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1. Innovation
&
Design
Thinking
Prof. H. R. Patil
Department of Mechanical Engineering
Basaveshwar Engineering College(A)
Bagalkot

4. Syllabus
• PROCESS OF DESIGN
• Understanding Design thinking
• Shared model in team-based
design
• Theory and practice in
Design thinking
• Explore presentation
designers across globe
• MVP or Prototyping

6. Innovation
 The action or process of innovating.
 Innovation is the practical implementation of ideas that
result in the introduction of new goods or services or
improvement in offering goods or services.
 Innovation is defined as the process of making an idea
or invention into a good or service that creates
value and/or for which customers will pay.

10. Understand – Improve –
Apply

11. Design thinking is commonly visualized
Standard form
Realit
y

12. About Design Thinking
Design Thinking is a
method for practical,
creative resolution of
problems, and creation of
solutions. It is a form of
solution-based or solution-
focused thinking with the
intent of producing a much
needed/required solution
for a problem.
• Human-centric methodology integrates
expertise from design, social sciences,
engineering, and business.
• It blends an end-user focus with
multidisciplinary collaboration and
iterative improvement to produce
innovative products, systems, and services
• Design thinking creates a vibrant
interactive environment that promotes
learning through rapid conceptual
prototyping

18. Oral-B iO
Electric
Toothbrush
es

19. Uber

21. Design Thinking in Teaching!!!
In early 2000s something new appeared on the education scene, adapted from the
worlds of innovation and business where it was developed
How can we in Engineering Colleges adopt it?
Empathize:
End users (Students and their parents)
Define:
Problems related to the grade or the marks in CIE and External exams
Ideate:
Through meetings among teachers, HODs, Principal and sometimes management and by all
means
Prototype:
Generating different methodologies and using it on the students and see the results in CIE then
to come to a conclusion
Test:
The best suitable method is adopted for the well being of the student (Failing is not allowed here
as compared to the business models). It was called, simply and descriptively, design thinking.

22. Why to
teach Design
thinking?
Consider the rapidly changing
world we live in. To thrive in the
future, students will need to be
adaptable and flexible. They will
need to be prepared to face
situations that they have never
seen before.
 Being able to identify problems
and reframe them as actionable
opportunities;
 Understanding the value of
collaboration and feedback;
 Viewing setbacks and failures as
valuable learning moments;
 Appreciating the value of hard
work and persistence;
 Developing self-belief as
problem solvers;
 Developing empathy;
 Developing a growth mindset;
 Developing stamina and
resilience; and
 Developing entrepreneurial and
community-minded behaviors.
 A focus that is both future and
solutions-oriented

23. Videos

24. How did
the
students in
the video
use Design
Thinking?
1.Developing and agreeing on criteria for their designs.
2.Selecting tools and materials – in this case, Makers
Empire and 3D printing.
3.Supporting each other to learn how to use the new
tools.
4.Producing a working prototype.
5.The testing process for our first graders involved:
6.Giving each other feedback
7.Assessing their designs against the previous agreed
criteria
8.Making modifications and improvements to their
designs
9.Testing their designs in the context they would be used.
10.Reflecting on their problem-solving processes and
learning outcomes.

25. Shared Models in Team-Based Design

26. Shared Models
in Team-Based
Design
Introduction:

27. Media-model framework
• Can we find rigorous frameworks in order to make informed choices during product or service
development?
• Rough sketches and prototypes yield paradigmatic changes in a model ("an important change
that happens when the usual way of thinking about or doing something is replaced by a new and
different way”.)
• High-resolution renderings and models yield parametric changes in a model (relating to or
expressed in terms of a parameter or parameters)
• If we can establish these postulates as true, the next step is to develop an instructional
framework which can inform intelligent design and implementation of prototyping strategies to
improve product and service development.

28. Media
Models
and Media
Cascades
• Properties of the media (means of mass communication) that
design engineers use during product development
• Resolution - refinement or granularity that can be
observed in the fit and finish of a shared representation.
• Abstraction- amplification through simplification, or pulling
specific characteristics out of context.
Low- and high-resolution depictions of an experimental

29. • We have observed four classes of abstraction:
• Material, e.g., material construction
• Formal, i.e., shape or appearance
• Functional, e.g., “works-like”
• Mathematical, e.g., dimensions, optimization
High and low material abstraction in research vehicle

30. Media Cascades
Hundreds if not thousands of representations are enlisted in the development of new products.
• Media-models are characterized by the dimensions of resolution and
abstraction
• Projects develop and unfold in different media during a development
cycle, and which we refer to as media-cascade.
• “Cascades of media” to describe the sequence of representations
• Product briefs,
• Rough sketches,
• Rough prototypes,
• CAD models,
• Functional prototypes,
• Working model.

31. Media-models framework • Rough sketches and
prototypes exhibit low
resolution and varying levels
of abstraction.
• Wooden car prototype, the
material itself is leveraged
as an abstraction to pull out
specific design constraints
that are invoked by steel.
• Manufactured products are
not abstract because they
are the actual things.

32. Media-models classified
• Ambiguous media
Rough sketches and rough
physical prototypes, serve as a
scaffold for engineers to fill in
the gaps, and are completed
as engineers posit many
possible formulations of the
problem.
The objects say: I am not the real thing. I am an ephemeral notion.

33. Media-models classified
• Mathematized media
CAD model of a device for
analyzing material
• Maps, and highly realistic
images are completed
through refinement of what
is presented. Thus they
encourage convergent
conversations.

34. Media-models classified
Hybrid Media
• Allow several kinds of
operations and
discussions
• Often involve
combinations of
different media, such
as photographs,
drawings, and text

35. Media-models classified
 Ambiguous media-models afford
paradigmatic shifts.
 Mathematized media-models afford
parametric adjustment.
 Hybrid media-models afford
understanding and changes in
relationships
To
summarize

36. Cognitive Strategies
• Cognitive strategies are one type of learning strategy that learners
use in order to learn more successfully.
• These include repetition, organizing new language, summarizing
meaning, guessing meaning from context, using imagery for
memorization.
• Media-models, which serve as cognitive prosthesis (an artificial
device to replace or augment a missing or impaired.)
• Successful product development is dependent on the ability of a
design team to employ different cognitive strategies.

37. Design Thinking Process
Design
Challenge
Design
Solution
P r o b l e m S p a c e S o l u t i o n S p a c e

38. New Insights
•Statement of intention
•Asking process questions
•Envisioning user scenarios
•Enacting user scenarios
•Combining metaphors (It’s like X+Y)
•Experiencing eureka moments (“Ahhh!”)

39. New Insights
• Statement of intention “. . .[Let’s] throw out this design all together.”
• Asking process questions “Do we want to make assumptions about whether
this is used in the field or in the lab?”
• Envisioning user scenarios When you think about designing a great product, you
don't think about cool features alone. You also think about the emotional state that you
want each person to experience as a result of using your product. You try to empathize
with that person. What will make them smile? What outcome will make them feel
proud, fulfilled, or accomplished? How do we come to know these things?
• Enacting user scenarios Scenarios are descriptive or pictorial stories of the users
or personas we are designing for. Scenarios involve a user performing certain actions or
simulations to accomplish a goal.
• Combining metaphors (It’s like X+Y) A direct comparison between two
unrelated or indirectly linked things is called a metaphor.
• Experiencing eureka moments (“Ahhh!”)

40. Business Process
Modelling
• A business process model is a graphical
representation of a business process or
workflow and its related sub-processes.
• Process modeling generates
comprehensive, quantitative activity
diagrams and flowcharts containing
critical insights into the functioning of a
given process.
• Business process models are used to ease
communication among stakeholders. They
can build a shared understanding of the
work procedures, such as the path from
ordering to shipment of goods

41. Tangible Business Process Modelling
•TBPM, is expected to
provide better
understanding, higher
consensus and a
higher rate of adoption
of the results.

42. Tangible Business
Process Modelling
• The Media of BPM.
E.g., Arena
• Intermediary Objects
Media that allows
collaboration is open and
media that restricts
collaboration is closed.
Often, the modeling that
is done with software
can be considered
closed.

43. Development of
TBPM
• Role-Playing with Legos
• Post-It Notes
• Systems Modelling Objects

44. Theory and Practice in Design Thinking
• In Design Thinking, theory and practice are closely interconnected.
• Researchers may serve as “dialogue facilitators,” aiding the community of
Design Thinkers to intensify their “dialogue” with empirical reality.
Convictions in the field of Design Thinking
• Multidisciplinary teams produce more innovate design solutions than
monodisciplinary teams.
• Teams trained in Design Thinking produce more innovative solutions than
untrained teams
From Design Thinking to Design Thinking Research
• How should teams approach design challenges?
• What do students need to learn to tackle design challenges successfully?
• Design Thinking seems on its way to become the state-of-the-art
innovation method.

45. Exploring the Work of
Designers Across the Globe

46. National Culture and Design Practice
• German innovation activities were more clearly divided, sequential,
and scheduled while the Chinese preferred to have overlapping
activities.
• China may have difficulty incorporating the voice of the customer
because of their Confucian value for stability over change and may
adhere more strictly to supervision and rules.
• Bollywood method that is more suited to the Indian market because
it engages users in a dramatic Bollywood-style storyline as a
means of transcending Indians’ reluctance to give feedback in user
studies.
• Ethnographic approach enables us to understand the meanings that
people associate with idea generation, prototyping, sketching,
and other design practices.

47. Insights
•Culture and Design
•Client Expectations
•What It Means to Be Creative
•Interaction Norms Across Professions
•The Role of the Prototype
•The Ecology of Design Education
•Methodological Insights

48. Minimum
Viable
Product
•A version of a new product,
which allows a team to collect
the maximum amount of
validated learning about
customers with the least effort.
•Is a version of a product with just
enough features to be usable by
early customers who can then
provide feedback for
future Product development.

49. MVP (Minimum Viable Product)
• Depending on who you speak to—designer, engineer, or
business stakeholder—you may hear a variety of definitions
for an MVP:
• “It’s the thing that the client wants the most”
• “It’s the minimum set of features that satisfies a given
problem”
• “It’s the quickest version of a product that we can design and
ship”

50. What is the Purpose of a Minimum Viable
Product?
• Eric Ries, who introduced the concept of the minimum viable product as
part of his Lean Startup methodology, describes the purpose of an
MVP this way: It is the version of a new product that allows a team to
collect the maximum amount of validated learning about customers with
the least amount of effort.
• A company might choose to develop and release a minimum viable
product because its product team wants to:
• Release a product to the market as quickly as possible
• Test an idea with real users before committing a large budget to the product’s full
development
• Learn what resonates with the company’s target market and what doesn’t
• In addition to allowing your company to validate an idea for a product
without building the entire product, an MVP can also help minimize the
time and resources you might otherwise commit to building a product that
won’t succeed.

53. Minimum Viable Product

54. Prototyping
• Iterative prototyping helps designers refine their ideas and
discover previously unknown issues and opportunities.
•“Enlightened trial and error outperforms the
planning of flawless intellect.”
• Prototyping demands repeatedly trying ideas and getting feedback
• A canonical prototyping iteration comprises four steps:
• envisioning possibilities,
• creating a prototype to embody a possibility,
• getting feedback about the prototype, and
• re-evaluating constraints
• Time constraints - focus on realization rather than iteration

55. • Oscillating Between Creation and Feedback
• Prototypes can help define an idea’s role, implementation, and look and feel
• They communicate to clients, users, and fellow designers
• In the feedback phase, designers make inferences from observations
• Experimentation and feedback leads designers to discover unknown attributes, constraints,
• Prototyping with Internal and External Representations
• Designers can use mental imagery to envision and improve ideas
• Mental simulation as a proxy for external prototyping
• Conduct a series of “what-if”moves
• Prototypes are designer’s way of trying things out.
• Prototypes similarly elicit information about the design context that did not previously exist
in the designer’s head.
• Is Iterative Prototyping Undervalued?
• Organizations often avoid prototyping because they believe the cost/investment will be
significant and the return will be minimal.
• “it is hard to persuade companies that one more iteration costs less than a flawed product,”

56. Egg drop exercise,
• Participants design a vessel from everyday materials to protect a raw egg
from a fall.
• Variations of the exercise are practiced in secondary and tertiary education
classrooms around the United States.
• This study measures performance by dropping a single egg from a one-foot
marker, then two, then three, and so on until the egg cracks.
• Task performance is measured by the highest height (in feet) at which the egg
survives a fall.

57. Method
• Materials and Design Task
Presents a clear, objective measure of design quality
Requires minimal design or engineering expertise
Can be completed by individuals within one hour
Offers many paths to achieve an effective result.
• Participants
• Procedure