Introduction to design thinking

Introduction to design thinking

1. A.I.T.S.L,2014

2. What's design thinking?

3. The need for new designs

   • Education should also instill the desire, skills and capacities to learn continuously, so every young person can take advantage of opportunities and challenges with confidence.
   • Why do we need design thinking?

4. The discipline of design

   • Design thinking processes combine empathy for the context of a problem, creativity in the generation of insights and solutions, and rationality in analysing and fitting various solutions to the problem context.
     • Design Processess

5. The design methodology

   • Stimulate
     • Begin with a process of stimulating awareness of a problem, for example a case for change that set out why schools need to change to enable more engaging learning.
   • Incubate
     • Incubating Solutions
       • Explore
         • The incubation phase starts by learning more about the background and context of the focus of enquiry, in particular the relevant people involved.
           • Methods for understanding the challenge and context
             • Undertake a horizon scan
             • Use ethnography
             • Determine available resources through audits and activities mapping
             • Methods for defining what you have found
               • Utilise conceptualising frameworks
               • Create personas
               • Generate
                 • Once a design team has established a firm, shared understanding of the problem as experienced by users, it is time to begin generating concrete solutions.
                 • Methods for prompting ideas
                   • Methods for testing and generating new ideas
                     • Role-playing
                     • Paper prototyping
                     • Methods for refining an idea
                       • Create a storyboard
                       • Conduct open behavioural simulation
                   • Listen to disrupters
                   • Learn from related worlds
                 • Evaluate
                   • The aim of the evaluation is to see if the whole approach can come together in practice, how big an impact it has and whether it has the desired impact.
                   • Methods
                     • Polling
                     • Surveys
                     • Interviews and focus groups
                     • Analysis of existing data
                     • Action research
     • Once you have defined the problem and created the conditions for innovators to respond, the next step is to explore, generate and evaluate solutions to the problem. This is known as the incubate phase.
   • Scale
     • Scaling has typically been seen as a simple problem of knowledge transfer: if a solution is ‘good’, others just need to hear about it and they will want and be able to adopt it. But we know now that spreading practice between schools is much more difficult than that. It involves mutual learning, co-operation, and behaviour change.
       • It is important to see that the design process as a whole is part of a bigger picture: what is being ‘scaled’ from your practice is as much about the processes you undertake, as it is the changes in teacher practice that are the ultimate result of the design process.
   • The ‘triple diamond’ methodology has been used to create and scale innovation in sectors from manufacturing to mental health.
   • The methodology can be adapted to the design of any product or experience

Imagens e arquivos do mapa

• What is Design Thinking (Incorporar)
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• Why do large organizations need design thinking (Incorporar)