This document provides an overview of design thinking and how it can be applied in an educational setting. It discusses design thinking models which are non-linear and iterative in nature. The document also outlines IDEO's design thinking process which includes the steps of discovery, interpretation, ideation, experimentation and evolution. Finally, it provides a walkthrough of how design thinking can be used in the classroom, with examples of how each step in the process such as empathy, define, ideate and prototype can be applied to support authentic problem solving by students.
Design Thinking for Startups - Are You Design Driven?Amir Khella
ย
This document discusses design thinking and how startups can integrate it into their process. It defines design thinking as combining creative and analytical thinking to solve problems. It recommends that startups (1) involve everyone in design thinking, not just designers, (2) deeply understand the problem to be solved, (3) create prototypes and get feedback to refine the solution, and (4) hire "T-shaped" individuals with skills across disciplines and encourage cross-training. The document emphasizes that design thinking is about understanding people and that anyone can be a good design thinker.
Design thinking for designing and delivering servicesZaana Jaclyn
ย
This document outlines an agenda and introduction to a design thinking workshop focused on reimagining libraries. The workshop covers the core phases of design thinking - discovery, definition, development and delivery. In the discovery phase, participants share stories about libraries and build personas. In definition, they identify opportunities and frame focus questions. The development phase involves generating many ideas and prototyping a new library experience. Finally, in delivery, participants prepare pitches to present their visions for the library of tomorrow. The overall workshop aims to collaboratively solve challenges facing libraries through a human-centered design process.
Research shows that we think like we speak. The first step in Visual Design Thinking, then, is learning visual language. Come learn Glyphโข, a language that balances verbal and visual elements to improve the way you learn, remember, create, and communicate. After this 2.5 hour workshop, you will be bursting through that โI canโt drawโ trap and stepping into your new role as a standout visual problem solver.
Come join Stanfordโs Alli McKee for a workshop that will build your creative confidence and amplify your communication. With extensive experience in both business (Bain & Company + Stanford GSB) and design (IDEO.org + Stanford d.school), Alli has come from Silicon Valley to bring you the best of both worlds to deliver a unique experience that is challenging, fun, and fulfilling.
Interested in teaching this workshop: http://visualdesignthinking.co/join-us/
Presentation LSP - Legoยฎ Serious PlayยฎStefan Andrei
ย
LEGO SERIOUS PLAY is a methodology using LEGO bricks to help groups discuss challenging topics, accelerate innovation, and build cohesion. Through a series of building challenges, participants construct LEGO models individually and then share the stories and meanings behind their creations. This allows unconscious ideas and insights to surface that may not emerge through traditional discussion. Workshops follow three phases - a challenge is posed, participants build models in response, then share the stories and discuss as a group. The goal is to think creatively with your hands and gain new perspectives by listening to others' models and interpretations.
The document provides an overview of a design thinking workshop at MICDS. It discusses design thinking as both a process and a way of thinking. The workshop introduces participants to the design thinking process through examples of how it has been implemented at MICDS, including for projects in different academic departments. Participants then work through an abbreviated design thinking process to address a challenge of their choosing.
The document outlines the 5 steps of design thinking: discovery, interpretation, ideation, experimentation, and evolution. It then provides examples of how design thinking has been applied by an individual teacher to improve their classroom, a whole school to redesign their teaching approach, and a school district to personalize learning. The overall message is that design thinking can be used by educators to create better learning environments and prepare students for the future.
This document provides an overview of design thinking and how it can be applied in an educational setting. It discusses design thinking models which are non-linear and iterative in nature. The document also outlines IDEO's design thinking process which includes the steps of discovery, interpretation, ideation, experimentation and evolution. Finally, it provides a walkthrough of how design thinking can be used in the classroom, with examples of how each step in the process such as empathy, define, ideate and prototype can be applied to support authentic problem solving by students.
Design Thinking for Startups - Are You Design Driven?Amir Khella
ย
This document discusses design thinking and how startups can integrate it into their process. It defines design thinking as combining creative and analytical thinking to solve problems. It recommends that startups (1) involve everyone in design thinking, not just designers, (2) deeply understand the problem to be solved, (3) create prototypes and get feedback to refine the solution, and (4) hire "T-shaped" individuals with skills across disciplines and encourage cross-training. The document emphasizes that design thinking is about understanding people and that anyone can be a good design thinker.
Design thinking for designing and delivering servicesZaana Jaclyn
ย
This document outlines an agenda and introduction to a design thinking workshop focused on reimagining libraries. The workshop covers the core phases of design thinking - discovery, definition, development and delivery. In the discovery phase, participants share stories about libraries and build personas. In definition, they identify opportunities and frame focus questions. The development phase involves generating many ideas and prototyping a new library experience. Finally, in delivery, participants prepare pitches to present their visions for the library of tomorrow. The overall workshop aims to collaboratively solve challenges facing libraries through a human-centered design process.
Research shows that we think like we speak. The first step in Visual Design Thinking, then, is learning visual language. Come learn Glyphโข, a language that balances verbal and visual elements to improve the way you learn, remember, create, and communicate. After this 2.5 hour workshop, you will be bursting through that โI canโt drawโ trap and stepping into your new role as a standout visual problem solver.
Come join Stanfordโs Alli McKee for a workshop that will build your creative confidence and amplify your communication. With extensive experience in both business (Bain & Company + Stanford GSB) and design (IDEO.org + Stanford d.school), Alli has come from Silicon Valley to bring you the best of both worlds to deliver a unique experience that is challenging, fun, and fulfilling.
Interested in teaching this workshop: http://visualdesignthinking.co/join-us/
Presentation LSP - Legoยฎ Serious PlayยฎStefan Andrei
ย
LEGO SERIOUS PLAY is a methodology using LEGO bricks to help groups discuss challenging topics, accelerate innovation, and build cohesion. Through a series of building challenges, participants construct LEGO models individually and then share the stories and meanings behind their creations. This allows unconscious ideas and insights to surface that may not emerge through traditional discussion. Workshops follow three phases - a challenge is posed, participants build models in response, then share the stories and discuss as a group. The goal is to think creatively with your hands and gain new perspectives by listening to others' models and interpretations.
The document provides an overview of a design thinking workshop at MICDS. It discusses design thinking as both a process and a way of thinking. The workshop introduces participants to the design thinking process through examples of how it has been implemented at MICDS, including for projects in different academic departments. Participants then work through an abbreviated design thinking process to address a challenge of their choosing.
The document outlines the 5 steps of design thinking: discovery, interpretation, ideation, experimentation, and evolution. It then provides examples of how design thinking has been applied by an individual teacher to improve their classroom, a whole school to redesign their teaching approach, and a school district to personalize learning. The overall message is that design thinking can be used by educators to create better learning environments and prepare students for the future.
The key points:
โซ๏ธEmpathy in business and how to measure it?
โซ๏ธDesign thinking tools
โซ๏ธHow to handle uncertainty as the project evolves?
โซ๏ธDesign thinking in IT โ how does it work?
โซ๏ธTips and tricks on design thinking methodology.
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 design thinking as a process for solving problems and discovering opportunities. It defines design thinking as a human-centered, collaborative, optimistic, and experimental mindset for transforming challenges into design opportunities. The core steps of the design thinking process are described as empathizing to understand user experiences, defining insights and opportunities, ideating potential solutions, prototyping ideas rapidly, and testing prototypes with users. Each step focuses on needs, understanding, creating, thinking, and implementing solutions through an iterative process of divergent and convergent thinking.
Design thinking for designing and delivering servicesZaana Jaclyn
ย
This document outlines a design thinking workshop for libraries. The agenda includes an introduction to design thinking, activities to understand customer needs and challenges, developing new ideas and prototypes for library services, and pitching concepts. Participants will work through stages of discovery, definition, development and delivery to address the question "What might your library become?". The goal is to generate new ideas and futures for libraries through a human-centered, collaborative process.
Presented at Design Thinking Meetup (Warsaw). Ideation process in service design - is a moment when we diverge and converge. What techniques to use in ideations? What are tools and how should you prepare facilitation. Methods of great ideation workshop. Inspired by life, cases, Socjomania workshops and Design Thinkers Academy certificate.
Evaluating the Impact of Design Thinking in ActionDavid Allan Chin
ย
Design thinking offers a problem-solving approach widely adopted by the most innovative companies and organizations - but how do we truly measure its impact?
Professor Jeanne Liedtka of the University of Virginiaโs Darden School of Business reports on the results of research conducted at UVA over the past 6 years of over 30 organizations using design thinking in practice.
This presentation shared during a MURAL webinar hosted by Jeanne Liedtka on 12/24/18.
This document summarizes a blog post about using Gestalt psychology principles in presentations. It discusses Karl Duncker's candle problem experiment and how it demonstrates "functional fixedness". It then explains several key Gestalt principles - figure/ground, proximity, closure, continuation, and experience - and how presenters can apply each principle when designing slides to guide audience attention and reinforce their messages.
Media Design 101 details how to make courses interesting, engaging and interactive through information presentation, usability, graphics, storyboarding, interaction and flow.
The document outlines an agenda for an idea generation workshop. The workshop goals are to generate a wide range of ideas, be creative, and build upon each other's concepts. The team goals are to avoid saying no, focus on quantity, and build on others' ideas. The agenda includes icebreakers, exercises for generating concepts individually and in groups, and sharing ideas. The exercises provide directions, templates, and tools to facilitate idea generation around design directions, trends, personas, dichotomies, and storyboarding scenarios.
Design Thinking: engage customers like never before.
Inconsistent customer interactions. Undifferentiated touch points. Indifferent customers. If these are business challenges you are facing, itโs time to take a closer look at the customer journey that your business is providing.
Join us in a hands-on, interactive session that will introduce you to a new way of thinking. Design Thinking is a user centric problem-solving mindset that combines empathy, rationality and creativity, and keeps the end-user of your product/service at the center of the design process.
These techniques are being used by the worldโs most prolific innovators to deliver powerful interaction experiences across the entire customer journey.
What we covered within the workshop:
1) The basic foundations and benefits of Design Thinking as an innovation process.
2) How to start integrating Design Thinking ideas and techniques into your daily customer interactions.
3) How to use Design Thinking to draw customer journey maps and gain actionable insights.
Litteraturhusdebatt eller rรธlpefestkrangel pรฅ nett? Design for samtaler pรฅ nettNinaLysbakken
ย
Hvor mye kan designeren pรฅvirke samtaler og nettdebattkultur?Hvordan kunne kommentarfeltene sett ut? Nina Lysbakken designer og forsker pรฅ sosiale medier, kommentarfelt og nettaviser. Pรฅ Yggdrasil vil hun gjerne gi deg et verktรธy for รฅ se kreative muligheter til รฅ forme samtaler som er i trรฅd med den kulturen du รธnsker รฅ forme. Kanskje har du stรธrre pรฅvirkningsmuligheter enn du trodde?
Workshop designed with the aim of exploring new approaches to increase the visibility and impact the portfolio supported by FAPEMIG to society. We applied a methodology developed to facilitate the creation of bridges between researchers and their potential audiences.
Design curation workshop by UX Desi @Lamakaan, Hyderabad, IndiaGanesh Kumar
ย
The document outlines an agenda for a design curation workshop conducted by UX Desi. The workshop includes exercises in observation, imagination, and systemization. In observation, participants do role-playing and observer reports without using Google. In imagination, they connect dots creatively and do team canvassing. In systemization, they study case studies and business models. The goal is to promote design awareness through multidisciplinary collaboration.
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.
Design Thinking : Prototyping & TestingSankarshan D
ย
The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. Prototypes may be shared and tested within the team itself, in other departments, or on a small group of people outside the design team.
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
Design is all around us and involves creative problem-solving to improve existing things and create new things. It is a process that enhances critical thinking skills, allows for multiple approaches to problem-solving, and improves communication and collaboration. The design process involves investigating challenges, framing problems, generating and developing ideas, sharing and evaluating solutions, and articulating the final solution.
During the third stage of the Design Thinking process, designers are ready to start generating ideas. Youโve grown to understand your users and their needs in the Empathise stage, and youโve 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 youโve created, and you can start to look for alternative ways of viewing the problem.
The document discusses key principles for effective presentations based on the book "Presentation Zen" by Garr Reynolds. It emphasizes simplicity, clarity and brevity in preparation, design and delivery. Presentations should tell a story through visuals and engage both logical and emotional aspects of the audience. Effective presenters prepare thoroughly but remain flexible and fully present during their delivery.
Architectural Forum presents theย ย union of architects, which is aimed to involve young architectsย in formation ย process of innovative ecosystem and ย raiseย architectural awareness in society.
OpenArchitecture (OA) is an initiative that aims to provide alternative architecture education options in South Africa. It collaborates with universities to offer recognized graduate and post-graduate programs through blended learning approaches. The OA program utilizes various virtual spaces like an online learning portal, Facebook group, and face-to-face sessions to facilitate studio-based learning. This includes asynchronous tools like an online design journal and synchronous activities like weekly virtual critiques. The blended model seeks to improve access and opportunities in architectural education.
The key points:
โซ๏ธEmpathy in business and how to measure it?
โซ๏ธDesign thinking tools
โซ๏ธHow to handle uncertainty as the project evolves?
โซ๏ธDesign thinking in IT โ how does it work?
โซ๏ธTips and tricks on design thinking methodology.
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 design thinking as a process for solving problems and discovering opportunities. It defines design thinking as a human-centered, collaborative, optimistic, and experimental mindset for transforming challenges into design opportunities. The core steps of the design thinking process are described as empathizing to understand user experiences, defining insights and opportunities, ideating potential solutions, prototyping ideas rapidly, and testing prototypes with users. Each step focuses on needs, understanding, creating, thinking, and implementing solutions through an iterative process of divergent and convergent thinking.
Design thinking for designing and delivering servicesZaana Jaclyn
ย
This document outlines a design thinking workshop for libraries. The agenda includes an introduction to design thinking, activities to understand customer needs and challenges, developing new ideas and prototypes for library services, and pitching concepts. Participants will work through stages of discovery, definition, development and delivery to address the question "What might your library become?". The goal is to generate new ideas and futures for libraries through a human-centered, collaborative process.
Presented at Design Thinking Meetup (Warsaw). Ideation process in service design - is a moment when we diverge and converge. What techniques to use in ideations? What are tools and how should you prepare facilitation. Methods of great ideation workshop. Inspired by life, cases, Socjomania workshops and Design Thinkers Academy certificate.
Evaluating the Impact of Design Thinking in ActionDavid Allan Chin
ย
Design thinking offers a problem-solving approach widely adopted by the most innovative companies and organizations - but how do we truly measure its impact?
Professor Jeanne Liedtka of the University of Virginiaโs Darden School of Business reports on the results of research conducted at UVA over the past 6 years of over 30 organizations using design thinking in practice.
This presentation shared during a MURAL webinar hosted by Jeanne Liedtka on 12/24/18.
This document summarizes a blog post about using Gestalt psychology principles in presentations. It discusses Karl Duncker's candle problem experiment and how it demonstrates "functional fixedness". It then explains several key Gestalt principles - figure/ground, proximity, closure, continuation, and experience - and how presenters can apply each principle when designing slides to guide audience attention and reinforce their messages.
Media Design 101 details how to make courses interesting, engaging and interactive through information presentation, usability, graphics, storyboarding, interaction and flow.
The document outlines an agenda for an idea generation workshop. The workshop goals are to generate a wide range of ideas, be creative, and build upon each other's concepts. The team goals are to avoid saying no, focus on quantity, and build on others' ideas. The agenda includes icebreakers, exercises for generating concepts individually and in groups, and sharing ideas. The exercises provide directions, templates, and tools to facilitate idea generation around design directions, trends, personas, dichotomies, and storyboarding scenarios.
Design Thinking: engage customers like never before.
Inconsistent customer interactions. Undifferentiated touch points. Indifferent customers. If these are business challenges you are facing, itโs time to take a closer look at the customer journey that your business is providing.
Join us in a hands-on, interactive session that will introduce you to a new way of thinking. Design Thinking is a user centric problem-solving mindset that combines empathy, rationality and creativity, and keeps the end-user of your product/service at the center of the design process.
These techniques are being used by the worldโs most prolific innovators to deliver powerful interaction experiences across the entire customer journey.
What we covered within the workshop:
1) The basic foundations and benefits of Design Thinking as an innovation process.
2) How to start integrating Design Thinking ideas and techniques into your daily customer interactions.
3) How to use Design Thinking to draw customer journey maps and gain actionable insights.
Litteraturhusdebatt eller rรธlpefestkrangel pรฅ nett? Design for samtaler pรฅ nettNinaLysbakken
ย
Hvor mye kan designeren pรฅvirke samtaler og nettdebattkultur?Hvordan kunne kommentarfeltene sett ut? Nina Lysbakken designer og forsker pรฅ sosiale medier, kommentarfelt og nettaviser. Pรฅ Yggdrasil vil hun gjerne gi deg et verktรธy for รฅ se kreative muligheter til รฅ forme samtaler som er i trรฅd med den kulturen du รธnsker รฅ forme. Kanskje har du stรธrre pรฅvirkningsmuligheter enn du trodde?
Workshop designed with the aim of exploring new approaches to increase the visibility and impact the portfolio supported by FAPEMIG to society. We applied a methodology developed to facilitate the creation of bridges between researchers and their potential audiences.
Design curation workshop by UX Desi @Lamakaan, Hyderabad, IndiaGanesh Kumar
ย
The document outlines an agenda for a design curation workshop conducted by UX Desi. The workshop includes exercises in observation, imagination, and systemization. In observation, participants do role-playing and observer reports without using Google. In imagination, they connect dots creatively and do team canvassing. In systemization, they study case studies and business models. The goal is to promote design awareness through multidisciplinary collaboration.
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.
Design Thinking : Prototyping & TestingSankarshan D
ย
The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. Prototypes may be shared and tested within the team itself, in other departments, or on a small group of people outside the design team.
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
Design is all around us and involves creative problem-solving to improve existing things and create new things. It is a process that enhances critical thinking skills, allows for multiple approaches to problem-solving, and improves communication and collaboration. The design process involves investigating challenges, framing problems, generating and developing ideas, sharing and evaluating solutions, and articulating the final solution.
During the third stage of the Design Thinking process, designers are ready to start generating ideas. Youโve grown to understand your users and their needs in the Empathise stage, and youโve 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 youโve created, and you can start to look for alternative ways of viewing the problem.
The document discusses key principles for effective presentations based on the book "Presentation Zen" by Garr Reynolds. It emphasizes simplicity, clarity and brevity in preparation, design and delivery. Presentations should tell a story through visuals and engage both logical and emotional aspects of the audience. Effective presenters prepare thoroughly but remain flexible and fully present during their delivery.
Architectural Forum presents theย ย union of architects, which is aimed to involve young architectsย in formation ย process of innovative ecosystem and ย raiseย architectural awareness in society.
OpenArchitecture (OA) is an initiative that aims to provide alternative architecture education options in South Africa. It collaborates with universities to offer recognized graduate and post-graduate programs through blended learning approaches. The OA program utilizes various virtual spaces like an online learning portal, Facebook group, and face-to-face sessions to facilitate studio-based learning. This includes asynchronous tools like an online design journal and synchronous activities like weekly virtual critiques. The blended model seeks to improve access and opportunities in architectural education.
This document provides an overview of the Cayman Islands Scouts Association program. It describes the different age groups (Beavers, Cubs, Scouts, Venture Scouts) and highlights some of their key activities, promises, and laws. For each age group, it outlines example activities, themes, and badge/award programs that are part of the progressive scouting curriculum aimed at developing youth into good citizens through fun, adventure, and service. Resources for additional information are also provided.
The document is a senior graduation project presentation on architecture. It summarizes the key differences between residential and commercial architecture as being purpose and intended use. It then outlines various design elements, principles, and criteria for residential spaces like living rooms, bedrooms, and bathrooms. It also covers requirements for commercial spaces, including ADA compliance and layout considerations. Floor plans and examples of different architectural styles from around the world are presented.
This document discusses different areas of a kitchen and food preparation. It describes the cold kitchen, where foods presented cold like salads and desserts are made, using appliances like chillers and freezers. It also describes the hot kitchen, where raw foods are cooked using appliances like stoves, ovens, and dishwashers. The document emphasizes keeping hot foods hot and cold foods cold to avoid the temperature danger zone where bacteria can grow quickly and cause food poisoning.
This document outlines the concept and kitchen design for a new 40-cover restaurant called Papaya Restaurant located in Sauraha, Chitwan, Nepal. The restaurant will source ingredients from its own organic papaya farm and focus on healthy, nutritious dishes made from papaya. The kitchen design includes areas for receiving, storage, preparation, cooking, plating, and dishwashing arranged in a functional layout within a 30x20 foot space. The goal is to differentiate the restaurant by promoting local papaya farming and offering new papaya-based dishes.
Alaska Milk Corporation selected PTS to design and manage construction of a new Central Utility Building (CUB) to upgrade utilities for its dairy processing site in Laguna, Philippines. The 3,600 square meter CUB centralizes and distributes electrical power, steam, chilled water, compressed air, nitrogen and backup power across Alaska Milk's powder, condensed milk, and other plants. PTS provided full design and construction management services for the $14 million CUB project, which was completed in 2013 and improved efficiency and reliability of utilities across the 12,000 hectare dairy processing site.
This document discusses concepts in architecture. It defines concepts as ideas that integrate various elements into a whole. Developing strong concepts that tie together all aspects of a design project is important but challenging. The document outlines different types of concepts like architectural ideas, themes, and literal translations. It also discusses problems students may face in conceptualizing, such as communication issues, inexperience, and generating hierarchies. Overall, the document provides an overview of concepts and their role in architectural design.
Gauss jordan and Guass elimination methodMeet Nayak
ย
This ppt is based on engineering maths.
the topis is Gauss jordan and gauss elimination method.
This ppt having one example of both method and having algorithm.
The document discusses a digital signature by Yasser Mahgoub from Qatar University's Department of Architecture and Urban Planning. It notes his name, country, organization, department, and email address as part of the signature on November 17, 2011 at 22:37 GMT +3 hours.
The concept aims to design a building to maximize comfort for blind people without obstacles. Linear geometry is used, inspired by tiles for blind people and considering level differences horizontally and vertically. Design decisions include tiles to help the blind, Braille language, partitions on colored wood doors with glass windows, yellow switches, light walls, and handrails everywhere. Ramps are included and most design decisions focus on accommodating the blind through use of geometric lines, circles, straight lines, and rectangles.
The objective of this course is to familiarize students with architectural graphics and to introduce them to the principles and processes of design through a sequence of exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects.
ุงููุฏู ู ู ูุฐุง ุงูู ูุฑุฑ ูู ุชุนุฑูู ุงูุทูุงุจ ุจุงูุฑุณูู ุงุช ุงูู ุนู ุงุฑูุฉ ูุนูู ู ุจุงุฏุฆ ูุนู ููุงุช ุงูุชุตู ูู ู ู ุฎูุงู ุณูุณูุฉ ู ู ุงูุชู ุงุฑูู ุงูุชู ุชุคูุฏ ุนูู ุชุทููุฑ ุงูู ูุงุฑุงุช ุงูุฃุณุงุณูุฉ ูุงูุฃููุงุฑ ูุงูุชูููุงุช ุงูู ุณุชุฎุฏู ุฉ ูู ุชุตู ูู ุงูู ุดุงุฑูุน ุงูู ุนู ุงุฑูุฉ ุงูู ุจุณุทุฉ.
Architectural Design 1 Lectures by Dr. Yasser Mahgoub - ProcessGalala University
ย
The document discusses the architectural design process. It describes the typical phases as:
1) Pre-design phase which involves programming to understand user needs.
2) Site analysis to understand the site context and how it relates to the user needs.
3) Schematic design phase where the main concepts of form and space are generated to address the user needs within the site context.
The document discusses the primary architectural elements of point, line, plane and volume. It defines each element and provides examples of how they are used in architectural design. A point becomes a line with length and direction. A line extended forms a plane with length, width and surface. A plane extended creates a volume with three dimensions of length, width and depth. The elements are used to define spaces, structures and forms in architecture.
This document summarizes a workshop on learning experience (LX) design. The workshop covered introductions, an overview of LX design methodology, user research activities like empathy mapping and persona development, idea generation techniques like visual slam and scenario sketching, and journey mapping. Participants worked in groups to conduct user interviews, develop personas, identify challenges, generate ideas, and create learner journey maps for a project on designing an Open Educational Resources program. The workshop aimed to provide hands-on experience applying human-centered and service design approaches to learning experience design.
Developed by students at Stanford University, the Design Thinking approach was created to establish a new way to grow innovative products, processes and services. The Design Thinking process consists of six iterative stages which enable participants to seek flexible solutions and innovations concerning the issue they treat.
One important aspect of Design Thinking is the creation and cultivation of ideas within a well-coordinated team. Thus, the team spirit is a decisive element during Design Thinking operations and encourages to produce the best possible results. In addition to the team side of Design Thinking, a flexible and productive environment is crucial to develop inventive ideas and products. The more workable an environment, is the easier it is for employees to visualize and transmit thoughts and new concepts.
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.
Design thinking helps to capture audience insights, feedback, aspirations, pain points, wants, and needs. Learn how you can incorporate design thinking into all you do.
This document provides information about Product Development Projects (PDP) organized by HAMK Design Factory and inno.space - Design Factory Mannheim. PDP is a joint course where multidisciplinary student teams work on real company problems. The teams develop prototypes and test them with users to iteratively improve solutions. Design Factories provide workspaces and resources to support this process. Key aspects of PDP include empathizing with users, defining problems, ideating solutions, prototyping, and testing ideas. The schedule outlines the process over several weeks with topics like user research, idea generation and presentation preparation.
Introductory lecture on Design Thinking given by Mark Billinghurst as part of the HITD 201 course taught at the University of Canterbury. Taught on December 9th 2013
The document provides information about the Product Development Project (PDP) offered at the Design Factory in Hรคmeenlinna, Finland. The PDP is a two period course where multidisciplinary student teams work on real company projects, with the goal of developing a prototype. Students learn new skills through workshops and have access to facilities like 3D printing, laser cutting, and electronics. The schedule outlines the timeline and workshops available to students during the PDP.
This document summarizes a workshop on designing MOOCs using design patterns, personas, and other tools. The workshop uses a participatory design studio approach where participants: 1) explore a design challenge and context through personas, intentions, and force maps; 2) use design patterns as prompts to create interventions; 3) storyboard their designs; and 4) present their work for feedback. The goal is to facilitate co-design of MOOCs through user-centered and collaborative methods that make tacit design knowledge visible and reusable.
Design thinking is a human-centered problem-solving process that uses creative and analytical approaches to generate value. It involves empathizing with users to understand problems, defining the specific problem to address, ideating potential solutions, prototyping ideas, and getting feedback to examine how well a solution works. Design thinking focuses on reframing problems by asking the right questions and using integrative thinking across different perspectives. It has helped companies like Tesla, Airbnb, and TED solve problems and drive innovation through a fearless and hands-on approach.
The document describes L*unchBox, a multidisciplinary innovation workshop where students from different backgrounds work together over a week to solve real-world challenges. It discusses the origins of L*unchBox in 2009 and explains that the complexity of modern problems requires mixing skills and backgrounds. The workshop provides hands-on experience for students and uses design thinking tools and methods to generate ideas and develop concepts. Participants gain experience with collaborative problem solving while workshop leaders explore how to enable multidisciplinary innovation.
Dr. Charles Burnette created iDeSIGN, a Design Thinking course for children. He freely shares this information on his website idesignthinking.com. This is a transcription of the podcast, A Platform for Teaching Design Thinking.
Myself and a fellow group of Product Managers did the IDEO HCD course in order to learn about IDEO's famous innovation techniques. We learnt a lot, and here I digest how it can be used in a product mgmt setting.
Design Thinking Session by ShahjahanTapadar. Acquire a deep understanding of Design Thinking principles, process and tools. Apply the Design Thinking methodology and tools to generate breakthrough ideas and co-create and improved customer experience journey.
Old Dog New Tricks - Design Research 2021 V3 (1).pptxStephen Cox
ย
This document discusses moving from design research to product design research. It focuses on making teams faster through frequent delivery, putting business and customers together, and face-to-face conversations. It also discusses remaining flexible through frameworks, education, organizational memory, and human stories. The goal is to teach others research and help people with annoying bits through regular exploratory research cadences outside of projects.
This document discusses using design thinking to improve learning experiences in the classroom. It notes that today's students are diverse and have different learning styles. The design process can help address various learning needs by being adaptable, collaborative, and incorporating technology. The document outlines how each step of the design process can engage different learning styles. It provides examples of how tools like CMAP, Pinterest, digital storytelling and Prezi can support various steps in the process. The document advocates using design thinking to create learning experiences that consider the needs of non-traditional students.
Design Investigation Method presented at SECAC 2013, Greensboro, NC. A simple research method that can be taught to beginning design students to strengthen their design solutions.
The document is a course description for a concept design course taught by Dr. Mariana Salgado. It provides an overview of the course structure and topics that will be covered during the 5 class meetings. These include defining concept design, developing concepts through scenarios and personas, testing concepts, and final presentations. It also describes some of the methods that will be used during the classes like brainstorming, visualizations, and applying Edward de Bono's 6 Thinking Hats technique to analyze concepts.
This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.
This document discusses strategies for social presence in architecture and spatial design education. It explores how traditional studio teaching is based on physical presence but must now adapt for distance learning. Social presence involves qualities of "being there", "being real", "connecting", and "belonging". Successful strategies include instructor involvement, interaction frequency, knowledge sharing, and community cohesion to create a sense of belonging and potential connections among remote students.
Corona Chronicles: Connected co-learning and co-teaching in online and blende...STADIO Higher Education
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This presentation formed part of the CPUT Teaching and Learning with Technology Day on 26 November 2020 and it is based on a book chapter currently in review, submitted to 'Co-teaching/researching in an Unequal World: Using Virtual Classrooms to Connect Africa, and Africa and the Worldโ Edited by Professors Shangase, Gachago and Ivala. This work forms part of collaborative research by 4 colleagues from Africa and Australia: Dr Mark Olweny from Uganda Martyrs University, Jolanda Morkel from the CPUT, Dr Lindy Osborne Burton from Queensland University of Technology and Mr Steven Feast from Curtin University.
The context within which this reflective work is situated, is the architecture studio that is often associated with problems related to socialisation, asymmetrical power relations, the mental health of students caused by stress and workload, and a degree of ritualised teaching practices, and in online spaces specifically, aspects of social presence, authenticity, and embodiment.
In our work we recognise differences and similarities in our contexts, that are visible in the composition of student bodies, staffing and resources, as well as the need to address social justice, and the call for decolonised curricula.
Prior to the sudden global pivot to online learning in response to the COVID-19 pandemic and mandatory social distancing precautions, the four Schools of Architecture that form the focus of this chapter were open to adopt blended and online approaches to learning and teaching.
The Professional Master's programme in Architecture at Curtin University is the first accredited fully online Masterโs in Architecture in Australia and it is offered in collaboration with Open Universities Australia (OUA).
The blended part-time Advanced Diploma in Architectural Technology programme at the CPUT is the result of a 6 year long University-Practice collaboration between the CPUT and Open Architecture.
The resident programmes in architecture at the QUT employ digital technologies extensively, in custom-designed on-campus learning spaces.
And the Masterโs and Bachelor's programmes at UMU rely primarily on face-to-face on-campus (onground) teaching, complemented by virtual studio experiments.
These four architectural learning sites are significant considering the general global resistance to online learning in architectural education, pre-pandemic. The online approaches adopted by these Schools of Architecture not only facilitated interaction and collaboration between students and educators, but also, in some cases, promoted inter-institutional collaboration. And these practices are the focus of this study.
We employed a collaborative autoethnographic (CAE) approach to explore the potential for global collaboration in architectural education and to describe the approaches and strategies that can be considered.
A presentation for Perspective 5: How has COVID-19 impacted how we teach and learn architecture, in the series Conversations on post-COVID-19 Perspectives for Architecture in South Africa.
In this presentation Jolanda Morkel reflects on her experiences in learning, teaching, research, studio facilitation, and learning design, to share her recent observations, discoveries, and some lingering questions. She relates the post-COVID-19 conditions in South Africa to global and pre-pandemic realities to put it in perspective. Jolanda draws on the work of Professors Achille Mbembe, Ashraf Salama and Lesley Lokko to prompt reflection on society and the role of the University, the implications of emergency remote learning and teaching, in relation to the legacy model and its deficiencies, that were amplified by the Pandemic. She advocates for purposeful and student-centred learning design that will move beyond the binary, to consider the range of learning settings and experiences between the online and the onground, the synchronous and the asynchronous, and the formal and informal learning settings and dimensions. Such an approach will not be fixated on the tools, but consider the pedagogy. It will consider the content, methodologies, role models and languages that students can relate to. Jolanda cautions against the practical and ethical complexities associated with the use of technology for learning and teaching, including data analytics, surveillance, staff workloads, university infrastructure and support, digital literacies of staff and students, suggesting that these should consciously be addressed through learning experience design. The presentation concludes with the challenge to be open enough to recognise the opportunities that the pandemic revealed and to be brave enough to take these on.
This document provides an overview of an upcoming learning design workshop on applying design thinking approaches to learning. It discusses the objectives of thinking about why learning design is needed, introducing the design process and strategies like problem-finding and ideation. It also covers exploring analogies to trigger ideas for learning experiences. The workshop will focus on the learner experience over technology. Groups will use concepts like an amazing race, reading under a tree, and drinking coffee to generate keywords for potential learning interventions for an example client brief on HIV/AIDS training.
This document discusses the use and purpose of diagrams in architecture. It provides quotes and thoughts from several architects on how diagrams can represent threshold moments in design, focus on general ideas and concepts, and clarify and explain design intentions. Diagrams are described as being between a concept and a plan, using simple lines to visualize and convey an idea or understanding in a suggestive manner. They can be used to develop, explain, or transform thinking about a design or building project.
This document discusses integrating social media into the classroom to move beyond traditional walls. It encourages participants to discuss the social media platforms they use personally and professionally, as well as how to better engage students through social media. Potential pitfalls of using social media in teaching are also addressed. Participants are invited to join social media groups on Facebook, Twitter and WhatsApp to continue the conversation on engaging students through social platforms.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
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Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Presentation delivered at 29 May STAND UJ Symposium, by Jolanda Morkel.
Presentation title: Learning in practice. Learning for practice. Learning through practice.
Seminar title: Socially Engaged Pedagogies in Art and Design Education
DESIGN TEACHING FOR RELEVANCE
This presentation will use a number of digital stories produced by students in the architectural technology and interior design departments at the Cape Peninsula University of Technology, to illustrate how learning can be fun. Rather than writing essays, students produce all the required written and graphic work (precis, story board, script etc.) towards producing a short (3-5 minute) multi-media artefact. These projects show how interesting unintended outcomes are achieved, through authentic and fun learning practice.
This document discusses technology-mediated teaching and learning in engineering. It provides an overview of current trends in education, including inquiry-based, problem-based, and collaborative learning. Various technologies that can support these approaches are mentioned, such as QR codes, social media, and digital storytelling. The document encourages participants to discuss and share ideas about implementing these technologies in their teaching to achieve learner-centered goals.
This document discusses using different technologies for teaching and learning, including scanning QR codes for field trips, tagging on Facebook for social learning, telling digital stories using Cowbird and Photostory, and prompting questioning using Cognician and Oppia. It also promotes the ed.ted.com website for creating free lessons using TED Talks in an easy 1-2-3 process.
Modern Interpretation of the Cape Vernacular: Oude Libertas, Stellenbosch, So...STADIO Higher Education
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The document discusses the Oude Libertas Complex in Stellenbosch, designed by Frederick in 2007. It provides a modern interpretation of Cape Vernacular architecture through elements like thick white walls, deep splayed window reveals, shutters, and pergolas inspired by a stylized Cape Dutch farmstead. The complex emphasizes the importance of context in design through its use of space-defining elements in the landscape and a Mediterranean wall architecture approach.
A part-time blended architectural programme: OpenArchitecture as case studySTADIO Higher Education
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The document describes OpenArchitecture, a part-time blended learning program for architectural studies in South Africa. It provides mentoring in offices, online courses, and occasional face-to-face meetings. The program aims to address staffing shortages and serve non-traditional students. Its first program is a two-year part-time degree in architectural technology in collaboration with Cape Peninsula University of Technology.
Scanning, Tagging, Telling and Prompting: Using technology to mediate enquiry...STADIO Higher Education
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The document provides information about an elearning update conference that will take place from July 21-23, 2014 in Johannesburg, South Africa. It discusses inquiry-based learning, where questioning and wondering are encouraged, and provides several links related to the conference website and inquiry-based learning resources. The document concludes by thanking the reader and including additional links.
QR codes can be used to enhance learning by providing digital content that students can access through scanning codes placed in physical locations or materials. This allows the integration of digital and physical resources to create discovery-based learning experiences. Educators can strategically place QR codes throughout their classroom, campus, or learning materials to link to videos, websites, documents or other online content relevant to what students are exploring.
This document discusses using Facebook to enhance inquiry-based learning through expanding face-to-face learning conversations digitally. It suggests that Facebook can support three types of learning conversations: self-reflection through internal discussions, peer-to-peer collaboration by sharing and giving feedback on projects online, and student-tutor apprenticeships with quicker feedback and more open discussions between students and lecturers. Student responses indicate that Facebook has helped enhance their interactions with peers and lecturers by providing a digital classroom that blurs boundaries between academic and social engagement.
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
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This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.
The document summarizes an orientation activity for first year interior design and architectural technology students. The activity involves students being divided into groups and going on a walkabout route through Cape Town to observe various buildings. Students are required to stop at 5 buildings marked on the map - the Castle of Good Hope, Cape Town City Hall, St George's Cathedral, Koopmans-De Wet House, and Cape Town Convention Centre. At each location, students must answer questions by scanning QR codes and submitting their responses and photographs the next day. The purpose is for students to practice observation, analysis and critical reflection skills important for their studies.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
ย
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. workshop design iterations
Workshop at Teaching with Technology Day, 17 May 2016, CPUT
Workshop facilitated for Hubble Studios, Cape Town, 14 August 2015
E Learning update, Johannesburg, 5 โ 7 August 2015
E/merge Africa online Learning Design Workshop series presented with Dr
Nicola Pallitt. 5 โ 21 May 2015
Learning Design Workshop co-presented with Prof Grainne Conole, for e/merge
Africa, 22 April โ 16 May 2014
Flipped Classroom on Advanced Learning Design for Rhizomatic Learning.
Workshop facilitated with Prof Johannes Cronje, at the E Learning Update, 21 โ
23 July 2014. Emperorโs Palace, Johannesburg
A Flipped Classroom on Learning Design. workshop with Prof Johannes Cronje
and Liza Hitge. Learning LandsCAPE Conference. 15 โ 17 April 2014. Riverclub,
Observatory, Cape Town
4. Whatโs in a name?
ISD - Instructional Systems Design
ID - Instructional Design
Learning Architect
LX Design - Learning Experience Design
5. borrowing from other fields
UX - User Experience
UxD - User Experience Design
IA - Information Architecture
UI - User Interface Design
IxD - Interaction Design
Experience Design
Service Design
Human-centred Design
Architecture
Design
Universal Design
8. What is design not?
simply planning
picking a solution
mixing and matching
9. What is design?
You cannot hold a design in your hand. It's not a thing.
It's a process. A system. A way of thinking. (Bob Gill)
Design Thinking is a creative process of thinking
backwards from people, that leads to design of a
service, a product etc., based on the conclusions of the
knowledge gathered in the process. (Pilar Saura)
Do we really need a simple definition of design or
should we accept that design is too complex a matter
to be summarized in less than a book?
(Bryan Lawson)
12. Lawson, 2005
Designers โplay around with ideas to get more
understanding about the problem rather than focus
on just finding a solution.โ Maher & Poon, 1996
13. a design-thinking approachโฆ
A MINDSET
not a method
about focusing on the
learning experience,
not the technology
creating something
new
Iterative not linear
Innovative not procedural
learning design isโฆ
on-purpose
co-created
15. Tools
Lx canvas: http://www.lxcanvas.com/
Learning Designer app by Diana
Laurillard: http://learningdesigner.org/
Diana Laurillard: Learning Designer
http://learningdesigner.org/index.php
Open University Learning Design
Initiative (OULDI)
http://www.open.ac.uk/blogs/OULDI/
LAMS
https://www.lamsfoundation.org/
16. Case studies
Stellenbosch University Centre for
Learing Technologies
Kilfoil, W.R. (Ed.). (2015). Moving
beyond the hype: A contextualised
view of learning with technology in
higher education. Pretoria: Universities
South Africa.
Gachago, D., Brown, C. (Eds). ( 2013).
Emerging Technologies in Higher
Education: A guide for Higher
Education Practitioners
SAIDE Course Design and Materials
Development Guide
17. Information &
conversations
Learner Experience Design
Pinterest board by Joyce
Seitzinger
User Experience Design PInterest
board by Joyce Seitzinger
Learning Design & Design
Learning facebook group
Academic Tribe blog
18. Problem-finding
user research, personas
journey mapping, empathy mapping
Ideation/ conceptualisation
using analogy
Consider/test alternatives (what if) against
guiding principles
techniques
19. Concepts are frameworks within which we can design solutions to
problems/ challenges.
They can be seen as a coherent set of guiding principles, which
inform us at every step of the design process.
Use of a model to direct the decision-making process.
They are development of our overall design intention.
They should NOT be seen as static and unchangeable, but rather
as flexible and malleable approaches.
They guides us to make decisions about any aspect of the design.
To prioritize design issues that have to be dealt with (limits design
decisions).
20. The value of the concept analogy/metaphor
Peter Zumthorโs Hot Baths at Vals, Switzerland
21. The value of the concept analogy/metaphor
guiding the decision-making process
23. Ideation exercise
Use keywords and sketching toโฆ
- Imagine your assigned experience
and thoroughly describe it
- Name a learning intervention that
matches the nature of the experience
- Describe the learning intervention,
using the analogy as concept
24. Ideation exercise
Use keywords and sketching toโฆ
- Imagine your assigned experience
and thoroughly describe it
- Name a learning intervention that
matches the nature of the experience
25. Ideation exercise
Use keywords and sketching toโฆ
- Imagine your assigned experience
and thoroughly describe it
- Name a learning intervention that
matches the nature of the experience
- Describe the learning intervention,
using the analogy as concept
32. Conversation, Collaborative,
Reflective, Scaffolded, Debate,
Mentoring, Enquiry-based, Guided
Active discovery, Student, Autonomy,
Social, Step by step, Entertainment,
Linear, Sequential, Self-directed,
Experiential, Peer assessment,
Storytelling, Non-linear, Reward-
driven, Badges, Intense, On-demand
High impact, Interest-based, Self study
33. Pixabay.com
Sitting, reading
under a tree
Competing in the
Amazing Race
Drinking coffee
with a friend
1 2 3
4 5 6Sitting around
the campfire
Hunting for
a treasure
Speed
dating
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Introduction to design process (through design thinking) as a way to โsolveโ wicked problems, focusing on early stages to ideation (10 mins)
Introduction to design process (through design thinking) as a way to โsolveโ wicked problems, focusing on early stages to ideation (10 mins)
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Design is both a verbโthe process of designโand a nounโthe product of design, as Kathryn Best notes in her book Design Management: Managing Design Strategy, Process and Implementation:
โDesign describes both the process of making things (designing) and the product of this process (a design). โฆ The activity of designing is a user-centered, problem-solving processโฆ.โโKathryn Best
http://www.uxmatters.com/mt/archives/2010/07/design-is-a-process-not-a-methodology.php
Concepts of learning design, also some concepts for the client brief?
Concepts of learning design, also some concepts for the client brief?
Concepts of learning design, also some concepts for the client brief?
Concepts of learning design, also some concepts for the client brief?
Concepts of learning design, also some concepts for the client brief?