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University quilmes, design process, nov 13 final
- 1. Crash Course inDesign Thinking Cathleen Galas Universidad Nacional de Quilmes Buenos Aires, Argentina November 8 ,2013
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- 3. Pay attention tothe source of innovation that is YOU
- 4. • Enable youto work more human • More iterative • More innovative
- 5. • FAST PACED •It’s going to feel like I’m not giving you QUITE ENOUGH time to do what I’m asking you to do
- 6. TRY to… • Trustme • Lean into the process • Have a bit of fun
- 7. Design Process From theDesign School at Stanford Univeristy
- 8. What is empathy? •Immerse – Become the user • Observe – What, how, why? • Engage – – – – Listen Seek stories Ask why Build relationships
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- 10. Define 1. To developa deep understanding of your users and the design space. 2. To create an actionable point of view (POV) which works as the foundation for brainstorming.
- 11. What does sheneed? • Book, ladder, more books? • DIG DEEPER • Insights (Observation + Intuition)
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- 13. Ideate Brainstorming One conversation ata time Go for quantity Headline! Build on other’s ideas Encourage wild ideas Be visual Stay on topic Defer judgement: NO BLOCKING! http://dschool.stanford.edu/wp-content/themes/dschool/methodcards/brainstorm-rules.pdf
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- 19. Redesign the gift giving experience foryour partner
- 20. Gain Empathy: Interviewand Observe
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- 22. Empathy Interviews • Ainterviews B • 4 minutes • B interviews A • 4 minutes
- 24. Empathy RE-Interviews • Ainterviews B • 4 minutes • B interviews A • 4 minutes
- 25. 3. Individual Reflection ab 3 min, ba 3 min. • Catalog • Inventory – The needs • • • • Show love Express themselves Be appreciated Be important • insight • Unexpected nuggets – Handmade more meaningful than store bought – Gift giving more about them than the person they are giving it to
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- 27. 4. Move 3to 4 Problem Statement Come up with a Point of View 3 Minutes • Look at your list of needs and insights • Plug in • Colorful language to describe the user • CONCISE problem statement
- 28. Sample Reframe theProblem
- 29. 5. Five Minutes-sketch, as many as possible
- 30. How many didyou sketch? • • • • Change places A show to B your ideas PROBES Learning, not validation for your ideas • Sketches are artifacts • Not trying to have them like it • Feedback 4 Minutes A to B 4 Minutes B to A
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- 32. Sample Ideate andShare
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- 34. Build a tangibleprototype for your user 10 min.
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- 37. Sample Build andTest, 4 min. a/b
- 38. Reflect • 1. Whatare two ideas you would prototype next? • 2. How do you feel about your point of view from step 4? Look back at your POV. Does it still fit following the feedback you got from your partner?
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- 40. Reflection & Takeaways Allprototypes in center of room Even in an hour ……. Quick exposure to DESIGN THINKING
- 41. Sample Prototypes fromunivesity students
- 42. Design Process/Innovation • Focusingon your user • The goal is to focus on yourself and your ability to innovate • Different than the way you usually work? • Innovation requires a different way of working
- 43. Work Design TeamStyle • • • • • Be human-centered Prototyping in everything you do Get ideas OUT OF YOUR HEAD! Test what works and what doesn’t Be more collaborative—have more diverse teams • Have a bias toward ACTION! Get up and try things out!!
- 44. Discussion • How didengaging with a real person and testing a prototype with a real person change the direction your prototype took?
- 45. Discussion 2 • Whatwas it like showing unfinished work to another human being? This may be unfamiliar to a lot of us. What was it like?
- 46. Discussion 3 • Howdid the pace feel? These were quick, iterative cycles. How did that feel relative to how you normally work?
- 47. Design Thinking • Iterative •Self-directed • Directed by your ideas about what you should explore more • Based on what you learn, it informs what you should do next
- 48. Partner Problem • • • • • • Think What wouldyou do with your partner now? Gain more empathy? Redefine problem? Ideate more solutions? Craft a new prototype? • If you could take one principle, what would you infuse into your work tomorrow?
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- 50. Congrats on completingexperience! • Put what you’ve learned to work as soon as possible • Have a heart for this creative way of working, teach others • Forever consider yourself a student of INNOVATION and continue to invest in yourself
- 51. Thanks to theD. School, Stanford University, Palo Alto, California for the Gift Giving Project. This is a 90 minute project that goes through the full design cycle. https://dschool.stanford.edu/groups/designresources/wiki/ed894/
Editor's Notes
- #2 One hour—design challengeShow up as a studentTake eye off other challengesPay attention to source of innovation that is you
- #11 1. Users: Try to segment your empathy into as many specific users as possible. One specific story could result in many different types of users dependent on how you view them. For example in the challenge we found empathy for at the D.Thinking Hawaii Boot camp, it focused on visitors to Hawai’i. The user wouldn’t just be “A tourist to Hawai’i” but more specifically could be: A strong family oriented grandfather, A seasoned world traveler, A reminiscing couple traveling back to Hawai’i, etc. Write down users in the designated column.2. Needs: One thing to note is that you should try to stay away from highlighting nouns in this section. The reason being is that typically if a need is a noun, it suggests a preloaded solution. Needs need to be connected with some deeper emotion which can inspire a brand new solution.
- #12 hy she is reaching for those books in the first place. Maybe her need is “acknowledgement from her student peers that she is a hard worker”, maybe her need is “a strong voice in this world driven by knowledge and education” or maybe its even “more social time with her father through reading books together”. You can feel how much more powerful that inspires you as a designer. Pull these types of needs out of your empathy.
- #13 educators set for students (learning objectives). Bloom's taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.[7] A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.Focus on all three in software design
- #24 PROBE ON THE AREASSEEk motives—emotions-get your partner to cryKey thing about design—not using excel to analyze—need the emotion—whats up with your mom—Getting to the motivations
- #25 Get to the emotion
- #26 CIRCLE VERBSCIRCLe emotions
- #27 3 minutes
- #30 Don’t use numbers or lettersDRAW sketches– new directions– going for QUANTITTYNot QUALITYOut of the box--if you can break record of 37 in 5 minutes
- #31 Poll-quantity– 3, raise hands, 4 raise hands, 5, 6,7, 8, 9,,10, 11Everybody stand up and switch seats with partners
- #32 Don’t use numbers or letters
- #34 Incorporate what you’ve learned about your userSome ideas tanked, some were cool—pull into one single solution sketch
- #41 Feel like you weren’t done
- #49 Think for a moment about what you would do if you had it to do over again.