what is design thinking and why educators should care about it
TRANSCRIPT
Design thinking is the application of the methods, processes, and sensibilities of designers to the creation of innovative ideas to better solve ill-structured problems. The aim is to improve the quality of people’s lives.
DEFINITION
© Stanford University d.school
The PlayPump There’s nothing worse than answering well the wrong question.
FOCUS ON PEOPLE
Chile 2010: What do people really want? REAL NEEDS
© Roberto Candia
From http://www.rock985.com/concert-calendar/13876083/ © Joel Goodman
PERSPECTIVES
The source of inspiration lies in the interpretive frame you use to understand the problem.
From http://www.rock985.com/concert-calendar/13876083/
PERSPECTIVES
The source of inspiration lies in the interpretive frame you use to understand the problem.
PERSPECTIVES
Work with users to find the right problems and create the right solutions.
© Elemental
Desirability (human needs)
Viability (resources)
Feasibility (technology)
Sustainability (ethics)
The design thinker aims to address real human needs in ways that are financially viable, technologically feasible and ecologically and socially sustainable.
GOALS AND DIRECTIONS
Embrace ambiguity
Learn from doing
Be optimistic
Be human-centred
The attitudes and values of the design thinker.
DESIGN MINDSETS
Problem Solution
Naming Framing
Experimenting
Testing
Research
Understand
Define
Ideate
Prototype
Test
The design thinker moves iteratively through the problem space and the solution space. Often, the design thinker works in the two spaces simultaneously, so that his understanding of the problem and his solution co-evolves.
THE DESIGN PROCESS
Design problems are typically ill-structured and indeterminate. They are constituted by multiple issues that are so intricately and dynamically interwoven that it is practically impossible to untangle them so that we may address them separately, and it is uncertain what would actually work as solutions to the problems.
TAME SLIGHTLY WICKED VERY WICKED
RESULTS WHAT HOW
(thing) (working principle)
(observed)
? ? ? (aspired value)
(result) (what) (working principle) (deduction)
? (working principle)
(induction)
? (aspired value)
(what)
(abduction -1) (abduction -2)
WICKED PROBLEMS
Conceptual framework from Kees Dorst
The real source of innovation– breakthrough innovation– lies in the generation of problems.
? ? (aspired value)
(what) (working principle)
(abduction -2)
(naming & framing)
We name the issues to which we will attend, and frame the context (social, political, cultural, economic, historical) within which we will attend to them.
? (result)
(deduction)
? (aspired value)
(what)
(abduction -1)
INNOVATION
WHY SHOULD EDUCATORS CARE ABOUT DESIGN THINKING? Surely, there are other ways to develop creativity—aren’t there?
21CCs
Design thinking appears to tick many of these boxes.
© Ministry of Education, Singapore
SAFETY & SUSTAINABILITY
Designers, regulators and consumers have become increasingly aware of the safety and sustainability of the artefacts created to improve our lives.
© Embrace
Wong Yi Xuan, Edith Born. June 9, 2014
35 Weeks 1.7 kg
Wong Yi Xuan, Edith Week 01
Christmas, 2015 Christmas, 2015
NOV 2013
Week 6 Week 8
DEC2013
Monochorionic twins Twin Reversed
Arterial Perfusion (TRAP) Syndrome
MC Twins: 0.3% of all pregnancies
TRAP Syndrome: 1% of MC twins
pregnancies
JAN2014
High risk for Trisomy
13 and Trisomy 18; just about “safe” for
Trisomy 21
FEB 2014
2 days before surgery date, the perfusion stopped, by
which time the opportunity to perform the more
invasive, but more reliable test for Trisomy 13 and 18
had passed.
MAY 2014
Expected date of delivery: July 4. But rate of size-growth seemed to have slowed
dramatically.
“Morning sickness” all the way.
JUN 2014
Delivered by C-section surgery: June 9, 4 p.m., 1.7kg. Discharged two weeks later, 1.9 kg.
MORALITY OF ARTEFACTS
Artefacts mediate human decision-making.
© Wong Yew Leong
© Catalano
MORALITY OF ARTEFACTS
Socio-cultural norms and history play a part in how artefacts mediate human actions and experiences.
TECHNOLOGICAL MEDIATION
Designers, users, artefacts, and socio-cultural norms and history jointly mediate our actions and the interpretations informing our moral decisions, sometimes in unintentional and unanticipated ways.
© Wong Yew Leong
RETHINKING DESIGN ETHICS
Human actions are always mediated.
© Wong Yew Leong
DESIGN AND ME
Artefacts can shape our sense of who (or what) we are.
© Wired
DESIGN AND US
Design is a fundamental aspect of humanity. One might even say that it is our evolutionary advantage.
© Wong Yew Leong
ARGUING FOR DESIGN THINKING
The methods, processes and mindsets of design thinking predispose us to consider the mediating capacities of the artefacts we are creating and provides us with the essential tools to assess them and shape them in ways that will improve human practices and experiences.
© Wong Yew Leong
DESIGNING THE FUTURE
Design thinking provides us with the means to explore different possible futures for humanity.
© Revital Cohen
Desirability (human needs)
Viability (resources)
Feasibility (technology)
Sustainability (ethics)
The design thinker aims to address real human needs in ways that are financially viable, technologically feasible and ecologically and socially sustainable.
GOALS AND DIRECTIONS
INTEGRATING DESIGN THINKING INTO SCHOOL CURRICULA
CHARACTER AND CITIZENSHIP
Design issues make meaningful Values-In-Action projects.
© The Straits Times
APPLIED LEARNING
Invite students to use what they have learned to design a solution to a fairly well-defined challenge.
© Road Trippers
PROJECT-BASED LEARNING
Find real-world issues that require understanding and mastery of targeted academic knowledge and skills to solve.
© Nisa Maier
THANK YOU.