This was an interactive session for CAST's 2016 UDL Symposium. Participants learned to apply design thinking methods, user experience design tools, and the principles of Universal Design for Learning to instructional design.
This document outlines an ideation process that uses divergent and convergent thinking techniques. It involves two phases - a divergent phase where participants individually generate many ideas on post-it notes for designing a time measurement device for different user groups. This is followed by a convergent phase where the group discusses and votes on the ideas before selecting one concept to develop into a poster and present. The process aims to encourage quantity of ideas before judgment and brings ideas together through discussion, voting and concept development.
“companies are accelerating efforts to change their cultures, foster innovation, and serve customers more effectively. Innovation, or "design thinking," is, we believe, something truly important and enduring”
Design thinking is a process that emphasizes empathy, collaboration, iteration, and testing to solve problems. It involves four key pillars: empathizing with users' needs, collaborating across disciplines, including every idea for evaluation, and repeating and testing solutions. The design thinking process moves from defining a problem space to developing solutions in an iterative fashion. Various organizations describe design thinking using similar steps such as empathize, define, ideate, prototype, and test.
This document outlines David Kelley's presentation on creativity. The presentation covers:
- How creativity helped Kelley through college
- Defining creativity as the application of knowledge and experience
- Common blockages to creativity like old habits and lack of confidence
- The importance of being open and building on others' ideas during creative brainstorms
- An exercise where participants connect 9 dots using 4 straight lines to demonstrate divergent thinking
- Stages of the creative process including defining problems, generating ideas, and selecting concepts
- Tips for facilitating creative sessions like using energizers and establishing ground rules to think outside the box
Design thinking is a human-centered, creative problem-solving approach that brings together what is desirable from a human point of view, what is technologically feasible, and what is economically viable. It uses five tools for rapid innovation: understanding human needs through three lenses, divergent and convergent thinking, bias toward action, and understanding experiences through stories and feelings rather than just facts and data. The document provides examples of design thinking innovations at Waipahu High School such as improved lunch service and custodian team t-shirts.
Ideation is at the heart of the Design Thinking process. Ideation sessions help you to challenge assumptions, think outside the box, and explore uncharted territory. In the ideation phase, you explore and come up with as many ideas as possible.
In this presentation guide, you will learn and develop skills in six types of ideation techniques that can be used in the Design Thinking cycle. They include:
1. Brainstorming
2. 2 x 2 Matrix
3. Dot Voting
4. 6-3-5 Method (Brainwriting)
5. Special Brainstorming (Negative Brainstorming, Figuring Storming, and Bodystorming)
6. NABC (Need, Approach, Benefit and Competition)
This guide provides a means to introduce ideation techniques to your workshop participants other than the traditional brainstorming method. It helps to make your ideation sessions fun and exciting.
LEARNING OBJECTIVES
1. Gain knowledge on the various ideation techniques that can be used in the design thinking cycle.
2. Develop skills in the application of ideation techniques.
3. Understand the expert tips and key learnings of ideation techniques.
CONTENTS
1. Brainstorming
2. 2 x 2 Matrix
3. Dot Voting
4. 6-3-5 Method
5. Special Brainstorming
6. NABC
To download this complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
Laura Mocanu of Elite Vision Coaching has an impressive background as a Marketing Professional in her native Romania. This combined with her own career change and a passion for continuing education sets the tone for her work. A business mentor for the Prince’s Trust and Well Being Officer for NIAMH, her own trajectory is an excellent model for what it takes a client to maximize their potential and illustrative of the "Design Thinking" she teaches.
An audio of this presentation can be found at: https://www.dropbox.com/s/v6x32tx449nofqi/14%20Laura%20Mocanu.mp3?dl=0
www.evisioncoaching.co.uk
@EVisionCoaching
dmedia Project 2 Interaction Design - Field WorkStanford dmedia
The document instructs students to conduct field research over the weekend to understand how mobile phones are changing personal health habits by talking to at least 5 people about their mobile phone and health habits, and then use the research to develop a point of view on the topic that will be the starting point for their next project. The document provides several design thinking methods and mindsets to guide the student's research and development of their point of view.
This document outlines an ideation process that uses divergent and convergent thinking techniques. It involves two phases - a divergent phase where participants individually generate many ideas on post-it notes for designing a time measurement device for different user groups. This is followed by a convergent phase where the group discusses and votes on the ideas before selecting one concept to develop into a poster and present. The process aims to encourage quantity of ideas before judgment and brings ideas together through discussion, voting and concept development.
“companies are accelerating efforts to change their cultures, foster innovation, and serve customers more effectively. Innovation, or "design thinking," is, we believe, something truly important and enduring”
Design thinking is a process that emphasizes empathy, collaboration, iteration, and testing to solve problems. It involves four key pillars: empathizing with users' needs, collaborating across disciplines, including every idea for evaluation, and repeating and testing solutions. The design thinking process moves from defining a problem space to developing solutions in an iterative fashion. Various organizations describe design thinking using similar steps such as empathize, define, ideate, prototype, and test.
This document outlines David Kelley's presentation on creativity. The presentation covers:
- How creativity helped Kelley through college
- Defining creativity as the application of knowledge and experience
- Common blockages to creativity like old habits and lack of confidence
- The importance of being open and building on others' ideas during creative brainstorms
- An exercise where participants connect 9 dots using 4 straight lines to demonstrate divergent thinking
- Stages of the creative process including defining problems, generating ideas, and selecting concepts
- Tips for facilitating creative sessions like using energizers and establishing ground rules to think outside the box
Design thinking is a human-centered, creative problem-solving approach that brings together what is desirable from a human point of view, what is technologically feasible, and what is economically viable. It uses five tools for rapid innovation: understanding human needs through three lenses, divergent and convergent thinking, bias toward action, and understanding experiences through stories and feelings rather than just facts and data. The document provides examples of design thinking innovations at Waipahu High School such as improved lunch service and custodian team t-shirts.
Ideation is at the heart of the Design Thinking process. Ideation sessions help you to challenge assumptions, think outside the box, and explore uncharted territory. In the ideation phase, you explore and come up with as many ideas as possible.
In this presentation guide, you will learn and develop skills in six types of ideation techniques that can be used in the Design Thinking cycle. They include:
1. Brainstorming
2. 2 x 2 Matrix
3. Dot Voting
4. 6-3-5 Method (Brainwriting)
5. Special Brainstorming (Negative Brainstorming, Figuring Storming, and Bodystorming)
6. NABC (Need, Approach, Benefit and Competition)
This guide provides a means to introduce ideation techniques to your workshop participants other than the traditional brainstorming method. It helps to make your ideation sessions fun and exciting.
LEARNING OBJECTIVES
1. Gain knowledge on the various ideation techniques that can be used in the design thinking cycle.
2. Develop skills in the application of ideation techniques.
3. Understand the expert tips and key learnings of ideation techniques.
CONTENTS
1. Brainstorming
2. 2 x 2 Matrix
3. Dot Voting
4. 6-3-5 Method
5. Special Brainstorming
6. NABC
To download this complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
Laura Mocanu of Elite Vision Coaching has an impressive background as a Marketing Professional in her native Romania. This combined with her own career change and a passion for continuing education sets the tone for her work. A business mentor for the Prince’s Trust and Well Being Officer for NIAMH, her own trajectory is an excellent model for what it takes a client to maximize their potential and illustrative of the "Design Thinking" she teaches.
An audio of this presentation can be found at: https://www.dropbox.com/s/v6x32tx449nofqi/14%20Laura%20Mocanu.mp3?dl=0
www.evisioncoaching.co.uk
@EVisionCoaching
dmedia Project 2 Interaction Design - Field WorkStanford dmedia
The document instructs students to conduct field research over the weekend to understand how mobile phones are changing personal health habits by talking to at least 5 people about their mobile phone and health habits, and then use the research to develop a point of view on the topic that will be the starting point for their next project. The document provides several design thinking methods and mindsets to guide the student's research and development of their point of view.
During the third stage of the Design Thinking process, designers are ready to start generating ideas. You’ve grown to understand your users and their needs in the Empathise stage, and you’ve analysed and synthesised your observations in the Define stage, and ended up with a human-centered problem statement. With this solid background, you and your team members can start to "think outside the box" to identify new solutions to the problem statement you’ve created, and you can start to look for alternative ways of viewing the problem.
The document discusses various topics related to design through quotes and images. It explores definitions of design provided by designers such as Charles Eames, Milton Glaser, Steve Jobs, and others. Additionally, it examines the design process, expanding role of designers, principles of design thinking, different types of design problems, and more. The full document appears to be a presentation on understanding design at a high level.
The document discusses design thinking, including its definition as a creative problem-solving approach using specific tools and methods. It outlines the process of design thinking, including understanding the problem, observing users, visualizing solutions, evaluating prototypes, and implementing ideas. The document uses IDEO as a case study, outlining its design thinking methodology and challenges in scaling the approach. It concludes that design thinking is helpful for "wicked" problems and that its future relies on empowering creativity and integrating design into business strategy.
Student will be able to learn the basic concepts of deign thinking along with 5 phases of Design Thinking Process. This PPT covers the following topics: Introduction to design thinking, Need for design thinking, Design and Business, The Design Process, Design Brief, Visualization, Four Questions & Ten Tools, Explore
STEEP Analysis, Strategic Priorities, Activity System, Stakeholder Mapping, Opportunity Framing.
This document provides an overview of design thinking. It discusses how design thinking balances what is desirable, intuitive, technologically feasible, and viable from a business perspective. The document outlines the key principles of design thinking, including empathy, reframing problems, collaboration, exploration, tolerating failure and ambiguity. It also describes the core stages of the design thinking process as research, ideation, prototyping, and testing. Finally, the document shares success stories from GE Healthcare and P&G that demonstrate how they have applied design thinking.
Design Thinking 101 - An Introduction to Design Thinking for DevelopersBill Bulman
This document provides an overview of design thinking. It defines design thinking as a human-centered approach to innovation that draws from design methods to meet user needs, technological possibilities, and business requirements. The document outlines the key stages of design thinking: empathize, define, ideate, prototype, and test. It compares traditional waterfall and agile development processes to an agile process integrated with design thinking. The document promotes adopting behaviors like collaboration, embracing ambiguity, and learning from failure when using design thinking.
The design thinking transformation in businessCathy Wang
Presented at Webvisions Barcelona 2015 By Cathy Wang & Nuno Andrew
The definition of design is shifting from being a noun to a verb. We see it moving away from arts and craft into a methodology of delivering value. Adapting to this shift, designers and changemakers are forming a new way of design thinking.
As designer, not only are we crafting products / services, but we are also learning to see a much bigger system with a deep connection to business factors. How can we influence businesses with design thinking in order to build a solid business platform that delivers meaningful products / services.
Systems thinking is an approach to problem solving. Businesses are an intricate ecosystem, from how the organisation is structured, to people, to commercial planning, to processes. As designers, we practice systems thinking everyday. How do we use this knowledge to craft a business? This, is business design.
In this session, we want to explore what business design means. How to use what we know, as designers, to build stronger businesses? As we continue to adapt design methodologies and systems thinking to a business context, what other manifestations that will evolve? How can design thinking be leveraged in even the most straight-laced silos of a business such as Human Resources and Finance? How do we give design thinking the space it needs in the face of traditional business practice? And most importantly, how do we use our existing design thinking knowledge, to design businesses?
Design Thinking in Solving Problem - HCMC Scrum Breakfast - July 27, 2019Scrum Breakfast Vietnam
This document discusses design thinking and how it can be used as a problem solving methodology. It describes design thinking as a human-centered approach that involves five phases - empathizing, defining, ideating, prototyping, and testing. The empathize phase is about understanding user needs through interviews, observations and immersions. In define, insights are used to frame problems and opportunities. Ideate is focused on generating many ideas. Prototypes are then created to test ideas. Finally, in test, prototypes are evaluated based on user feedback to determine what should be kept, changed or discarded.
Design Thinking explained with project experiences.
- What is Design Thinking
- What are the steps
- What is SAP Apphaus
- The Next View Design Experience Center Amsterdam
Design thinking is a collaborative process that brings together different areas of expertise to generate innovative solutions. It involves empathizing with users, defining problems from their perspective, ideating multiple potential solutions, prototyping ideas, and testing prototypes with users in an iterative process. The goal is to address user needs while considering feasibility, viability, and other constraints. Design thinking emphasizes learning through action, cross-functional collaboration, putting users first, and using prototypes to communicate visions.
Design thinking is a method for solving complex problems and creating new ideas that combines multidisciplinary teams, a creative space, and an iterative approach. It involves empathizing with users to understand their needs, defining the problem, ideating potential solutions, prototyping ideas, and validating solutions with users. The process is iterative, with learnings applied between each stage to develop innovative and user-centered solutions.
This document summarizes a design thinking workshop for AIP partners. It discusses the design thinking process which involves framing the problem, understanding user needs through tools like interviews and shadowing, exploring solutions through brainstorming and reframing, and prototyping ideas. Specific tools mentioned include role playing, analogy mapping, and physical models. The benefits of design thinking are highlighted such as taking a human-centered approach and thinking outside the box. Examples are provided of how tools like shadowing, how might we questions, and role playing have been used internally. Learning points emphasize understanding user needs, challenging assumptions during exploration, and prototyping ideas to test feasibility.
Design thinking is a human-centered approach to problem solving that relies on three main principles: empathy, collaboration, and experimentation. It involves understanding user needs through discovery, developing ideas through interpretation and ideation, and making ideas a reality through prototyping and experimentation. The process is non-linear and involves divergent and convergent thinking. Key tools used in design thinking include observation, interviews, storyboarding, paper prototyping, and other methods of understanding user needs and testing potential solutions.
Design Thinking is a methodology that uses a human-centered approach to solve complex problems. It involves 5 stages: empathizing to understand user needs, defining the problem, ideating potential solutions, prototyping solutions, and testing prototypes. The document then provides details on each stage, including techniques like empathy mapping, brainstorming, prototyping, and usability testing. The goal is to develop solutions to problems by understanding human experiences and testing ideas iteratively.
Design thinking as a creative problem solving process - Part 1Peer Academy
Slides from Ashlee Riordan's class on "Design thinking as a creative problem solving process"
What is design thinking? Why has design become such a big thing lately? In this class, you will learn about the fundamental process behind design - creative problem solving. This class won’t be fluffy and I won’t give you useless advice like “you need to use the other side of the brain”. We will pull apart the design process together and learn how to recognize it and apply it. Designers and non-designers alike will walk away with new, tangible techniques to tackle big and small problems. Of course, these things are always a great chance to meet awesome people and have fun!
For more information visit: www.peeracademy.org
Design Thinking: The one thing that will transform the way you thinkDigital Surgeons
What's the one thing that will transform the way you think? Design Thinking. The startups, trailblazers, and business mavericks of our world have embraced this process as a means of zeroing in on true human-centered design.
Design Thinking is a methodology for innovators that taps into the two biggest skills needed in today’s modern workplace: critical thinking & problem solving.
Of course, if you ask 100 practitioners to define it, you’ll wind up with 101 definitions.
Pete Sena of Digital Surgeons believes that Design Thinking is a process for solving complex problems through observation and iteration. At its core, he describes it as a vehicle for solving human wants and needs.
Minds are like parachutes; they only function when open. Thomas Dewar was a Scottish whiskey distiller.
Communicating ideas or insights is often the hardest part of the design process. And PowerPoint and Excel spreadsheets are limited in their ability to do this. But the communication tools used in Design Thinking—maps, models, sketches, and stories—help to capture and express the information required to form and socialize meaning in a very straightforward, human way.
The Five things that all definitions of Design Thinking have in common:
1. Isolating and reframing the problem focused on the user.
2. Empathy. A design practitioner from IDEO, the popular design and innovation firm strapped a video camera to his head and it was only then that he recognized why the ceiling is such an important factor when working with hospital patients. As a patient you lay in bed and stare at it all day. It’s these little details and true empathy that can only be realized by putting oneself in the user’s shoes.
3. Approach things with an open mind and be willing to collaborate. Creativity with purpose is a team sport.
4. Curiosity. We have to harness our inner 5-year-old here and really be inquisitive explorers. Instead of seeing what would be or what should be, consider what COULD be.
5 - Commitment. Brainstorming is easy. It’s easy to want to start a business or solve a problem. Seeing it into market and making it successful is not for the faint of heart. We’ve all read about big “wins” (multi-billion dollar acquisitions like Instagram and WhatsApp). What we don’t read about are people like Tony Fadell and Matt Rogers, who work for years before becoming industry sensations.
Pete describes what he refers to as the “Wheel of Innovation” as a process that continuously focuses on framing, making, validating, and improving on your concept. Be it as small as a core feature in your product down to the business model and business idea itself.
Design is about form and function, not art.
What are the business benefits for Design Innovation?
IDEO started an idea revolution when they coined this phrase DESIGN THINKING. Organizations ranging from early-stage startups up to Fortune 50 organizations have capitalized on this iterative appr
This document discusses how technology can support thinking and inquiry-based learning for English language learners (ELLs). It argues that ELL students must have opportunities to engage in high-level thinking. It provides guidelines for selecting technology tools that scaffold learning and support a variety of thinking skills. It also outlines an approach to designing problem-based curriculum where students work collaboratively to solve problems and construct their own understanding.
Design Thinking for Educators Discovery through PrototypingMelissa Goodwin
The process of design thinking as a professional development resource for educators. This slide deck walks through the discovery through experimentation phase, and uses the design thinking language as it appears in designthinkingforeducators.com
During the third stage of the Design Thinking process, designers are ready to start generating ideas. You’ve grown to understand your users and their needs in the Empathise stage, and you’ve analysed and synthesised your observations in the Define stage, and ended up with a human-centered problem statement. With this solid background, you and your team members can start to "think outside the box" to identify new solutions to the problem statement you’ve created, and you can start to look for alternative ways of viewing the problem.
The document discusses various topics related to design through quotes and images. It explores definitions of design provided by designers such as Charles Eames, Milton Glaser, Steve Jobs, and others. Additionally, it examines the design process, expanding role of designers, principles of design thinking, different types of design problems, and more. The full document appears to be a presentation on understanding design at a high level.
The document discusses design thinking, including its definition as a creative problem-solving approach using specific tools and methods. It outlines the process of design thinking, including understanding the problem, observing users, visualizing solutions, evaluating prototypes, and implementing ideas. The document uses IDEO as a case study, outlining its design thinking methodology and challenges in scaling the approach. It concludes that design thinking is helpful for "wicked" problems and that its future relies on empowering creativity and integrating design into business strategy.
Student will be able to learn the basic concepts of deign thinking along with 5 phases of Design Thinking Process. This PPT covers the following topics: Introduction to design thinking, Need for design thinking, Design and Business, The Design Process, Design Brief, Visualization, Four Questions & Ten Tools, Explore
STEEP Analysis, Strategic Priorities, Activity System, Stakeholder Mapping, Opportunity Framing.
This document provides an overview of design thinking. It discusses how design thinking balances what is desirable, intuitive, technologically feasible, and viable from a business perspective. The document outlines the key principles of design thinking, including empathy, reframing problems, collaboration, exploration, tolerating failure and ambiguity. It also describes the core stages of the design thinking process as research, ideation, prototyping, and testing. Finally, the document shares success stories from GE Healthcare and P&G that demonstrate how they have applied design thinking.
Design Thinking 101 - An Introduction to Design Thinking for DevelopersBill Bulman
This document provides an overview of design thinking. It defines design thinking as a human-centered approach to innovation that draws from design methods to meet user needs, technological possibilities, and business requirements. The document outlines the key stages of design thinking: empathize, define, ideate, prototype, and test. It compares traditional waterfall and agile development processes to an agile process integrated with design thinking. The document promotes adopting behaviors like collaboration, embracing ambiguity, and learning from failure when using design thinking.
The design thinking transformation in businessCathy Wang
Presented at Webvisions Barcelona 2015 By Cathy Wang & Nuno Andrew
The definition of design is shifting from being a noun to a verb. We see it moving away from arts and craft into a methodology of delivering value. Adapting to this shift, designers and changemakers are forming a new way of design thinking.
As designer, not only are we crafting products / services, but we are also learning to see a much bigger system with a deep connection to business factors. How can we influence businesses with design thinking in order to build a solid business platform that delivers meaningful products / services.
Systems thinking is an approach to problem solving. Businesses are an intricate ecosystem, from how the organisation is structured, to people, to commercial planning, to processes. As designers, we practice systems thinking everyday. How do we use this knowledge to craft a business? This, is business design.
In this session, we want to explore what business design means. How to use what we know, as designers, to build stronger businesses? As we continue to adapt design methodologies and systems thinking to a business context, what other manifestations that will evolve? How can design thinking be leveraged in even the most straight-laced silos of a business such as Human Resources and Finance? How do we give design thinking the space it needs in the face of traditional business practice? And most importantly, how do we use our existing design thinking knowledge, to design businesses?
Design Thinking in Solving Problem - HCMC Scrum Breakfast - July 27, 2019Scrum Breakfast Vietnam
This document discusses design thinking and how it can be used as a problem solving methodology. It describes design thinking as a human-centered approach that involves five phases - empathizing, defining, ideating, prototyping, and testing. The empathize phase is about understanding user needs through interviews, observations and immersions. In define, insights are used to frame problems and opportunities. Ideate is focused on generating many ideas. Prototypes are then created to test ideas. Finally, in test, prototypes are evaluated based on user feedback to determine what should be kept, changed or discarded.
Design Thinking explained with project experiences.
- What is Design Thinking
- What are the steps
- What is SAP Apphaus
- The Next View Design Experience Center Amsterdam
Design thinking is a collaborative process that brings together different areas of expertise to generate innovative solutions. It involves empathizing with users, defining problems from their perspective, ideating multiple potential solutions, prototyping ideas, and testing prototypes with users in an iterative process. The goal is to address user needs while considering feasibility, viability, and other constraints. Design thinking emphasizes learning through action, cross-functional collaboration, putting users first, and using prototypes to communicate visions.
Design thinking is a method for solving complex problems and creating new ideas that combines multidisciplinary teams, a creative space, and an iterative approach. It involves empathizing with users to understand their needs, defining the problem, ideating potential solutions, prototyping ideas, and validating solutions with users. The process is iterative, with learnings applied between each stage to develop innovative and user-centered solutions.
This document summarizes a design thinking workshop for AIP partners. It discusses the design thinking process which involves framing the problem, understanding user needs through tools like interviews and shadowing, exploring solutions through brainstorming and reframing, and prototyping ideas. Specific tools mentioned include role playing, analogy mapping, and physical models. The benefits of design thinking are highlighted such as taking a human-centered approach and thinking outside the box. Examples are provided of how tools like shadowing, how might we questions, and role playing have been used internally. Learning points emphasize understanding user needs, challenging assumptions during exploration, and prototyping ideas to test feasibility.
Design thinking is a human-centered approach to problem solving that relies on three main principles: empathy, collaboration, and experimentation. It involves understanding user needs through discovery, developing ideas through interpretation and ideation, and making ideas a reality through prototyping and experimentation. The process is non-linear and involves divergent and convergent thinking. Key tools used in design thinking include observation, interviews, storyboarding, paper prototyping, and other methods of understanding user needs and testing potential solutions.
Design Thinking is a methodology that uses a human-centered approach to solve complex problems. It involves 5 stages: empathizing to understand user needs, defining the problem, ideating potential solutions, prototyping solutions, and testing prototypes. The document then provides details on each stage, including techniques like empathy mapping, brainstorming, prototyping, and usability testing. The goal is to develop solutions to problems by understanding human experiences and testing ideas iteratively.
Design thinking as a creative problem solving process - Part 1Peer Academy
Slides from Ashlee Riordan's class on "Design thinking as a creative problem solving process"
What is design thinking? Why has design become such a big thing lately? In this class, you will learn about the fundamental process behind design - creative problem solving. This class won’t be fluffy and I won’t give you useless advice like “you need to use the other side of the brain”. We will pull apart the design process together and learn how to recognize it and apply it. Designers and non-designers alike will walk away with new, tangible techniques to tackle big and small problems. Of course, these things are always a great chance to meet awesome people and have fun!
For more information visit: www.peeracademy.org
Design Thinking: The one thing that will transform the way you thinkDigital Surgeons
What's the one thing that will transform the way you think? Design Thinking. The startups, trailblazers, and business mavericks of our world have embraced this process as a means of zeroing in on true human-centered design.
Design Thinking is a methodology for innovators that taps into the two biggest skills needed in today’s modern workplace: critical thinking & problem solving.
Of course, if you ask 100 practitioners to define it, you’ll wind up with 101 definitions.
Pete Sena of Digital Surgeons believes that Design Thinking is a process for solving complex problems through observation and iteration. At its core, he describes it as a vehicle for solving human wants and needs.
Minds are like parachutes; they only function when open. Thomas Dewar was a Scottish whiskey distiller.
Communicating ideas or insights is often the hardest part of the design process. And PowerPoint and Excel spreadsheets are limited in their ability to do this. But the communication tools used in Design Thinking—maps, models, sketches, and stories—help to capture and express the information required to form and socialize meaning in a very straightforward, human way.
The Five things that all definitions of Design Thinking have in common:
1. Isolating and reframing the problem focused on the user.
2. Empathy. A design practitioner from IDEO, the popular design and innovation firm strapped a video camera to his head and it was only then that he recognized why the ceiling is such an important factor when working with hospital patients. As a patient you lay in bed and stare at it all day. It’s these little details and true empathy that can only be realized by putting oneself in the user’s shoes.
3. Approach things with an open mind and be willing to collaborate. Creativity with purpose is a team sport.
4. Curiosity. We have to harness our inner 5-year-old here and really be inquisitive explorers. Instead of seeing what would be or what should be, consider what COULD be.
5 - Commitment. Brainstorming is easy. It’s easy to want to start a business or solve a problem. Seeing it into market and making it successful is not for the faint of heart. We’ve all read about big “wins” (multi-billion dollar acquisitions like Instagram and WhatsApp). What we don’t read about are people like Tony Fadell and Matt Rogers, who work for years before becoming industry sensations.
Pete describes what he refers to as the “Wheel of Innovation” as a process that continuously focuses on framing, making, validating, and improving on your concept. Be it as small as a core feature in your product down to the business model and business idea itself.
Design is about form and function, not art.
What are the business benefits for Design Innovation?
IDEO started an idea revolution when they coined this phrase DESIGN THINKING. Organizations ranging from early-stage startups up to Fortune 50 organizations have capitalized on this iterative appr
This document discusses how technology can support thinking and inquiry-based learning for English language learners (ELLs). It argues that ELL students must have opportunities to engage in high-level thinking. It provides guidelines for selecting technology tools that scaffold learning and support a variety of thinking skills. It also outlines an approach to designing problem-based curriculum where students work collaboratively to solve problems and construct their own understanding.
Design Thinking for Educators Discovery through PrototypingMelissa Goodwin
The process of design thinking as a professional development resource for educators. This slide deck walks through the discovery through experimentation phase, and uses the design thinking language as it appears in designthinkingforeducators.com
This document provides an overview of 10 design thinking tools that managers can use to identify and execute opportunities for growth and innovation. It summarizes two of these tools - visualization and journey mapping - in detail. Visualization involves using images and visual thinking to represent ideas, making them more concrete and easier to understand. Journey mapping traces a customer's experience with a company to identify pain points and uncover needs customers may not be able to articulate, providing insights for innovation opportunities. The document explains when and how to use these tools in the design thinking process.
The document discusses a presentation given in Paris on March 20, 2013 about using visual design thinking as a change management method. The presentation explored how visualizing strategies, processes, and solutions can help organizations drive change. It examined how visuals can engage stakeholders and bring abstract concepts to life to gain support for new initiatives. Contact information is provided for Frederic Wiedemann who presented on this topic.
Tertiary Learning Space Design Conference 2016Matt Bacon
This document discusses how design thinking was used to develop effective learning spaces at the Inspire Centre for Education and Training at the University of Canberra. It provides examples of different types of learning spaces created at Inspire including flexible, active, connected and collaborative spaces. It also discusses how design thinking frameworks and tools were used in the process. Finally, it emphasizes that design thinking is an ongoing mindset that builds capacity and trust, and ensures visible decision making and a safe environment for innovation.
Designing for Learning: Using Design Thinking to Engage Your LearnersD2L Barry
This document discusses designing learning outcomes through design thinking. It provides an overview of design thinking, problem finding, and empathy. It encourages engaging and meaningful tasks and building empathy. It suggests identifying a problem of practice or unit/topic that has not engaged students. Participants are asked to choose a topic and write a "HOW MIGHT WE" question. Resources on design thinking for educators are also provided.
A presentation for the Sydney MeetUp group: Sydney eLearning and Instructional Designers about how to apply design thinking concepts of product development to instructional design.
This document presents a personality test consisting of 4 questions. It instructs the reader to answer the questions honestly without looking ahead and to write down their answers. It states that interpreting the answers will reveal insights about one's priorities, personality, relationships, and life. It claims that sending the message to others according to one's favorite number will lead to improvements in life and fulfillment of wishes.
Intro to Design Thinking English (Wallet Exercise) Max Oliva
The document discusses design thinking and its process. It explains that design thinking involves examining a problem, gathering insights from interviews, reframing the problem, generating and iterating on solutions, testing solutions and getting feedback to learn and improve designs. The example used is having partners design wallets, interview each other, and redesign wallets based on insights to better understand the design thinking process.
The document is a personality test disguised as advice from the Dalai Lama. It contains 4 questions about preferences and important people, and claims the answers reveal priorities and personalities. It instructs the reader to share the message with others according to their favorite number for wishes to come true. However, the test and promises appear designed to spread the message itself rather than provide useful self-knowledge.
The document describes different shapes (triangle, circle, rectangle, box, squiggle) and their personality traits. Triangles are organized leaders who like to be in control. Circles are social and caring. Rectangles are unpredictable and disorganized. Boxes are organized, logical, and tolerant. Squiggles are creative free spirits who challenge the status quo. The document provides insights into how different shapes may approach work and life.
After writing a post on Medium about my Design Thinking experiments in the the UX class I taught last semester, I had the privilege to be invited by the Dean of School of Media Studies & Information Technology from Humber College to give a talk of the story with the program coordinators and associate dean. These are the slides of my talk.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
ESP is an approach to language teaching where all decisions about content and methods are based on the learners' reasons for learning. It is not about teaching specialized varieties of English for different professions. ESP course design considers factors like the learners' language needs, backgrounds, and learning situations. Effective course design also draws on language descriptions, learning theories, and needs analysis.
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The 6 Thinking Hats technique developed by Edward De Bono separates critical thinking into 6 colored "hats" representing different perspectives or modes of thinking. The main idea is for a group to consider a problem or topic while only "wearing" one hat's perspective at a time. The hats are White (facts), Red (emotions), Black (caution), Yellow (optimism), Green (creativity), and Blue (process). Various hat sequences can be used - for example, Yellow then Black to evaluate an idea by considering positives then negatives. The document provides examples of hat activities and thinking sequences to structure discussions and problem solving.
Information and reminders for attending and non-attending A+ Facilitators. The "meta-workshop" day of development on creating and faciliating A+ workshops also modeled an A+ workshop.
Creating Engaging Learning Experiences that also Yield Evidence of LearningGail Matthews-DeNatale
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Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
Developing new approaches to teaching and learning. Innovation was described as doing something differently through creative thinking, taking risks, and experimenting with new ideas. It involves pushing boundaries, collaborating across disciplines, and applying novel methods that have not been used before to potentially improve the student experience. While innovation does not have to be technological, it requires rethinking standard practices and being open to failure in order to develop new and adaptive ways of teaching.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes information about preparing for and following up on the field trip. The first section outlines logistics for the visit. Subsequent sections provide pre-visit and post-visit classroom activities aligned with design thinking processes. The pre-visit activities introduce design vocabulary and have students analyze book covers and advertisements. The post-visit activities have students create identity cards and evaluate objects. Additional resources include a design vocabulary list and information on how graphic designs work.
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A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
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This document outlines a presentation on using improvisation and design thinking in science and mathematics teaching. It discusses how improvisation involves divergent thinking and an improvisational mindset. Design thinking is presented as a process that can enhance improvisation, with steps like empathizing with students, defining problems, ideating solutions, prototyping ideas, and testing. An example is given of how these approaches could be used in a lesson on Charles' Law, by developing a hands-on activity to demonstrate the concept using everyday objects. The presentation argues that improvisation and design thinking can make science and math more engaging, accessible and understandable for students.
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
This document summarizes a presentation on showcasing creative thinking at Hurstville Public School in NSW, Australia. The presentation covered the school's goals of fostering 21st century skills like creative thinking across subjects. It introduced a creative thinking framework used to reflect on teaching practice and identify skills to develop in students. Examples were provided of how creative thinking was incorporated into projects in subjects like science, cultural studies and math. Assessment methods like student self-reflection were also discussed. The presentation concluded with interactive challenges to exercise attendees' own creative thinking.
This document outlines the topics and schedule for an ICT for Learning Design course over one term. It includes notes on communicating via email, introducing course topics like learning styles and assessment, taking a Moodle tour, developing teaching beliefs and a pedagogical approach, creating blogs, and using tools like Padlet and Bubbl.us for activities. Students are encouraged to ask questions and contact the instructor, Gary Holmes, if they need help with any aspects of the course.
CAIeRO: Practical Tools for Course DesignJulie Usher
The document provides an agenda and information about a CAIeRO course design retreat. The retreat will cover topics like setting learning outcomes, storyboarding, and action planning. CAIeRO stands for "Creating Aligned Interactive Educational Resource Opportunities" and is a course design toolkit. The toolkit includes tools like a module blueprint to define the mission and approach, storyboarding to plan learning activities, prototyping activities, and reviewing and reflecting on the design. The retreat aims to help participants design learner-focused, collaborative, and flexible courses using the CAIeRO toolkit and principles.
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
1. The document outlines goals for a meeting to share a draft guidebook on inquiry-based instruction and collaboration. It aims to elicit feedback and expand toolkits for these areas.
2. Several inclusion and collaboration activities are described, including setting norms, answering "Who am I?" and moving from "me-ness" to "we-ness."
3. Examples are provided for how to integrate career pathway projects into core instruction through assignments tied to real-world roles in different career fields.
Effective Teaching & Learning Process in the ClassroomAjay Kumar
Classroom teaching is always the most important as well challenging part of the education system. We need to cater all kind of learners and need to finish the syllabus in the best way. I just tried to add some points based on my experience.
This document provides an overview of instructional design and adult learning theories presented in a workshop by Nancy Anderson of Blackbird Learning Associates. It discusses key topics like the ADDIE model of instructional design, principles of adult learning theory, learning styles, learning management systems, and e-learning approaches. The workshop aims to help participants understand adult learning concepts, instructional design processes, and how to apply these ideas in a real-world context.
We introduce Learning Presentation design principles that incorporate theories of Adult Learning. These presentation principles and approaches can be adapted by researchers, teachers, and students for use in classrooms, conferences, and communities, whether F2F, hybrid, or online environments. We collaborate with participants by sharing knowledge and experience to create personalized strategies for maximizing learning while using presentation platforms. For this showcase we draw on our work with future faculty and current staff to demonstrate Learning Presentations as scaffolds for showcasing ideas, guiding learning, and engaging learners.
Ilene D. Alexander
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Design Thinking for Educators: Brainstorming Engagement
1. Design Thinking for Educators
Kim Ducharme
Director of Educational User Experience Design
2016 UDL Symposium
August 9, 2016
www.cast.org
— Brainstorming Learner Engagement
2. Goals
—Learn about design thinking tools and
methodologies
—Gain empathy through journey mapping (a tool
borrowed from user experience design)
—Ideate a more engaging lesson plan through
design thinking and the principles of Universal
Design for Learning
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
3. Design Thinking
The goal is
matching people’s
needs with what is
technologically
feasible and
financially viable
— Tim Brown, IDEO
Is an innovation process
Educational
goals
…and meets educational goals.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
Tim Brown, IDEO
Deeply cross-disciplinary
Involves the users and stakeholders in the design process
4. Design Thinking
Problem finding Problem solving Solution testing
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Learn about
your audience
Define the problem
space based on
empathy insights
Brainstorm
creative solutions
Test your ideas,
iterate based on
feedback
Try experiments
in the classroom
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
5. Design Thinking
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Today
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
6. EMPATHY
— Learn about your audience
— Find the deep and meaningful NEEDS through
observing and engaging
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
7. EMPATHY: Personas
xious Alma
es okay on homework
verage student
Struggles with science
Lacks self-confidence
Finds classroom environment
threatening, struggles to
concentrate
Withdraws due to fear of failure
– does not partcipate or engage
with classmates
– would rather refuse answering
a question than risk getting
it wrong
Goof-off Gage
Invests in making a positive
impression (by being a goof-off)
Assumes that he will fail right
from the start, be seen as
incompetent (tries to hide this by
being a goof-off)
Invests in appearing too smart to
try
Avoids authentic engagement in
content — asks lots of questions
to appear engaged, but gets
answers from classmates.
Undermines assessment
feedback function by cheating
+
–
– –
– –
– –
– – –
Helpless Hannah
Displays neither enthusiasm nor
bad behavior
Views herself as incompetent
and unable to master new
academic material
Assumes that she will fail, so
why even try?
Remains socially, intellectually,
and emotionally detatched
Interprets poor performance as
confirmation of low expectations
–
–
–
– –
Design Thinking for Educators — Emotions by Design
Satisfied Santos
Enjoys intellectual challenge
outside of school, sophisticated
science understanding beyond
class curriculum
Enjoys the social engagement of
school, is popular, likable
Does not rely on school
performance for self-esteem
Talent for writing science fiction
Does not respond to grade
incentives, satisfied with "C's"
though could be earning "A's"
Performs only enough to avoid
negative attention
++
++
+
+
–
Safe Sally
Performs well by most academic
criteria
Enjoys the respect of classmates
and teachers
Benefits from test-taking and
other academic skills
Engages only enough to get an
"A," reads only what will be
tested on
Motivated by good grades and
external recognition — learning
is instrumental, but no intrinsic
value, joy or excitement
Avoids the risks of stretching
herself, and rewards of creative
exploration
++
++
+
–
–
– –
+
+
–
–
– – –
Alienated Al
Responds well to those
interested in, and engagin
strengths and interests
Likes to be held accounta
high expectations, needs
support achieving them
Not trusted to use auto
productively
Assumes that he is not
will fail
Psychologically check
assumes that no one
Design Thinking for Educators — Emotions
Student Personas
— Imagine you’ve done some design research, and
distilled findings into 6 unique “personas”
(Alma, Gage, Hannah, Santos, Sally, and Al)
Derived from Motivation to Learn, Deborah Stipek
8. EMPATHY: Going deeper
— We’re going to imagine the experience of a lesson
on circuits through the lens of our personas
(Alma, Gage, Hannah, Santos, Sally, and Al)
— How might we gain deeper insights?
— Journey mapping
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
13. — A tool for more deeply understanding an experience
— New insights on student emotions, needs, barriers,
opportunities and strengths will fuel the process for
ideating a better, more engaging circuits lesson that
addresses a range of learner variability
EMPATHY: Journey mapping
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
14. Circuits lesson: Lighting a Bulb / journey map starter skeleton
Kim Ducharme, Emotion by Design / Design Thinking for Educators, 4.14.2016
INTRO
TEACHERSTUDENT
Stages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO REFLECTION & SENSEMAKING
Introduce
• activity
• D-cell battery
• vocabulary:
D-cell, battery,
source,
electrical energy
Introduce
• lightbulb
Challenge
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
terms:
• electricity
converter,
• circuit
• components
• contact points
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Predict & check
think about and
check predictions
Record
predictions
Lead discussion
• students discuss their predictions
and observations
• discuss a few circuit principles
Discuss
• predictions and observations
Prompt
to construct an explanation.
Should contain • claim
• evidence
• reasoning
Construct an
explanation
Write WHAT happened
and WHY?
Present
explanation
WHAT happened
and WHY to group
Debate/persuade
best explanation
Reconcile competing ideas
using evidence
Journey map
A skeleton map of the circuits lesson
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
15. Journey map
Journey Map / Lighting a Bulb lesson - starter skeleton
INTROStages
Activity
Emotion,
engagement
DO FOCUS/
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
16. Lighting a Bulb
A lesson
on circuits
Imagine the experience through
the lens of your persona.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
17. Journey mapping
Journey Map / Lighting a Bulb lesson - starter skeleton
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Use information from your persona’s experience
over time to place insights onto the map
— Think about emotions & levels of engagement, also note barriers and
strengths for your student around understanding, action & expression
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
18. DEFINE
— Reframe needs and insights
from empathy stage (personas & journey mapping)
into actionable problem statements
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
19. DEFINE
Problem statement format:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Dave needs
a way to [ ______ ],
because [ insight ].
Look at sample problem statements, then construct your own
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
20. Example problem statement:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Hannah needs positive
reinforcement, because
she lacks feelings of
confidence.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
21. Example problem statement:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Santos needs a way to
make his own learning
goals, because he likes
moving at his own
intellectual pace.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
22. Example problem statement:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Sally needs a way to
feel comfortable in
making mistakes,
because the fear is
limiting her learning.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
23. IDEATE
— Brainstorming and coming up with
creative solutions
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
24. Tim Brown, IDEO
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
25. IDEATE: Seed questions
— Generate brainstorming seed questions
from insights in problem statements + learning goal(s)
“How might we…?”
“What if…?”
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
26. IDEATE: Seed question examples
Problem statement: Hannah needs positive reinforcement, because
she lacks feelings of confidence.
How might we give Hannah
a chance to shine?
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
27. IDEATE: Seed question examples
Problem statement: Santos needs a way to make his own learning
goals, because he likes moving at his own intellectual pace.
How might we support
Santos’ autonomy while still
supporting the classroom
goals of the circuits lesson?
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
28. IDEATE: Seed question examples
— Problem statement: Sally needs a way to feel comfortable in
making mistakes, because the fear is limiting her learning.
How might we help
Sally redefine success?
Write a few of your own — Consider how we might
provide opportunities for multitiple means of
engagement, representation, and action & expression.
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
29.
30. Choose a seed question
Decide on a brainstorming question* to work on.
Some criteria:
— One you are most excited about
— The biggest problem (even if it’s hard)
— The most potential to move forward (feasible)
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
*Typically, you would brainstorm a series of questions
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
31. Rules for a Good Brainstorm
• Encourage wild ideas.
• Don't make any judgments about ideas.
• Stay on the current question.
• Express an idea and then move on.
• Build on the ideas of others.
• Have only one conversation at a time.
32. IDEATE: Brainstorm
1. Write down ideas individually (5 mins)
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
2. Put up on the wall (read aloud as you go)
3. Build on, combine, new ideas (5 mins)
33. — Choose the best and wildest ideas
1. Group similar ideas, remove duplicates
IDEATE: Narrow down
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
2. Dot voting: Each person gets 3 green dots (best idea)
3 blue dots (wildest idea)
3. Discuss and choose 2 best, 2 wildest ideas
5 mins
34. Consolidate
Journey Map / Lighting a Bulb lesson - starter skeleton
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Groups share out:
— Persona, problem statement, brainstorm question
— Add best ideas & craziest ideas to big, class map
This is our potential future state journey map
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
35. Design Thinking
Problem finding Problem solving Solution testing
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Learn about
your audience
Define the problem
space based on
empathy insights
Brainstorm
creative solutions
Test your ideas,
iterate based on
feedback
Try experiments
in the classroom
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
36. Reflection
…on the design thinking process and journey mapping tool
Journey Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
Opportunities (future state)
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO NEW CHALLENGE DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Record
predictions
Introduce
vocabulary:
• circuit
• components
• contact points
New challenge
can you make a
one-wire circuit?
Lead discussion
• students discuss their circuits
• discuss a few circuit principles
Do
challenge
Draw
as students
succeed, draw
circuit
Discuss
students study and
discuss their circuits
Prompt
to answer focus question
— write an explaination in their
science notebook
Answer
focus question in
science notebook
—On today’s experience
—On applying to your own work
— How would you use, extend, change, add to the tools?
—Other applications?
e.g. — Look at teachers’ experience
— Use as conversation piece in design research
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
37. Feedback
Put two post-its on today’s session journey map
Journey Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
Opportunities (future state)
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO NEW CHALLENGE DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Record
predictions
Introduce
vocabulary:
• circuit
• components
• contact points
New challenge
can you make a
one-wire circuit?
Lead discussion
• students discuss their circuits
• discuss a few circuit principles
Do
challenge
Draw
as students
succeed, draw
circuit
Discuss
students study and
discuss their circuits
Prompt
to answer focus question
— write an explaination in their
science notebook
Answer
focus question in
science notebook
1. Identify one highlight
— & why
2. Identify one thing you would change
— & how you would change it
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
38. Thank you.
— Come and visit us at CAST!
— Join the conversation
— Twitter: #edUX
— LinkedIn: Educational User Experience Design
www.linkedin.com/groups/6956915
— Meetup: Experience Design for Learning
www.meetup.com/Experience-Design-for-Learning (Boston-based)
Kim Ducharme
Director of Educational User Experience Design
kducharme [at] cast.org
www.cast.org