BEFORE YOU BEGINKEEP IN MIND...- The approach- The life cycle- The people- The environment
Show Don’t Tell Communicate your vision in an impactful and meaningful way by creating experiences, using illustrative visuals, and telling good stories. Focus on Human Values Craft Clarity Empathy for the people you are Produce a coherent vision out of messydesigning for and feedback from these problems. Frame it in a way to inspire users is fundamental to good design. others and to fuel ideation. Embrace Experimentation Be Mindful Of Process Prototyping is not simply a way to validate your Know where you are in the design process, idea; it is an integral part of your innovation what methods to use in that stage, and process. We build to think and learn. what your goals are. Bias Toward Action Radical Collaboration Design thinking is a misnomer; it is more about Bring together innovators with varied doing that thinking. Bias toward doing and backgrounds and viewpoints. Enable making over thinking and meeting. breakthrough insights and solutions to emerge from the diversity. d.mindsets
DT for Ed | Guide | p. 5 The design process may The design process therefore seem very straightforward integrates various modes at ﬁrst glance, but there is of working: some steps are one important aspect to more reﬂective, others are understand: its real value hands-on, and some encour- lies in the mix of tangible age interactions with people problem solving and abstract outside of your team. To help thinking. The very concrete you know what to expect,One Thing observations of the ﬁrst phase are abstracted as you deﬁne themes and insights. the following indicators will guide you through the meth- ods in the Toolkit section:to Keep Only after you have devel- oped a sense of meaningin Mind and direction do you develop Hands-On tangible solutions. What may seem like a detour in Interaction idea development ultimately makes your solutions much This design process can be more meaningful. applied in many forms. The following pages contain a It requires taking a step back variety of examples of how to reﬂect, analyze, evaluate, it has been used to create think again and then evolve. new, relevant solutions in an This takes time—a scarce educational context. resource—and can be chal- lenging, as educators are used to solving problems on the spot in their classrooms. But there are no shortcuts.The more abstractsteps often feel The small, sometimes hidden,more intense, details often hold the keys tobut pay off in solving complex challenges.the long run.ABSTRACTCONCRETE DISCOVERY INTERPRETATION IDEATION EXPERIMENTATION EVOLUTION
PHASE 1:BRAINSTORMING- Warm up- Rapid- Open- Anything goes under the theme of sustainability
IDEATION DT for Ed | Toolkit Defer judgement. There are no bad ideas at this point. There will be plenty of time to narrow them down later. Encourage wild ideas. Even if an ideaBrain- doesn’t seem realistic, it may spark astorming great idea for someone else.Rules Build on the ideas of others. Think “and” rather than “but.”These seven rules will makeyour brainstorming sessionfocused, effective and fun. Stay focused on topic. To get moreIntroduce them at the start ofevery brainstorm, even if they out of your session, keep your brain-merely serve as a reminder storm question in sight.for experience participants. One conversation at a time. All ideas need to be heard, so that they may be built upon. Be visual. Draw your ideas, as opposed to just writing them down. Stick ﬁgures and simple sketches can say more than many words. Go for quantity. Set an outrageous goal—then surpass it. The best way to ﬁnd one good idea is to come up with lots of ideas.
DISCOVERY | 1.4 DT for Ed | ToolkitStep Mode Time Needed Time TypeDefine Challenge Reflective ~30-45 min IntermittentShare Chances are good that you already have some knowledge about the topic.What You Share and document this knowledge, so you can build on it and are free toKnow focus on discovering what you don’t yet know.Team2-6 PeopleWhat it gets you 1. Share what you know 2. Deﬁne what you don’tAn overview of the team’s Post the design challenge knowknowledge and its open where everyone can see Write down and sharequestions. it. With your team, write what you don’t know or down what you know yet understand aboutWhat to keep in mind about the topic. Use one the challenge. Post theseKeep notes and look back piece of information per questions in a differenton how your point of view Post-it Note. Read your area.has changed after your notes out loud, and postﬁeld research. them under the design 3. Build on your knowl- challenge. Ask others for edge and ﬁll in the gaps feedback and discuss any Group the Post-it Notes of the assumptions that into themes and use them come up. to plan your research. Write down questions you want to explore.
METHOD Saturate and GroupYou space saturate to help you unpack thoughts and experiences into tangible and visual pieces ofinformation that you surround yourself with to inform and inspire the design team. You group these ﬁndingsto explore what themes and patterns emerge, and strive to move toward identifying meaningful needs ofpeople and insights that will inform your design solutions.Saturate your wall space (or work boards) with post-its headlining interesting ﬁndings (see “Story Share-and-Capture”) plus pictures from the ﬁeld of users you met and relevant products and situations.In order to begin to synthesize the information, organize the post-its and pictures into groups of related parts.You likely have some ideas of the patterns within the data from the unpacking you did when producing thenotes. For example, you may have seen and heard many things related to feeling safe, and many thingsregarding desire for eﬃciency. Within the group of ‘safety’, go beyond the theme and try to see if there is adeeper connection that may lead to an insight such as “Feeling safe is more about who I am with than where Iam”. Maybe there is a relation between groups that you realize as you place items in groups – that safety isoften at odds with users’ desire for eﬃciency. Try one set of grouping, discuss (and write down) the ﬁndings,and then create a new set of groups.The end goal is to synthesize data into interesting ﬁndings and create insights which will be useful to you increating design solutions.It is common to do the grouping with post-its headlining interesting stories from ﬁeldwork. But grouping isalso useful to think about similarities among a group of products, objects, or users. :: 14 ::
METHOD Why-How Laddering -As a general rule, asking ‘why’ yields more abstract statements and asking ‘how’ yields speciﬁc statements.Often times abstract statements are more meaningful but not as directly actionable, and the opposite istrue of more speciﬁc statements. That is why you ask ‘why?’ often during interviews – in order to get towardmore meaningful feelings from users rather than speciﬁc likes and dislikes, and surface layer answers.Outside an interview, when you think about the needs of someone, you can use why-how laddering to ﬂeshout a number of needs, and ﬁnd a middle stratum of needs that are both meaningful and actionable. -When considering the needs of your user, start with a meaningful one. Write that need on the board andthen ladder up from there by asking ‘why’. Ask why your user would have that need, and phrase the answeras a need. For example, “Why would she ‘need to see a link between a product and the natural processthat created it’? Because she ‘needs to have conﬁdence that something will not harm her health byunderstanding where it came from’.” Combine your observations and interviews with your intuition toidentify that need. Then take that more abstract need and ask why again, to create another need. Writeeach on the board above the former. At a certain point you will reach a very abstract need, common to justabout everyone, such as the ‘need to be healthy’. This is the top of that need hierarchy branch.You can also ask ‘how’ to develop more speciﬁc needs. Climb up (‘why?’) and down (how?) in branches toﬂesh out a set of needs for your user. You might come up to one need and then come back down. In theprevious example, you climbed up to the ‘need to understand where a product came from’. Then ask ‘how’to identify the ‘need to participate in the process of creating a product’. There will also be multiple answersto your ‘whys’ and ‘hows’ – branch out and write those down.The result (after some editing and reﬁning) is a needs hierarchy that paints a full picture of your user orcomposite user. Alternatively, you can use this tool to hone in on one or two particularly salient needs. :: 20 ::
METHOD SelectionYour brainstorm should generate many, wide-ranging ideas. Now harvest that brainstorm, so those ideasdon’t just sit there on the board. Harvesting is straight forward for some brainstorms (pick a couple ofideas), but when ideating design solutions give some thought to how you select ideas. Carry forward arange of those ideas, so you preserve the breadth of solutions and don’t settle only for the safe choice.In the selection process, don’t narrow too fast. Don’t immediately worry about feasibility. Hang on to theideas about which the group is excited, amused, or intrigued. An idea that is not plausible may still have anaspect within it that is very useful and meaningful.Diﬀerent selection techniques can be used, including these three:1.! Post-it voting – each team member gets three votes and marks three ideas that he or she is attracted to. Independent voting allows all team members to have a voice.2.! The four categories method – the method encourages you to hang onto those crazy but meaningful ideas. Elect one or two ideas for each of these four categories: the rational choice, the most likely to delight, the darling, and the long shot.3. Bingo selection method – like the four categories method, this is designed to help preserve innovation potential. Choose ideas that inspire you to build in diﬀerent form factors: a physical prototype, a digital prototype, and an experience prototype.Carry forward multiple ideas into prototyping. If an idea is so far out there that it seems pointless to test,ask yourselves what about that solution was attractive, and then test that aspect or integrate it into a newsolution. :: 30 ::
DEFINE CONCEPT- Find themes- Highlight potential concepts- Create a problem question and identify an issue to resolve
DISCOVERY | 1.1 DT for Ed | ToolkitStep Mode Time Needed Time TypeDeﬁne Challenge Reflective ~1-2 hours ContinuousUnderstand A clearly deﬁned challenge will guide your questions and help you stay onthe track throughout the process. Spend time with your team to create a com-Challenge mon understanding of what you are working toward.Team2-3 PeopleWhat it gets you 1. Collect thoughts 3. Frame the challenge 4. Create a visibleA clear design challenge As a team, collect and Based on the thoughts reminderexpressed in one sentence. write down thoughts you have collected, frame Post the challenge in a about your challenge. the challenge as one place that everyone onWhat to keep in mind Start with a broad view: sentence starting with an the team can see, to beA good challenge is ask yourself why people action verb, such as: “cre- reminded of your focusphrased with a sense of might need, want, or ate,” “deﬁne,” or “adapt.” throughout the process.possibility. Make it broad engage with your topic.enough to allow you to Or, phrase the challengediscover areas of unex- 2. Establish constraints as an engaging and imagi-pected value, and narrow Make a list of criteria and native question startingenough to make the topic constraints for the chal- with: “How might we...?”manageable. lenge. Does it need to ﬁt or “What if…?” into a certain timeframe? Can it be integrated with Keep rewriting your an existing structure or statement until it feels initiative? approachable, under- standable and actionable to everyone on the team.
METHOD “How Might We” Questions How Might We . . .?“How might we” (HMW) questions are short questions that launch brainstorms. HMWs fall out of yourpoint-of-view statement or design principles as seeds for your ideation. Create a seed that is broad enoughthat there are a wide range of solutions but narrow enough that the team has some helpful boundaries. Forexample, between the too narrow “HMW create a cone to eat ice cream without dripping” and the toobroad “HMW redesign dessert” might be the properly scoped “HMW redesign ice cream to be moreportable.” It should be noted, the the proper scope of the seed will vary with the project and how muchprogress you have made in your project work.Begin with your Point of View (POV) or problem statement. Break that larger challenge up into smalleractionable pieces. Look for aspects of the statement to complete the sentence, “How might we…” It is oftenhelpful to brainstorm the HMW questions before the solutions brainstorm. For example, consider thefollowing POV and resulting HMW statements. :: 26 ::
PHASE 2:IDEATION- Idea generation to answer chosen issue- Brainstorming for solutions- Tangible solutions to prototype- Identifying audience
METHOD Critical Reading Checklist Critical Reading Checklist :The Checklist is a tool used to determine whether a team has arrived at a meaningful, unique Point of View(POV). The original “Critical Reading Checklist” tool was developed by David Larabee, of the StanfordSchool of Education, and repurposed in the context of a design process to evaluate POVs.Use this Checklist to ensure that your teams POV is valid, insightful, actionable, unique, narrow, meaningful,and exciting. While this method is not in itself suﬃcient to address the deﬁciencies of a POV, it is a greattool to think through and evaluate the usefulness of the POV.We ask ourselves four basic questions about our Point of View:1. Whats the point? – What is your teams angle?• What is your teams framework in stating a POV?• Is it User-centered, Need-based, and Insight-driven?2. Who says? – How valid is your teams POV?• Is your position supported by ﬁndings from users?• Is it a distillation of ﬁndings? Is this applicable outside of one colorful interview?3. Whats new? – What is the value-add of your POV?• Have you articulated your ﬁndings in a new way?• Are they placed in the context of a user?• If your POV doesn’t feel new, try being more speciﬁc.4. Who cares? – How is your POV signiﬁcant?• Your team should be excited at this point!• Is this work worth doing? If not, ask yourself why?• Reframe/rephrase until you get it right. :: 24 ::
METHOD 2x2 Matrix 2x2A 2x2 matrix is tool to scaﬀold thinking and conversation about your users and problem space. Use itduring your synthesis process to help you think about relationships between things or people. The hope isthat insights or areas to explore more deeply will come out from using a 2x2. 2x2 matrices are also a greatway to visually communicate a relationship you want to convey. 2x2Pick two spectra (one on each axis), draw a 2x2 matrix, and plot items in the map . The items could beproduct, objects, motivations, people, quotes, materials – any group of things that would be useful to explore.Put opposites on either end of each axis. For example, you might place diﬀerent people on a matrix ofpassion for their career (low-to-high) vs. technology adoption (early-adopter-to-late-adopter). Look forrelationships by seeing where groups start to form. See what quadrants are very full or empty; where doesthe assumed correlation break down? The discussion that is spurred by trying to place items on the matrix isoften more valuable than producing the map itself. You may need to try a number of combinations of spectrato get one that is meaningful and informative. Try some combinations, even if you are not sure which is right –the ﬁrst attempts will inform the ones to follow.One common use for a 2x2 matrix is a competitive landscape. In this case, an empty quadrant could signal amarket opportunity (or a very bad idea). :: 19 ::
METHOD StorytellingIt seems stories are hard-wired into our psyche. People have been passing information along via storytellingfor as long as humans have had a rich language to draw from. Stories are a great way to connect peoplewith ideas, at a human level. A well-told story – focused on sharing pertinent details that express surprisingmeaning and underlying emotions – eﬀects the emotions and the intellect simultaneously.What’s the point? Know what you intend to convey both narratively and emotionally. You should be able todescribe the essence of the transformation of your character in one sentence & the tone of the story in acouple of words. Be able to articulate the emotional tone in a couple of words.Be Authentic: Stories are more powerful when they include a little bit of you. Honest expression is strongerand more resonant than cliché .Character-Driven: Characters are a great vehicle through which to express deep human needs and generateempathy and interest from your audience. Focus on character.Dramatic Action: Your story should have 3 components: Action, Conﬂict, and Transformation.Action: What is the character trying to do? What actions are they taking to achieve it?Conﬂict: What is in her way? What questions linger beneath the surface?Transformation: What is the big insight? How do the action & conﬂict resolve?Details: “Behind all behavior lies emotion.” What details can you share about your character and theirsituation that will suggest the emotions that lie beneath?Design Process is a Built in Story: Use what you’ve learned during the design process.Empathy maps well to Character. Needs map to Conﬂict, Insights + Solutions map to Transformation. :: 41 :: photo: ﬂickr/gpwarlow
METHOD Composite Character ProﬁleThe composite character proﬁle can be used to bucket interesting observations into one speciﬁc,recognizable character. Teams sometimes get hung up on outlying (or non-essential) characteristics of any ofa number of particular potential users, and the composite character proﬁle is a way for them to focus theteams attention on the salient and relevant characteristics of the user whom they wish to address. Forminga composite character can be a great way to create a "guinea pig" to keep the team moving forward.The composite character proﬁle is a synthesis method whereby the team creates a (semi)-ﬁctional characterwho embodies the human observations the team has made in the ﬁeld. These might include "typical"characteristics, trends, and other patterns that the team has identiﬁed in their user group over the courseof their ﬁeld work.In order to create a composite character proﬁle, a team needs to have unpacked its ﬁeld observations andsaturated its team space. After this is done, a team should survey across the individual users it encounteredin the ﬁeld to identify relevant dimensions of commonality and/or complementarity – these dimensionscould be demographic information, strange proclivities and habits, or sources of motivation, to name only afew. After several dimensions of commonality have been identiﬁed, list these features of the user; if thereare any dimensions of complementarity (those which may not be shared by all users, but are interesting tothe team and not necessarily mutually exclusive), the team should add these as well. Last, give yourcharacter a name, and make sure every member of the team buys into the identity and correspondingcharacteristics that the team has created. :: 17 ::
PHASE 3:PROTOTYPING- Test solutions- Refine ideas- Understand journey and interaction
EXPERIMENT. | 9.1 DT for Ed | ToolkitStep Mode Time Needed Time TypeMake Prototypes Hands-On ~45-90 min IntermittentCreate a Prototypes enable you to share your idea with other people and discussPrototype how to further reﬁne it. You can proto- type just about anything. Choose the form that suits your idea best from the list below.Team2-4 PeopleWhat it gets you Create a storyboard Create a story Create a modelA tangible representation Keep a “parking lot” for Visualize the complete Tell the story of your idea Put together simpleof your idea that you can questions that come up experience of your idea from the future. Describe three-dimensional rep-share and learn from. while you build proto- over time through a what the experience resentations of your idea. types. Revisit and answer series of images, sketches, would be like. Write a Use paper, cardboard,What to keep in mind them as you develop your cartoons or even just text newspaper article report- pipe cleaners, fabric andPrototyping is not about idea further. blocks. Stick ﬁgures are ing about your idea. Write whatever else you cangetting it right the ﬁrst great—you don’t need a job description. Create a ﬁnd. Keep it rough andtime: the best prototypes Capture the evolution of to be an artist. Use Post-it letter to be sent to parents. at a low ﬁdelity to a start,change signiﬁcantly your prototype over time Notes or individual sheets Describe your idea as if and evolve the resolutionover time. Give yourself as you make changes and of paper to create the it were published on the over time.permission to try, and fail, increase its resolution. storyboard so you can school website.and try again. rearrange their order. Create a role-play Create an ad Act out the experienceSometimes your worst Create a diagram Create a fake advertise- of your idea. Try on theideas teach you the most. Map out the structure, ment that promotes the roles of the people thatPrototyping them may network, journey or best parts of your idea. are part of the situationlead to new inspiration. process of your idea. Try Have fun with it, and feel and uncover questions different versions of your free to exaggerate shame- they might ask.Challenge yourself to visualization. lessly.come up with at leastthree different versions of Create a mock-upyour idea to test multiple Build mock-ups of digitalaspects of the possible tools and websitessolutions your team has with simple sketches ofcome up with. screens on paper. Paste the paper mock-up to an actual computer screen or mobile phone when demonstrating it.
PHASE 4:REFINEMENT- Refine prototypes- Explore alternative areas within solution- Understand life cycle of solution- Refine solution
IDEATION | 8.1 DT for Ed | ToolkitStep Mode Time Needed Time TypeReﬁne Ideas Reﬂective ~45-60 mins ContinuousDo a So far, you have (hopefully) been developing your idea without givingReality much thought to the constraints you may face while attempting to realizeCheck it. It makes sense to now do a real- ity check: look at what’s most impor- tant about your idea and ﬁnd ways to evolve and develop it further.Team2-4 PeopleWhat it gets you 1. Find out what your 2. List constraints Then revisit your listA ﬁrst step toward bring- idea really is about Make a list of all the chal- of constraints. Brainstorming your idea to life. As a team, examine what’s lenges and barriers you how you might address at the core of your idea: are facing with your idea. some of these challenges.What to keep in mind what gets you excited What are you missing? For example: how mightA reality check might about it? What is the Who would oppose the we raise money to acquireseem discouraging, as most important value for idea? What will be most furniture for our commonyou may have to let go your audience? What is difficult to overcome? space?of some ideas. Focus the real need that this is Put the list up on the wallon the possibility of actu- addressing? so it is visible to the team. 4. Evolve your ideaally building an idea in Discuss how you canthe long term to keep up Capture your thoughts 3. Brainstorm new change your conceptyour collective energy. on Post-it Notes or a piece solutions based on your new ideas. of paper. For example, First, start from the list you How can you address theConsider doing these if your idea is creating created in step one of this need differently? How cancheck-ins on a regular a teachers’ lounge with method, describing the you work around the con-basis as you move for- large couches, the real core values of your idea. straints you are facing?ward with idea develop- value is in allowing teach- Think up other possibili-ment. ers to relax. ties that might satisfy the 5. Archive ideas needs your idea responds Let go of ideas that feel too to. Consider facilitating a difficult to create, or that quick brainstorm to come you are not excited about. up with more ideas. Keep your Post-its and notes so you can revisit For example: how them later. might we create spaces for teachers to unwind between classes?
PHASE 5:PRESENTATION- Tools to present work- Select prototypes for presentation- Prepare to present final outcome
EVOLUTION | 12.4 DT for Ed | ToolkitStep Mode Time Needed Time TypeBuild the Experience Hands-On ~30-45 min ContinuousPlan Next The implementation of an idea requires a different approach fromSteps its generation. When your idea has evolved into a solid concept, it’s time to plan the next steps. With your partners and team, create a timeline for bringing the concept to life.Team2-4 PeopleWhat it gets you 1. List tasks 3. Identify gapsA calendar outlining team Create an overview of all Are there activities thatmembers’ involvement in the actions that need to you can’t assign to any-realizing your concept. be taken to build your one, or open questions concept. Write them down you can’t ﬁnd an answerWhat to keep in mind on Post-it Notes. Use dif- to? Create a list of tasksAn idea often changes ferent colored Post-its to that you need to seeksigniﬁcantly when people capture open questions. help with.start using it and adjustit to their own needs. 2. Assign champions 4. Create a timelineConsider adaptations Appoint a person on your Map all the tasks to a time-as yet another learning team or a partner to each line. Form agreementsopportunity. of the tasks you have iden- about the timing and com- tiﬁed. Review the ques- mit to certain dates.The success of a concept tions. Decide who will belargely depends on the responsible for ﬁnding an 5. Plan regular check-inspeople who are invested answer. Write the name of Set up a time for a regular,in bringing it to life. Build the person responsible for informal team meetinga strong team and let a task on that Post-it Note. (for example, a weeklypeople feel ownership of breakfast check-in oftheir contributions. 30 minutes) to keep the momentum going. Use this time to share thoughts, ideas and concerns.
EVOLUTION | 12.1 DT for Ed | ToolkitStep Mode Time Needed Time TypeBuild the Experience Hands-On ~30-45 min IntermittentIdentify In order to realize your concept, you will need various resources and capa-What’s bilities, namely materials, money, time and people. Specify what exactly it willNeeded take to make your idea come to life.Team2-4 PeopleWhat it gets you 1. Specify materials 3. Estimate timeframesAn overview of what it Make a list of all the mate- Specify the amount oftakes to realize your idea. rials you will need to build time that you’ll need to your concept. Are these create your concept. DoWhat to keep in mind supplies available at your you need time for prepa-Your needs may be larger school? Will you need to ration? Does anyone needthan the support you purchase any new assets? to be trained? Do youcan receive from your want to use an existingschool. Don’t give up. Find 2. Calculate funds meeting time differently?ways to creatively make Money will always beyour concept work within a scarce resource in an 4. Identify peoplethose constraints. Can educational context. Don’t Create an overview ofyou involve an extra let this discourage you. people who can helpperson to lessen the work- Think about creative realize your idea. Whatload? What can you do ways to hold a fundraiser. capabilities are you look-with existing materials? Look into applying for a ing for? Who is invested grant. Consider opportu- in supporting the con-Reﬂect on how your nities to tap into existing cept? Do you need to ﬁndidea will be sustained budgets. Don’t forget to someone to champion theover time. Can it scale? explore how to realize idea? Capture your needsWill it live on without your idea without any on Post-its. Sort them andyour involvement? Build money as a brainstorm identify which capabili-a foundation for longer- challenge. ties you have inside yourterm impact. school, and which you‘ll have to ﬁnd externally. Think about leveraging the larger network and including parents, alumni and/or neighbors.
EVOLUTION | 12.2 DT for Ed | ToolkitStep Mode Time Needed Time TypeBuild the Experience Interaction ~45-60 mins ContinuousPitch Your A credible and inspiring story will help convince others to support yourConcept concept. Build your pitch to motivate others to help bring the idea to life.Team2-4 PeopleWhat it gets you 1. Know your audience 2. Highlight the potential 5. Be speciﬁc aboutA story that can convince Think about who you are Create a provocative your needspotential supporters of trying to get excited about statement for your idea. Be clear about what youyour concept’s strength. your idea. Put yourself in Get your audience excited want from your audience. the shoes of the listener: about the opportunities Draw from your list ofWhat to keep in mind what will get them inter- you see. Frame it as “What needs and communicateBegin by communicating ested in your idea? What if…?” what support you need.what excites you the most— will they be motivated by?talk about the opportunity For example: 3. Build a narrative 6. Encourageand the bigger ideas » For educators: how is it Tell a brief and engaging contributionrather than small details. going to help me do my story, focusing on the most Invite others to join theThis enables others to see job? How is it going to important aspects of your conversation or help buildthe value and contribute help my students suc- concept. Describe what the concept. Considerto the concept. ceed? inspired your idea, and engaging your audience » For administrators: How how it responds to the in an activity that lets does this affect the way needs you learned about. them experience and our school is viewed? participate in the design » For parents: how is this 4. Communicate the value process. going to help my child Explain the value your succeed in school? idea provides for the vari- » For students: how is it ous people involved. Be going to make learning explicit and illustrative in more fun? your descriptions. » For potential team mem- bers: why would I want to be part of this? What’s in it for me?
CREDITSThis toolkit has been collated by Stefanie Di Russo for theMelbourne Sustainability Jam. All content is credited toIDEO, Stanford d.School and Service Design Tools.Methods collated for this toolkit can be found from thefollowing sites:D.School Bootcamp Bootleghttp://dschool.typepad.com/news/2010/12/2010-boot-camp-bootleg-is-here.htmlIDEO HCD Toolkithttp://www.ideo.com/work/human-centered-design-tool-kit/IDEO Toolkit for Educatorshttp://www.ideo.com/work/toolkit-for-educatorsService Design Toolshttp://www.servicedesigntools.org/