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Integrative Design Process
The document discusses the integrated design thinking process, emphasizing problem finding and solution selecting through various teaching methods that incorporate Kolb's learning styles. It covers the journey of understanding team dynamics, finding opportunities, and crafting multiple solutions while assessing and reflecting on ideas. Additionally, it highlights exercises and site visits to reinforce learning and the importance of defining interventions and testing methods in design education.
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Integrative Design Process
- 1. DESIGN THINKING-Problem Finding+ Solution Selecting (Teaching Innovation, Embedding Design Thinking: Beckman + Barry)AbstractIDEASINSIGHTSProblem SelectingProblem FindingSolution FindingAnalysisSynthesisSolution SelectingOBSERVATIONSSOLUTIONSConcrete
- 2. DESIGN THINKING-KOLB LearningStyles(Teaching Innovation, Embedding Design Thinking: Beckman + Barry)AbstractActive Experimentation (Synthesis)SOLUTION SELECTINGReflective Observation(Analysis)PROBLEM FINDINGSynthesisAnalysisConcrete
- 3. DESIGN THINKING-KOLB LearningStyles(Teaching Innovation, Embedding Design Thinking: Beckman + Barry)AbstractAbstract ConceptualizationSynthesisAnalysisConcrete Experience Concrete
- 4. DESIGN THINKING-KOLB LearningStyles(Teaching Innovation, Embedding Design Thinking: Beckman + Barry)AbstractConceptualizationASSIMILATINGgood at understanding a wide variety of information + putting it in concise logical formCONVERGINGgood at finding practical uses for ideas and theories, solving problemsBALANCEDgood at moving through multiple learning phases, leading design processesReflectiveObservation(Analysis)Active Experimentation (Synthesis)DIVERGINGgood at seeing concrete situations from multiple perspectivesACCOMMODATINGgood at learning from hands on experienceConcreteExperience
- 5. DEC: Integrated DesignProcess: JourneyWHAT?Is DEC?Is Design ProcessWHY?Use Design ProcessHOW?Apply Design Process123456789101112131415DIVERGEFRAME + ASSESSReflectAssessReflectAssessReflectAssessCONVERGE
- 6. Off the WallTimeof Day 1100 Arrows Marshmallow TowerObserve ExerciseRivers + Tides7-14-24IDEO ShopCartTime of Day 2Test auditassumptionsCreative abrasionTest auditassumptionsReflectAssessReflectAssessReflectAssessMyersBriggsLEGOMANPrototype3 waysProduct autopsyPPT + StoryChecklist manufesto?-Too many exercises, out of context?, more focused reinforcement and link to audit?
- 7. Brainstorm25 opps forinterventionFirst Site Visit- Collect ObservationsSecond site visitUse peers to test- assess audit ideasPrep Second Site visit, Tools for interviewingIdentify Project to PursueAuditIntroducedRefinePrototype Audit Site ideas 3 different waysDefine Intervention + methods of testingFinal for ClassAudit Project- This is a sample, all processes will differ- the key is the travel from divergent exploration to assessment, framing, and convergence around proposed solution.
- 8. Off the WallTimeof Day 1100 Arrows Marshmallow TowerObserve ExerciseRivers + Tides7-14-24IDEO ShopCartTime of Day 2Test auditassumptionsCreative abrasionTest auditassumptionsReflectAssessReflectAssessReflectAssessMyersBriggsLEGOMANPrototype3 waysProduct autopsyPPT + StoryChecklist manufestoDo exercises support and reinforce audit project?
- 9. DEC: Integrated DesignProcess: Journey213456789101112131415Understand team dynamics and how to work well in a teamFind problems and turn them into opportunities…don’t expect to just be handed problems to solveCraft multiple solutions to the problems you find and make sure you identify associated risks and returnMyersBriggsCreative abrasionCompassObserve Exercise7-14-24Off the WallRivers + TidesTime of Day 1IDEO ShopCartChecklist manufestoTime of Day 2Test auditassumptionsMarshmallow Tower100 Arrows Test auditassumptionsProduct autopsyPPT + StoryPrototype3 waysAre exercises introducing and then reinforcing key learning? Is the “why” behind the “what” clear to faculty? Will it be clear to students?
- 10. DEC: Integrated DesignProcess: Journey213456789101112131415Understand team dynamics and how to work well in a teamFind problems and turn them into opportunities…don’t expect to just be handed problems to solveCraft multiple solutions to the problems you find and make sure you identify associated risks and returnUse Peers to Test IdeasSite VisitObservationsDefine Intervention Method + TestingDefine Project to PursueTools for InterventionSite VisitObservations25 Opportunities ofr Intervention Prototype Event 3 Different WaysRefine + DevelopFinal ProjectAudit Project: How is it reinforcing the key learning objectives
- 11. DEC: Integrated DesignProcess: Journey213456789101112131415Understand team dynamics and how to work well in a teamFind problems and turn them into opportunities…don’t expect to just be handed problems to solveCraft multiple solutions to the problems you find and make sure you identify associated risks and returnMyersBriggsCreative abrasionCompassUse Peers to Test IdeasObserve Exercise7-14-24Off the WallSite VisitObservationsDefine Intervention Method + TestingDefine Project to PursueRivers + TidesTime of Day 1IDEO ShopCartTools for InterventionSite VisitObservations25 Opportunities ofr Intervention Checklist manufestoPrototype Event 3 Different WaysRefine + DevelopTime of Day 2Test auditassumptionsMarshmallow TowerTest auditassumptionsProduct autopsy100 Arrows Final ProjectPPT + StoryPrototype3 waysAudit Project: How is it reinforcing the key learning objectives
Editor's Notes
- #2 A design process can be described as aboveWe begin with observations, from which we gain insights (actionable) from which we generate ideas from which we select solutions. Two good examples that walk you through this cycle come from the IDEO article:BIKEThe bike company observed and noticed that adults stopped riding bikesThey discovered through observations and interactions the insight that high tech bikes were intimidating (product use, purchase, service, etc)They generated the idea to rebuild the bike process and their solutions selected were a new bike (cruisers), new brand, new purchase environment, new service approach, etcFINANCEBOA Keep the changeBOA was seeking to attract, retain, and increase deposits from customersThey shadowed customers and asked about financial planning (observations)They discovered the common notion of a (physical) change jar (insights)They generated ideas on ways to tap into off line behaviors in on line finance (ideas)They selected the solution “Keep the Change” which rounds up purchases to the next whole dollar amount and transfers the difference to a savings account.
- #3 When you break this design process down for learning and look at preference you can look at each half at a time- Here right to leftThe left half has to do with a preference for reflection and analysisThe right half has to do with active experimentation and synthesizing
- #4 When you break this design process down for learning and look at preference you can look at each half at a time- Here top to bottomThe bottom half is about concrete experiences- the tangible- What isThe top half is about the abstract- the intangible- what could be
- #5 Now to look at the 5 types in this context:DIVERGINGgood at seeing concrete situations from multiple perspectivesASSIMILATINGgood at understanding a wide variety of information + putting it in concise logical formCONVERGINGgood at finding practical uses for ideas and theories, solving problemsACCOMMODATINGgood at learning from hands on experienceBALANCEDgood at moving through multiple learning phases, leading design processes