knows it’s not enough to categorize observations into obvious themes. To innovate, they need to put the pieces together in new and insightful ways. They need to find a fresh mental model. And they have to imagine how this model yields a product, service, experience, or system that reframes the world in a new and better reality.

As a leader, there are few things as challenging as seeing people on your team struggle. It feels easy to offer a fast answer or a framework from your previous experience, hoping to alleviate their anxiety. But, in the end, I knew that my quick conclusions were not going to get the team creating groundbreaking ideas, and it also wouldn’t help them develop their creative muscles.

I remembered what my best teachers have done to help me through this onerous step: acknowledge how hard this particular part of the work really is, ask them great questions, and show them my confidence that they will find their way through.

In other words, I had to lead like a Constructivist.

Constructivism teaches us how we learn

One of the most difficult courses I took in graduate school focused on theories of learning. My classmates and I struggled to understand heavy academic texts, but every week we were asked to create learning experiences for each other based on these theories. Despite complaining throughout the quarter, I now realize how much graduate school taught me.

In particular, I find myself constantly referencing the Constructivist theory of learning. Constructivism, it turns out, has a surprising relationship to the design process.

Back in the 1950s, the psychologist Jean Piaget observed children to understand how people learn. He concluded that, counter to popular belief, knowledge doesn’t exist in the world, and you don’t acquire it: Knowledge exists in our own minds, through our own active construction. No one really teaches you anything, Piaget claimed. Instead, he believed that we are natural learners, constantly processing the world in order to create our own understanding.

It’s easiest to think about this theory by considering how young children learn language. Let’s say you are driving through the countryside and see a cow. You point to it and say “cow.” As the child looks, she forms a picture in her head, something like, “Ok, a ‘cow’ is big animal with four legs, and is black and white.” Later, you point to another cow, this time one that is brown and small. What’s happening in the child’s mind? Her thought process might sound like, “Wait! That doesn’t match what I understand about a cow. I thought a cow was bigger. This has four legs, but it’s not black and white.”

In that moment, the child has a choice. She can ignore you, and her mental model will stay fixed. Or, she can reconsider her understanding of a cow. Maybe cows are also brown. Maybe cows can be big and small. Piaget chose the perfect word to describe this state of misalignment: Disequilibrium.

Disequilibrium happens when you begin to see things in the world that don’t make sense to you. The things you thought you knew—the things that helped you feel stable and clear—are now in question. And, woof. This state is hard. We crave equilibrium.

To understand more, I spoke with Beth Hennessey, professor of psychology at Wellesley College. Beth is a former elementary-school teacher and now studies motivation and creativity across cultures. “Whether someone is sitting down to write a scholarly paper or trying to solve a problem in the workplace, Piaget would tell us that the state of disequilibrium is a really uncomfortable place to be,” she says. “But we don’t give up, because we don’t like being in that stage of confusion. It’s hardwired in us to create new frameworks to accommodate the information we get about the world.”

In order to bring yourself back to a calm state of knowing, you have to generate a new “a-ha” inside your mind that reframes your old information with the new information. A mental model that, through the force of your imagination and intelligence, connects those dissonant dots into new meaning.

Learning isn’t about the consumption of new information. Learning is the process of using our innate abilities to construct—or create—new understandings of the world. Learning, by its very nature, is a creative act.

Our natural process of learning is well aligned with the creative process. Design research methods—finding inspiration from diverse sources, meeting people at the extremes, finding empathy for others’ experiences—provide structured activities to purposefully shake up your understanding of a problem and put you straight into that state of disequilibrium. The approach helps you seek information that surprises you, rather than reaffirming what you already know.

We crave equilibrium. So when all this input shakes up our understanding of the world, the only way through it is to create new meaning. Synthesis is our natural creative process, and once you start to put those pieces back together into new frameworks of understanding, that’s when the new ideas start to flow.

Learning to love disequilibrium

While it is obvious that a child naturally refines and recreates their mental models of the world, we often ignore the fact that we go through this same process as adults. It is even more challenging for us, however, as our mental models have become entrenched and intertwined with our identity. It’s no longer just about understanding the word “cow”: Now it’s about designing whole new offerings, experiences, and organizations that go against the convictions that have solidified in our minds. Putting ourselves into that vulnerable state of disequilibrium becomes riskier over time, especially if we are high-status leaders.

As I’ve dug back into the Constructivist learning research, I’ve been thinking about what I am taking away from this investigation.

To begin, it takes a lot of effort to create new mental models, but we leave little room for the cognitive load of innovation, what with our endless news feeds and unrelenting inboxes. For example, while I constantly think about the time required to tick off my to-do list, I rarely evaluate how much emotional energy is required to take my work to new creative heights. I realized that I am misspending my energy. How might I more clearly recognize the areas where I’m committed to developing new solutions? How might I make space for myself to be in the challenging state of disequilibrium? How might I pace ambitions so that I’m not disrupted by too many things at once?

Hennessey doesn’t offer much comfort here. “Being in that state of disequilibrium is hard work,” she says. “If a lot of different aspects of your life are in a messy place, you’re going to struggle, because so much energy is going to need to be expended. Getting out of this state is not just cognitive demand, it’s also affective: It’s emotional.”

Recently, I found myself sitting in an important meeting, feeling frustrated and wanting to point out what was wrong. I was starting to make fast decisions and putting pressure on my team to do the same.

Then I realized that I was in disequilibrium. I was feeling stretched, insecure, and like my mental models were insufficient. I was pushing for things to make sense. So instead of getting angry, I admitted my feelings of discomfort, and asked my colleagues to help me find my way through the ambiguity. And we did.

Somehow, just knowing that you’re in that state of disequilibrium makes it feel less stressful. We can become conscious of the signals of our mental states, and we can turn them into positive feedback. For me, the signs seem to be frustration and impatience. Now, when I feel those bubbling up, I smile and realize I’m just in that pesky state of disequilibrium, and that I can be patient with myself and realize that a new state of knowing is on the other side.

Permission to struggle

It’s no wonder that my design team was in tears as they worked through the synthesis stage of their project. Their minds, hearts, and emotions were all engaged in the difficult question they were answering, and they were a vulnerable mess. They felt the pressure of time, the pressure of the cause, and the pressure of not knowing the answers yet.

As a leader, I was challenged, too. I wanted to find quick answers, be ready for the client, cut through the confusion, and get on with it. But if I had filled in the blanks for the team or pushed them to get it done fast, we wouldn’t have gotten to the depth of the design solutions that the team found over the following days and weeks. In fact, toward the end of this effort, our client who had been working in the field for 25 years said, “I’ve been working with these guys for my entire career, and I want to thank you for helping me understand them better.”

So how does this Constructivist learning theory help us support creative teams? What if, as creative leaders, we saw ourselves as great Constructivist teachers instead of orienting around our knowledge and expertise? How would Piaget’s theories change our behavior?

As good Constructivist teachers, we need to give people the permission to struggle. As Hennessy says, “Whether you’re a teacher or a manager, you need to make it explicit that you understand that innovation and creativity is hard work, that people will hit that state of disequilibrium, that people will hit dead ends, and that that is valued. The best thing a teacher can do is model their own struggles.”

Just like classroom teachers, leaders face pressure to accomplish a set of outcomes within a particular timeframe and often, unintentionally, send signals to their teams that their time messing about in search of a new mental model isn’t valid. This urgency may trigger teams to cut short those deeper, more difficult stages of creative work, leading to shallow solutions.

IDEO's “mood meter.”

Years ago, IDEO developed a tool called the “Mood Meter” to help prepare newcomers for design projects. It’s a graphic that shows the journey of the design process with various levels of joy and anxiety charted on it. The idea was to provide reassurance that, although there would be some struggles, the project would end happily.

I was personally not a fan of this tool because I found it unfair to tell people how they would feel before they actually felt it. And yet, it was always right. During the research phase, people were elated, and during prototyping, too. Making stuff was always fun. But during synthesis, the phase devoted to making meaning, that line on the graph would drop to its lowest point. And that’s when you need time to sit in the struggle.

There is a belief out there that designers are constantly optimistic and confident, but that hasn’t been my experience. Creativity isn’t all about fun. Acknowledging that allows us to design better environments and processes that support the profound vulnerability necessary to develop creative solutions.

After more than a decade of leading creative teams, I believe that some of the best work comes from some of these hardest times. Confusion, self-doubt, existential searching, getting lost, and then finding your way out of that state of disequilibrium—these are the essential experiences for the emergence of creativity.

Header illustration by Timo Kuilder. This piece was originally published in Quartz.

It’s a Wednesday morning in the IDEO San Francisco studio. Bright sunshine reflects off the Bay and through the floor-to-ceiling windows. But in the project space, the mood is darker.

Creativity Challenge # 10: Help your group understand innovation thinking

If you attend a class or an executive program at the d.school, the first day will most likely include a fast-paced, hands-on activity we call Design Project Zero, or DP0 for short. Rather than try to explain our process for innovation, a DP0 is intended to give people an overview by experiencing it in a microcosm. Faced with a simple innovation challenge, you have a chance to start with empathy, create new ideas, and then build some rapid prototypes, all within about 90 minutes. DP0 projects focus on everything from the gift-giving experience to the ramen-eating experience. The original DP0, explained very briefly here, is called The Wallet Exercise.

The exercise uses a simple object that most people carry with them as a prop to discover needs, design and prototype solutions, and get user feedback. It gives everyone a chance to cycle quickly through the human-centered design process.

Tool: The Wallet Exercise
Participants: Pairs in groups of any size
Time: 90 minutes, plus preparation
Supplies: The facilitator’s guide (available on the d.school website) includes a complete list of instructions, worksheets, and prototyping materials. The instructions and worksheets can be printed out for each participant or projected on a screen. Provide prototyping materials (essentially basic craft supplies, which may include markers, colored paper, aluminum foil, tape, pipe cleaners, etc.).

Instructions

Step 1: Participants pair off, with one starting as the interviewer/anthropologist, while the other plays the part of the prospective customer. The interviewer spends a few minutes understanding and empathizing with the other person. The interviewee/customer takes out his or her wallet or billfold, and they have a discussion about the items inside and the meaning attached to them. The interviewer asks questions to see how the wallet fits into the customer’s life, looking especially for problems or friction points associated with the wallet. For example: "Have you ever lost your wallet?" "Do you use it differently when traveling internationally?" "Which items do you take out most often?"

After just a few minutes, the facilitator calls time, and the team members reverse roles, with the interviewer in round one becoming the customer in round two.

Step 2: After the participants have had a chance to understand the customers and their wallets, the next step is to develop a point of view about their latent needs and missed opportunities with regard to their wallets. Those need-based points of view can take the form of a sentence like, “My customer needs a way to ... [user needs] ... in a way that makes them feel...[meaning/emotion] ... because ... [insight].”

For example, “My customer needs a way to keep track of the contents of their wallet in a way that makes them feel secure, because if they lose their wallet, the anxiety of not knowing what has gone missing can be worse than losing the cash inside.”

Step 3: In a form of mini-brainstorming, each participant generates a few concepts for new objects—they may not be physical wallets at all—that satisfy the needs highlighted by their point of view developed in step two.

Step 4: In the most kindergarten-like phase of the wallet exercise, participants create the roughest of prototypes to bring their ideas to life. Using an eclectic mix of materials like construction paper, duct tape, pipe cleaners, and binder clips, each person will build a prototype just good enough to make the idea tangible so that they can get feedback from their future customer.

Step 5: Using their storytelling skills, a selection of participants “pitch” their new-to-the world wallet concept to their customer and/or to the room at large.

Tips from the Field

The wallet exercise is all about the journey, not the destination. Reading about the wallet exercise doesn’t deliver experiential learning. The value is in the doing.

Much of what people take away from this experience happens when debriefing the wallet exercise with the whole group. Ask a few pairs to share their prototypes with the larger group. You might ask, “Has anyone’s partner come up with a solution that is so great that you need it right now?” or “Is there an idea so ingenious that it should be backed on Kickstarter?” or “Has someone designed something that is incredibly personal?” Have each pair come up and describe the need they discovered and the prototype they built. Use these shared stories to drive home lessons about empathy, prototyping, getting feedback early and often, and so forth.

This fast-paced format can work for many kinds of challenges. Once you have mastered The Wallet Exercise, think of other innovation challenges to tackle, like redesigning your daily commute or exercise regimen.

Making New Habits

Some psychologists claim that you have to practice a new behavior for twenty-one days before it begins to become a habit. The operative word is “practice.” The weeks, months, or years spent thinking about new behaviors don’t count. So pick your favorites from this chapter or create some new experiments of your own. Start accelerating down the runway now if you want your new skills to take flight.

This post was taken from Chapter 7 of Creative Confidence. Purchase the book for more on how to use creativity to solve problems, or read more from this series of creative exercises on the IDEO blog.

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Everyone is creative. This belief runs through everything we do at IDEO, and in 2013, it led my brother David and me to write a book that would help others—even those who don’t think of themselves as “creative types”—to unleash their creative potential. Creative Confidence has inspired thousands of people to adopt a creative mindset and apply it to the diverse real-world challenges they face. In this series, we’ll share some exercises from the book that can help you approach your challenges from a new perspective.

In this post, I'll be sharing a method that I've developed to help IDEO designers prototype immersive media experiences for our clients. But first, let's think about the emerging medium we're designing for.

Tools enable, storytellers enthrall

Early filmmakers in the 20th century had a new tool in the motion picture camera, but had yet to fully explore how to use it to maximum effect. The closest frame of reference for film was theater, so in the silent era, many directors placed the camera “fifth-row center,” and filmed movie scenes as if they were sitting in a theatrical audience—no cuts, close-ups, zooms, or pans.

Over time, filmmakers experimented with and ultimately developed an established visual language for the new medium. Think of it as the film equivalent of grammar—sentences, paragraphs, and so on.

Early attempts at 360° videos were effectively in the same place as traditional film was 120 years ago. Since the camera can see in all directions—and the user can look in any direction at any time—the classical visual language of film no longer applies. Creators are having to experiment all over again to develop a new visual language that works in this medium.

360˚ video is great for first-person-like views of extreme sports, but it poses a number of challenges for producing narrative content. If the camera can see in all directions, what do we do with the background? How do we direct the viewer's attention?

In response to these challenges, the creators of some first-wave 360˚ videos have chosen to plunk the camera down and orchestrate a performance around it. In other words, if the camera can look everywhere, let’s put the action everywhere.

It’s one way to deal with the format, but I’ve been exploring other ways we might begin to tackle the storytelling challenges of 360˚ video, and also address some of the production hurdles we encounter when we shoot in 360˚.

One of the first instincts creators might have is to buy a 360˚ camera. But that’s a lot of money you really don’t need to spend, and I’d even argue that in some cases, a 360˚ camera may actually limit creative possibilities. Instead, we can repurpose our existing tools.

A partial view of the world

To address this challenge, I’ve created techniques that use traditionally-shot 2D film footage to create composite, immersive 360˚ video worlds. These GIFs showcase a quick overview of the technique, in which four traditional shots are blended into a single 360˚ scene.

So what exactly is happening here?

To start, let’s look at what a spherical 360˚ scene looks like when it’s unwrapped.

This is called an equirectangular grid, and it is one of the standards that Facebook and YouTube have aligned around. As you can see, there is significant distortion at the top and bottom of the image. These are the the poles that, when spherized, represent the top and bottom of the view. The centerline, however, remains relatively distortion-free, and luckily for us, that’s the horizon line in all directions.

When wrapped, this distorted grid becomes a clear shape.

Creating your first 360˚ scene

This workflow uses Adobe Premiere Pro, but if you prefer another video editing suite without native VR export, don’t worry, there’s a workaround at the end.

First, let’s get the tech specs out of the way. You’ll want to set up your project and sequence with these settings:

• For best results, I recommend editing in a 4K workspace (3840x2160px) at either 30p or 60p.
• When compositing 2D shots into the scene, I recommend sticking to the equator of the image as it will have the most predictable results.

Once you have that workspace, import your desired 2D footage. In my example above, I used footage composited on a black background that blends seamlessly into the (also black) background of the 360˚ world, resulting in invisible edges around each of the shots. I was also able to luma-key (effectively a form of green screening) the background so I could overlay several shots to create large scenes composed of multiple individual shots. In my real-world shoots, this technique allowed me to composite multiple individual shots, helping a tiny set to punch well above its weight.

The secret sauce: 360˚ metadata

Now you’ve got your 360˚ scene prepared and are ready to export it for upload. Here’s where the magic happens: To get YouTube or Facebook to see your 360˚ video as such, you must include the proper metadata.

This is much easier than it sounds. If you are using Adobe Premiere Pro CC (2015 or above) this feature is built in. Find it in the export settings at the bottom of the “Video” tab here:

If you do not have native VR export in your video editing software, don’t worry, there is a workaround:

1. Export your 4K video to H.264 as you normally would.
2. Inject the required metadata using the YouTube Spatial Media Metadata Injector. This is not as scary as it sounds, and it will enable both YouTube and Facebook to detect your video as 360˚ content.
   — First, download the YouTube Injector tool for Mac or Windows.
   — Unzip the file, then use the application to open up your video export.
   — Select “My video is spherical (360)”.
   — Process your file.

That’s it. Just a simple press of a button, and your video will be recognized as 360˚ content on all the major platforms.

Happy uploading!

This story was originally published on IDEO Labs.

Thanks to native support on Facebook and YouTube, virtual reality and immersive 360˚ video have reached a tipping point in which production, distribution, and consumption are now available to almost everyone. There’s one problem, though: Many creators are still struggling to find the best way to tell stories with this medium.

As an adult, it's been important to me to use my design skills to recognize how much my father and my time in nature helped shape who I am. In college, my thesis project “FLOA” was a tribute to flowers and my father (FLOA = flower + appa—“dad” in Korean.) It was a small flower garden with different sizes of flower pots filled with lilies, dandelions, and roses. Working on the project created a special moment for me and my dad.

That was the first time I created something to honor the impact my father and our time in nature had on me. Years later, at IDEO, I started working on a project to redesign flowerpot systems and plant care instructions for consumers. Through the design research process, I got to observe how people take care of thousands of plants, how they are nurtured, and how they travel to consumers. I started to feel like a flower doctor, figuring out how to create a flowerpot that would best help them grow. I wanted to communicate that message to others, that caring for flowers isn’t entirely unlike caring for our own human bodies. To share that message, I decided to create a font system that combines the visual styles of botanicals and x-ray imaging. It would be a tribute to my dad and the connection I feel to nature, and hopefully inspire others to feel that same connection.

Instead of relying on existing x-rays of flowers, I decided to use the flowers from my memories to make the font. I went back to the journal of flowers I’d kept for 20 years and scanned them to convert them into a digital format, then applied the x-ray effect and arranged them into an alphabet. I named the font Small Forest.

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I then connected with my IDEO colleague Todd Vanderlin, who is a genius creative coder. He used the flower scans to create an interactive digital experience that allows people to draw with flowers, stems, and leaves. Lines drawn by the user turn into beautiful botanicals before their eyes.

The program does not use any fancy machine learning algorithms or computer vision techniques. Todd wanted me to choose the direction, orientation, and type of each flower, building my own library of botanicals.

The software starts by analyzing the line stroke, search for long continuous segments based on the change in angles. The segments then source flower parts based on their tags and configurations.

When Todd showed me how he created the coding system, it was mind blowing. I felt like I was on a spaceship traveling to the future. We unveiled the digital experience at an event that IDEO Cambridge and MIT Media Lab hosted earlier this year called Future Fest, an interactive art show that invited guests to explore the interactions of art, technology, and humanity. I loved watching guests interact with the botanicals and create their own nature-inspired art.

Small Forest is a project that ties me to my dad and my childhood. But thanks to Todd, it became something much bigger—something that can delight others, and inspire them to take on art projects of their own. As you think about your own journey, don't forget to recognize the people and experiences that got you here, and to use your skills to create something that just might inspire someone else.

Special thanks to Todd Vanderlin for collaborating with me on this project.

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My father always told me the most beautiful and creative art in the world can be found in nature. Growing up in Korea, visiting botanical gardens was our family ritual—I even kept a journal where I picked leaves and flowers, and dried them in its pages. These memories and the spirit of nature helped me build my creative world.

I help organizations cut through complexity by shaping how they show up, through brand strategy, identity, and storytelling.

Working at the intersection of brand and business, I bring an editorial eye and a bias toward making—turning ideas into tangible experiences that people can understand, trust, and believe in.

My work spans government, healthcare, financial services, media, and consumer goods, from launching Gen Z-focused ventures to building innovation labs and reimagining legacy brands. I relish moments of ambiguity and enjoy translating across teams, perspectives, and priorities to move ideas forward.

I started my career in editorial and digital design, shaping cross-platform experiences and identity systems in publishing and agency environments. That foundation still shapes how I work today: I’m detail-oriented, collaborative, and overreliant on the Oxford comma. I hold a BFA in Visual Communication from the School of the Art Institute of Chicago.

For 25 years, I've asked the same question: Who does this design exclude—and what are we going to do about it?

My work spans human-centered strategy, inclusive design, and qualitative research, with clients ranging from Microsoft, Google, and Verizon to the National Science Foundation, and San Francisco Unified School District.

Before IDEO, I taught elementary school in East Palo Alto and spent a decade doing design work with social service organizations—where I learned firsthand what it costs people when systems are built without them in mind.

I am currently writing User Error, a nonfiction book about digital access and the design decisions behind it. I live in Oakland, California.

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My expertise spans brand, communication, and product design across tech, education, the arts, and social impact.

I believe great work demands both high-level vision and obsessive attention to detail, and only happens through collaboration.

I bring an inclusive, hands-on approach and a deep understanding of business, which enables me to consistently deliver excellence while always asking why.

Before joining IDEO, I worked at the brand firms Pentagram and VSA Partners. I began my career as a designer, leading teams at the School of the Art Institute of Chicago and the Milwaukee Art Museum. I hold an MFA in graphic design from Maryland Institute College of Art and a BFA in communication design from the Milwaukee Institute of Art & Design, and have taught at some of the best design schools in the US.

I am responsible for IDEO’s long-term success in China and working with clients to use design as a tool to enable growth. Specifically, I have helped Chinese companies design holistic brand solutions through the development of their products, communication, services, and innovation teams, and I have helped multinationals expand their presence and influence in China.

I advise global leaders on developing China-led innovation and capabilities.

In over 15 years in IDEO Shanghai, I have worked on projects that use design to elevate the quality of the experience of healthcare products and services, streamline processes that increase productivity, create spaces and programs that promote and enable inclusive communities, and build next generation mobility solutions that are planet-positive.

Before joining IDEO, I worked at Philips Electronics and the Electrolux Group in Italy, the Netherlands, and Singapore on a number of breakthrough commercial products. I am a member of the Young President Organization in Shanghai.