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Design Thinking Research
Abstract
Innovators love creating an idea and are constantly trying to invent new things or to improve already existing products and
services. When people are creating ideas, they get excited about it, they take ownership, and they make commitments. They
do everything possible to make sure the concept can become a reality that others appreciate. When the creation process is
performed by a team the effort is magnified and the energy multiplied. For this reason, we consider co-creation as a crucial
aspect in the complex socio-technical field of design thinking in action.
... Moreover, according to recent developments in theory, DT is not only a process but also a mindset (Dosi et al., 2018), and its essentials are human-centeredness (Liedtka, 2011), empathy (McDonagh & Thomas, 2010), co-creation (Liedtka et al., 2013), multidisciplinary approach (Meinel & Leifer, 2012), critical questioning (Davis, 2010) and learning-by-doing (Schweitzer et al., 2016). Brown (2008) explains the key characteristics of the DT mindset as: 1) empathy (trying to look at the world from multiple perspectives); 2) integrative thinking (transcending analytic thinking); 3) optimism (hoping there is at least one alternate solution for challenges); 4) experimentalism (exploring the limitations through creative ways that lead to innovation); and 5) collaboration (to be able to work in interdisciplinary settings and have experience in more than one discipline). ...
... Last, the game modding activity provides a basis for co-creation and collaboration. To be able to effectively work in a collaborative environment is crucial in reaching innovative solutions with DT and this is considered as the key driver in developing the DT mindset (Koria et al., 2011;Meinel & Leifer, 2012;Liedtka et al., 2013). ...
Design Thinking (DT) is not merely a well-known design methodology but also an entire mindset towards solving complex societal problems in an innovative way.Its popularity in diverse disciplines beyond design, is due to its relation with thedevelopment of key 21st-century skills, such as creativity, critical thinking, collaborationand communication. Teaching the DT mindset has always required methods differentfrom the traditional, one-way, mainly teacher-led approaches in which studentsplay a more passive role in the learning process. Such creative methods includeconstructivist teaching practices, such as learning-by-doing and learning-by-making.Game modding, which is defined as the modification of existing games, is also seenas a constructivist teaching approach since in this way students learn by designing agame. The experience is argued to increase the engagement and interaction of playerswith the game, and combine the roles of player and designer. However, using gamemodding to teach the DT mindset remains poorly researched. This paper discusses theoutcomes of a pilot study developed in the scope of the in-progress Erasmus+ KA2project ‘T-CREPE’ (Textile Engineering for Co-Creation Paradigms in Education). Thisstudy investigates the influence of game modding on students’ adoption of the DTmindset through the use of an online learning platform that enables a game moddingexperience. This platform includes games that students can play, modify, and/or designtheir own in the process of developing a project. Students (n = 240) and teachers (n =9) from three higher education institutions in Belgium and Greece participated in thisstudy. The quantitative and qualitative data collected has provided information ontheir experiences of game modding while cultivating a DT mindset. The findings of thestudy indicate that game modding enables students to practise critical questioning,constructionism and co-creation, which are core elements of the DT mindset.
... Moreover, according to recent developments in theory, DT is not only a process but also a mindset (Dosi et al., 2018), and its essentials are human-centeredness (Liedtka, 2011), empathy (McDonagh & Thomas, 2010), co-creation (Liedtka et al., 2013), multidisciplinary approach (Meinel & Leifer, 2012), critical questioning (Davis, 2010) and learning-by-doing (Schweitzer et al., 2016). Brown (2008) explains the key characteristics of the DT mindset as: 1) empathy (trying to look at the world from multiple perspectives); 2) integrative thinking (transcending analytic thinking); 3) optimism (hoping there is at least one alternate solution for challenges); 4) experimentalism (exploring the limitations through creative ways that lead to innovation); and 5) collaboration (to be able to work in interdisciplinary settings and have experience in more than one discipline). ...
... Last, the game modding activity provides a basis for co-creation and collaboration. To be able to effectively work in a collaborative environment is crucial in reaching innovative solutions with DT and this is considered as the key driver in developing the DT mindset (Koria et al., 2011;Meinel & Leifer, 2012;Liedtka et al., 2013). ...
Game-based learning and game-design approaches have been utilized in teaching complex and diverse subjects such as programming, mathematics, and linguistics in order to enhance student involvement, enjoyment and commitment (Squire, 2003). In the design domain, unconventional and creative techniques are also employed due to the design process’ non-linear, ill-structured and iterative nature. However, when teaching the design thinking methodology, lack of association with games is being reported (Cooke, Dusenberry & Robinson, 2020). The key research question of this study addresses whether and how a game-design approach affects teaching the design thinking methodology in a more effective and playful way.
Thus, this in-progress study aims to investigate the impact of game modding as a way of game-design on students’ comprehension of the design thinking methodology. Game modding refers to modification of existing games (El Nasr & Smith, 2006) which increases the engagement of players with the game (Sihvonen, 2010) and combines the roles of player and designer (Kynigos, 2004). This paper discusses an online, student-centered, open-source platform developed in the scope of an Erasmus+ KA2 project with the aim to remediate the learning system. The platform conceptualizes the design thinking methodology onto an imaginary planet with 4 continents (phases). Its design was framed by the ideas of constructionism, according to which new knowledge is constructed by students when they collaboratively built public digital artifacts (Papert & Harel, 1991) and by game-based learning approach (Prensky, 2005). The latter is integrated into the platform through the use of “ChoiCo” games (Choices with Consequences) as a way to enable students explore and develop an understanding of the four design thinking stages; discover, define, develop, deliver (Design Council UK, 2021). “ChoiCo” is an online authoring tool developed for playing, designing and modifying choice-driven simulation games related to complex real life issues (Kynigos & Grizioti, 2020).
In order to investigate the effectiveness of this online platform on students’ comprehension of the design thinking methodology, a pilot study was conducted at a Belgian University during the 2020-21 Fall semester. The platform with the games was implemented in a 3rd year bachelor design engineering course. Quantitative and qualitative methods were utilized in order to elicit data and information regarding the experience of students and course teachers. 40 students filled out a questionnaire before and during their experience with the ChoiCo games. This quantitative data is supplemented with students’ self-reflection reports and semi-structured interviews conducted at the end of the semester with both teachers and students. The findings of this pilot study provide an insight into students’ motivations for modifying the games and their gains from this experience. The results especially show that game modding contributes to learning the design thinking methodology by making students more conscious and critical of their choices through selecting and utilising relevant tools that enable them to understand better concepts they are dealing with in their design projects.
... Several investigations conducted into the applications of design thinking processes (Mabogunje, Sonalkar, and Leifer 2016;Plattner, Meinel, and Leifer 2012;Seidel andFixson 2013 andBlizzard et al. 2012) have found that it is very difficult to 'measure' the effects of design as the concept of design has no real measurable variables or KPI's. In this context design refers to the generation of a product or service that fulfils the needs of a given consumer and so this trend suggests that it is difficult to compare one product to another if both were aiming to fulfil the same role. ...
... This is to potentially include participants of differing levels of seniority and shall vary based on the investigative and data analysis methods that have been determined. This project has been identified to be predominantly qualitative in nature due to the work of Mabogunje, Sonalkar, and Leifer 2016;Plattner, Meinel, and Leifer 2012;Seidel andFixson 2013 andBlizzard et al. 2012 as they have found that it is very difficult to establish quantitative metrics for design. Therefore, the research methods used predominantly in this project will be unstructured interviews, semi-structured interviews, post workshop feedback surveys and in-depth reviews of existing literature. ...
Overview
The field of engineering is a major contributor to the economic stability and growth of the UK and other economies. Therefore, the efficient operation of engineering companies and firms is vital. However, design projects undertaken by large engineering organizations are often beset with a number of problems and constraints that stem from the decision-making process and design process that have been selected. This PhD aims to investigate whether the design processes of design thinking and systems engineering can be combined. This would lead to better customer outcomes and reduced time to market, and thus remove the problems often found in large engineering organizations to improve the overall operational efficiency. The overarching research methodology used in this investigation will be action research and is likely to be predominantly qualitative in nature as it has been found that it is very difficult to establish quantitative metrics for design.
... Design thinking is a user-centered approach which user's needs, performs and favorites are the heart of it. The generation in the design thinking worldview not begin until the concealed desires and needs of users are inspected (Meinel & Leifer, 2012). Hidden needs are usually emotional ones that are difficult to express and to understand. ...
... Designers should focus on empathy with the people they are designing for to gain desirable output in the design thinking process. The empathy is crucial to constructing momentous products (Kolko, 2014) because empathic understanding can fill the gap between creator and the emotional desires of the end-user (McDonagh, 2015;Meinel & Leifer, 2012). It is so difficult to spot a need and design a response and subsequently it is tough producing a valuable product that someone really loves (Kolko, 2014). ...
The global agenda is shifting from a knowledge economy to the humanization economy age. Creativity, innovation and design areas have interconnected with each other in term of development of a product to be realized. Design knowledge is more towards understanding the human experience which involved the conversion of tacit knowledge to explicit knowledge. As a comparison, design thinking and design process creates values in designing products; meanwhile knowledge conversion process creates values in knowledge. IR 4.0 is expected to bring about a major shift in society. In this regard the need for high skill design workforce is increasing because of the acceleration of emerging technologies. Many jobs will be diminishing and new design jobs that will grow in the coming future. Most sought after by employers will include problem solving, creative thinking, emotional intelligence and interpersonal skills. Such skills can be directly gained through leadership education.
(7) (PDF) Furture Job Trend in Design. Available from: https://www.researchgate.net/publication/346512036_Furture_Job_Trend_in_Design [accessed Dec 01 2020].
... The following sections unpack the four core capabilities of problem framing and problem solving in turn, capturing how design, critical and systems thinking intersect with them and exploring connections to engineering approaches to framing and solving problems. There is precedent for imagining such integration: John Arnold saw creative thinking as a synthesis of analytical, judicial and synthetic thinking [18]. Design thinking and engineering systems thinking are seen as complementary approaches to understanding cognition, organization, and other non-technical factors that influence engineering design and performance [19]. ...
... Design thinking and engineering systems thinking are seen as complementary approaches to understanding cognition, organization, and other non-technical factors that influence engineering design and performance [19]. Creativity, sometimes described as the heart of design thinking [18], is seen as critical to engineering work and yet better understanding of how and where it might be taught in the engineering curriculum is needed [3,20]. ...
Engineering graduates must know how to frame and solve non-routine problems. While design classes explicitly teach problem framing and solving, it is lacking throughout much of the rest of the engineering curriculum and is often relegated to capstone classes at the end of the students' educational experience. This paper explores problem framing and solving through the lens of experiential learning theory. It captures core problem framing and solving approaches from critical, design and systems thinking and concludes with a table of learning outcomes that might be drawn upon in designing an engineering curriculum that more fully develops the problem framing and solving capabilities of its students.
... This project is framed by Design Thinking (figure 1), a research approach that focuses on understanding and addressing complex problems through a human-centred and iterative process (Meinel and Leifer, 2012). Design Thinking lends itself to the investigation and development of branding, due to its emphasis on continuous user feedback which facilitates co-creation. ...
Successful start-ups are those capable of evoking customer loyalty. To achieve this, a well-crafted brand with a clear brand message that resonates with the target audience is needed. The pandemic, and its aftermath, has led to heightened scrutiny of brands by audiences, with consumers spending more time and money online. Purchase decisions and brand loyalty are increasingly influenced by what brands stand for, with a preference for those that believably prioritise people over profits. Nearly two-thirds of UK consumers expect brands to address societal issues. This trend is particularly pronounced among Generation Z, the fastest-growing demographic in the UK and other advanced economies in terms of spending power. This age cohort differs in several respects from preceding generations, showing a distinct hunger for social causes relating to equity, diversity and inclusion (EDI). This paper presents findings from an investigation into Generation Z's perception of EDI as part of entrepreneurial market communications. Our research aims to explore the target audience's awareness and attitude toward the inclusion of EDI elements in start-up brands and to ideate tangible recommendations for entrepreneurs in terms of embracing EDI as part of their brand’s activities. Guided by Design Thinking, a total of 35 semi-structured interviews were conducted with young adults in Greater London, UK. Through inductive Thematic Analysis, four key themes emerged: (i) There is currently limited visibility and awareness of start-ups with EDI branding; (ii) there is a desire for authenticity alongside distrust of brands delivering on this; (iii) there is an expectation of intersectional diversity; and (iv) there is a limited risk of 'cancel culture' for start-ups. Based on these insights, four tangible recommendations were formulated for crafting socially conscious start-up brands: (i) embrace intersectional diversity internally and externally; (ii) cultivate a community to co-create EDI initiatives; (iii) utilising/collaborate with existing EDI associations; and (iv) prioritise EDI efforts in branded communications.
... The literature defines design thinking as a unique problem-solving approach that creates value and achieves innovation [5]. Universities can contribute significantly to fostering the transition toward a sustainable society by developing knowledge and preparing students for their future roles [6]. ...
... The study aims to examine the technical students' perspectives with regards to the use 5 of online mind map in enhancing design thinking. The adapted questionnaire was created based on Lin & Faste (2012) and Meinel & Leifer (2012) models. The three designed sub-concepts were to determine the technical students' perspective on the use of online mind map. ...
In a world dominated by digitalisation, digital intelligence is critical. Digital intelligence is required for
education, employment, and active participation in the community. Digitalisation has transformed our way
of thinking, feeling, and living, and its rapid evolution has made change, which was once the exception, the
norm. As a result, change management has emerged as a fundamental skill for people in the 21st century. But
far more important than this is the development of digital intelligence, which, to be developed, necessarily
requires disruptive education. An online mind map is a visual aid that is becoming extremely prevalent in
today's classrooms. Given the importance of empirical research and evaluation, it is perhaps surprising that
so little effort has been directed toward the application of online mind map among technical students in
enhancing design thinking. This study aims to examine Malaysian technical students’ perspectives with
regards to the use of online mind map in enhancing design thinking. 372 students of technical from selected
public higher institutions were involved in this study. A quantitative method using an online survey was
conducted for the students. The results from questionnaire items and open-ended items were analyzed
using descriptive and inferential statistics and thematic analysis. The findings from the study revealed that
the technical students had agreed that the online mind map helped them in enhancing their design thinking.
The study makes important contributions on how the tool can develop design thinking in technical to
address IR4.0 needs and produce balanced graduates to be globally competitive. Finally, this study
contributes a new framework for technical students’ design thinking.
... In this study, PAR was used to guide a series of co-creation workshops involving students with disabilities and researchers aiming to develop an ambassador intervention. The workshops were centred around dialogue, reviewing literature and shared analysis, and evolved through iterative processes (Plattner, Meinel, and Leifner 2012). In the intervention, students with disabilities took roles as experienced supervisors, addressing disability related issues, and breaking grounds for students and staff at a Norwegian university. ...
Students with disabilities encounter challenges through higher education and into employment. Despite holistic disability paradigms, higher education institutions continue to view disability as a human quality, providing support services through a medical lens. Through participatory action research, students with disabilities, in collaboration with university researchers co-create an intervention to promote the voices of students with disabilities in higher education. This study explores and describes the co-creation processes. Data were generated through group discussions, mapping, shared analysis, and shared writing through digital and in-person workshops, and shared documents. A reflexive thematic analysis resulted in the generation of five themes; enabling participation and including all voices; sharing and relating to each other; shifting from being a problem to being discriminated; and translating experiences into actions. The fifth and overall theme is the transformation of co-creators' understandings. The results indicate empowering processes of being awakened to discriminating structures and seeing own capabilities to make changes. ARTICLE HISTORY
... "To anticipate" means to regard as probable, to expect or predict (Merriam-Webster). One of the four rules of design thinking is the ambiguity rule: It states that ambiguity is inevitable-that we should experiment at the limits of our knowledge, the limits of our ability to control events, and with the freedom to see things in a different light (Meinel and Leifer, 2012). In the industrial design profession, ambiguous situations are not only probable but can be expected and even predicted. ...
In his seminal book, Conceptual Blockbusting, James L. Adams states that an emotional block to creativity is the “inability to tolerate ambiguity . . . an overriding desire for order; and having no appetite for chaos.” Tolerance for ambiguity can be defined as the degree to which an individual is comfortable with uncertainty, unpredictability, conflicting directions, and multiple demands. Industrial designers work in ambiguous environments. Unfortunately, modern organizations are ordered around the principle of doing things that are efficient, repeatable, and reliable...the fundamental problem with trying to be creative is that it’s none of those things. Higher education is a modern organization that does not encourage students to develop a tolerance for ambiguity but strives to eliminate ambiguity from their educational experience. How one deals with uncertainty and the stress of an ambiguous situation is an important consideration in the life, education, and professional practice of industrial designers. An industrial design student with a low tolerance for ambiguity, who is seeking opportunities in the professional world, is bound to feel stress, anxiety, and frustration. This paper defines tolerance for ambiguity to create awareness of its influence on the success of students who are studying industrial design. Recognizing and developing opportunities for students to experience and practice ambiguous situations is important to student’s success as they move from the educational experience into professional life.
... The study adopted the design thinking methodology due to its focus on the user at the center of the innovation and not the firm (C. Meinel & Leifer, 2012), and previous studies have shown linkages with innovation (Conradie et al., 2015;M. Meinel et al., 2020;Schweisfurth & Raasch, 2015;Yokana, 2016). ...
Previous research has established that certain characteristics of lead users, such as their ability to identify trends and the benefits they expect from an innovation, are important in determining the success of an innovation. However, the role of regulatory authorities and the innovation process in influencing innovation outcomes has not been thoroughly explored. This study aims to fill this gap by examining the impact of these factors on innovation success, using a mixed-method approach. Data were collected from 321 lead users and eight regulators through both quantitative and qualitative surveys, and analyzed using SPSS and NVivo. The results show that the number of partners involved in the innovation process is a significant factor, whereas work experience has an impact only when considered in conjunction with other variables. This study contributes to the understanding of lead user innovation by demonstrating that factors beyond just trends and benefits can influence the success or failure of innovation and provides new insights into the role of the innovation process and regulatory authorities.
... (3) The study adopted the design thinking methodology due to its focus on the user at the centre of the innovation and not the firm (C. Meinel & Leifer, 2012), and previous studies 8 showing linkages with innovation (Conradie et al., 2015;M. Meinel et al., 2020;Schweisfurth & Raasch, 2015;Yokana, 2016). ...
... In this sense, educational research using this method is sometimes more focused on the theories explaining why the design has worked (or not) in an educational situation, rather than the design itself for transferrable outcomes (Abrahamson, 2018;Bakker, 2018). This method drawing upon similar stages of 'design thinking' to understand what stakeholders need in specific contexts by fostering 55 empathy, cultural awareness, problem solving and risk taking (Lynch et al., 2021;Meinel & Leifer, 2012;Panke, 2019 (Bakker, 2018;Hoadley & Campos, 2022). ...
Technology is ranked as one of the most important factors influencing education in Australia, with a growing demand for digital innovation to elevate the learning experience. Online opportunities for clinical education have also recently expanded, as evidenced by 80 new health portfolio subjects developed at Torrens University of Australia (TUA) during the years 2018 – 2021, with clinical reasoning being a key skill for learners in Health sciences and Nursing courses to cultivate. While there are documented reasons why problem-based learning (PBL) and team-based learning (TBL) are both used in clinical education, research has often focused on assessment scores and learner perceptions when comparing Face-to-Face (F2F) traditional lecture style with a group learning experience. This thesis explores the potential for combining elements of traditional PBL and TBL (hybrid approach) to enhance development of independent and group clinical reasoning skills for undergraduate learners within an online environment.
A longitudinal research approach encompassed multiple design-based research (DBR) phases using qualitative reflexive thematic analysis (RTA) method for data interpretation. An initial scoping review and pilot cycle resulted in a set of four draft design principles used to inform testing, refining and retesting an online decision wheel tool artefact and hybrid PBL approach in the situated context of Torrens University. Bounded rationality theory was used as an analytical guide to reflect on enhancing decision-making holistically. In total (excluding focus group numbers), participants included 34 learners, 26 teachers , 5 digital designers and 1 central researcher involved in developing, delivering and reviewing levels of undergraduate health science and nursing subjects across Face-to-Face (F2F), Blended Learning (BL) and Fully Online Learning (FOL) platforms. Data generated before and during the impact of COVID-19 consisted of 44 interviews, 20 focus groups, 10 participant reflective journal entries (4 learners and 6 teachers), 65 researcher reflective journal entries and 40 learner decision wheel attempts over five DBR action cycles (12-week Trimesters).
This study makes an original contribution to both practice and theory by offering a set of six innovative final design principles to assist enhancing clinical reasoning development for a situated context. Although there is a fast-paced universal move towards digital innovation in higher education, identification and response to contextualised learning needs for stakeholders is important for quality experience. From this research a new PBL-informed model, named BE-HIVE, was conceptualised to operationalise specific final design principles inclusive of having a central teacher guide, adequate coaching support, simple learning designs, time for reflexive practice, and enhancing the ability for a diversity of key stakeholders to collaborate and be partners in curriculum. Additionally, this project has generated new understanding into the potential expansion of bounded rationality theory, along with how to adopt a methodologically cohesive and solely qualitative approach for design-based research.
... Signature merupakan informasi tambahan pada suatu majalah (Meinel and Leifer, 2012 ...
Majalah Bobo merupakan majalah khusus anak-anak legendaris di Indonesia. Cover Majalah Bobo memiliki daya tarik dan karakter yang kuat sehingga mudah dikenali oleh pembaca. Penelitian ini bertujuan untuk mengetahui lebih detail tentang standar desain visual meliputi ilustrasi, warna, tipografi, dan layout cover Majalah Bobo Edisi Khusus Tahun 2015. Penelitian ini menggunakan metode kualitatif deskriptif. Hasil penelitian menunjukkan bahwa pada cover majalah Bobo edisi khusus tahun 2015 menggunakan ilustrasi digital dengan tokoh kelinci yang dipersonifikasikan sebagai bentuk manusia. Tipografi yang digunakan berupa jenis font Fantasy dan San Serif. Warna yang disajikan tergolong full color, mencolok, cerah dan terkesan tidak suram. Layout diposisikan asimetris namun tetap menerapkan prinsip kesatuan(unity), keseimbangan (balance), irama (ritme), dan penekanan (emphasis). Kesimpulan pada penelitian ini adalah Bobo memiliki ciri khas berupa ilustrasi kelinci yang dipersonifikasikan sebagai manusia bernama Bobo yang menjadi tokoh utama pada setiap edisinya. Selain itu, ciri khas lainnya berupa bentuk logo/nameplate, font yang sama pada setiap edisi kecuali headline. Slogan “Teman Bermain dan Belajar” juga merupakan ciri khas yang terdapat pada Majalah Bobo. Warna yang digunakan juga sesuai dengan usia anak-anak yang menyukai warna-warna yang colorfull, mencolok dan cerah.
... In this study, researchers used the descriptive approach and the Design Thinking framework proposed by (Meinel & Leifer, 2012) to describe or explain the facts that occurred when the research was conducted in the Javanese language course at SMKN 3 Malang. Design work is an iterative process, not a single cycle. ...
This paper reports on one of the best practices in assessing students' speaking skills in the pandemic era. Given that speaking is a productive skill that should be assessed through authentic assessment, the teacher decided to assign students to create a students webinar project as part of their final exam. This project requires students to conduct real-life webinars where the organizer, speaker and audience are students themselves. To describe a related project the researcher combined qualitative and quantitative methods including peer feedback, interviews, self-reflection, and a learning satisfaction survey. Once implemented, it can be concluded that this project can be used as an alternative authentic assessment model that can be applied in the classroom that focuses on developing students' public speaking skills. This students webinar project is recommended not only because it can be used as an alternative assessment model but also encourages students to work together in teams and encourages them to work creatively, creating something new to work better. Another important thing obtained in the implementation is feedback from students, which is the main factor that can make them feel satisfied and motivate them to study effectively.
... Dalam upaya mengatasi problem metode Design Thinking yang dikembangkan oleh (Meinel & Leifer, 2012) diterapkan. Pekerjaan desain bukanlah siklus tunggal melainkan proses yang selalu berulang; suatu siklus proses desain diawali dari sebuah penetapan masalah dan diakhiri dengan sebuah aktivitas pembelajaran untuk menghasilkan desain yang lebih baik. ...
There is a problem that underlies this researcher to do that, namely the interest of the younger generation in the art of ludruk is decreasing and it is feared that it will have an impact on the extinction of one of the various performing arts in Indonesia. This study aims to describe the ludruk cinema performance model, which is a new creative innovation offered to answer various problems of ludruk art. The learning method used is Design Thinking which consists of seven main stages, namely: (1) define, (2) research, (3) ideate, (4) prototype, (5) select, (6) implement and (7) learn. In the results and discussion section, the researcher describes (1) the concept of the Ludruk Cinema Performance, (2) the structure of the Ludruk Cinema Performance, and (3) the Ludruk Cinema Performance Model: A Forum for the Development of the Ludruk Cinema in East Java Cinema. The ludruk art development model is still strived to contain character values, with novelty carried out in the form of performances that are expected to be in accordance with the times.
... In DT literature, there often is an emphasis on multidisciplinary teams when talking about diversity (e.g. Chasanidou et al., 2014;Meinel & Leifer, 2012). However, the dschool at UCT emphasized diversity beyond disciplinary differences, encompassing cultural, racial, gender diversity as well as valuing different lived-experiences. ...
The demand for learning Design Thinking (DT) as a path towards acquiring 21st-century skills has increased globally in the last decade. Because DT education originated in the Silicon Valley context of the d.school at Stanford, it is important to evaluate how the teaching of the method- ology adapts to different cultural contexts.The thesis explores the impact of the socio-cultural context on DT education. DT institutes in Cape Town, South Africa and Kuala Lumpur, Malaysia, were visited to observe their programs and conduct 22 semistructured interviews with local educators regarding their adaption strategies. Grounded theory methodology was used to develop a model of Socio-Cul- tural Adaptation of Design Thinking Education that maps these strategies onto five dimensions: Planning, Process, People, Place, and Presentation. Based on this model, a list of recommendations is provided to help DT educators and practitioners in designing and delivering culturally inclusive DT education.
... I utilized elements of the design thinking methodology to carry out a workshop with subject-matter experts for clinical predictive modeling and machine learning [81]. This expert panel was made up of researchers linked to the BigMedilytics Horizon2020 project 1 and invited practitioners. ...
An ever-increasing number of prediction models is published every year in different medical specialties. Prognostic or diagnostic in nature, these models support medical decision making by utilizing one or more items of patient data to predict outcomes of interest, such as mortality or disease progression. While different computer tools exist that support clinical predictive modeling, I observed that the state of the art is lacking in the extent to which the needs of research clinicians are addressed. When it comes to model development, current support tools either 1) target specialist data engineers, requiring advanced coding skills, or 2) cater to a general-purpose audience, therefore not addressing the specific needs of clinical researchers. Furthermore, barriers to data access across institutional silos, cumbersome model reproducibility and extended experiment-to-result times significantly hampers validation of existing models. Similarly, without access to interpretable explanations, which allow a given model to be fully scrutinized, acceptance of machine learning approaches will remain limited. Adequate tool support, i.e., a software artifact more targeted at the needs of clinical modeling, can help mitigate the challenges identified with respect to model development, validation and interpretation. To this end, I conducted interviews with modeling practitioners in health care to better understand the modeling process itself and ascertain in what aspects adequate tool support could advance the state of the art. The functional and non-functional requirements identified served as the foundation for a software artifact that can be used for modeling outcome and risk prediction in health research. To establish the appropriateness of this approach, I implemented a use case study in the Nephrology domain for acute kidney injury, which was validated in two different hospitals. Furthermore, I conducted user evaluation to ascertain whether such an approach provides benefits compared to the state of the art and the extent to which clinical practitioners could benefit from it. Finally, when updating models for external validation, practitioners need to apply feature selection approaches to pinpoint the most relevant features, since electronic health records tend to contain several candidate predictors. Building upon interpretability methods, I developed an explanation-driven recursive feature elimination approach. This method was comprehensively evaluated against state-of-the art feature selection methods. Therefore, this thesis' main contributions are three-fold, namely, 1) designing and developing a software artifact tailored to the specific needs of the clinical modeling domain, 2) demonstrating its application in a concrete case in the Nephrology context and 3) development and evaluation of a new feature selection approach applicable in a validation context that builds upon interpretability methods. In conclusion, I argue that appropriate tooling, which relies on standardization and parametrization, can support rapid model prototyping and collaboration between clinicians and data scientists in clinical predictive modeling.
... Although these calls are fairly recent, there is some published empirical research. The earliest studies investigate how students work with DT (Meinel & Leifer, 2011; e.g., Seidel & Fixson, 2013), based largely on a practitioner's definition of DT (e.g., Brown, 2008). Others investigate and report preliminary findings regarding DT in organizational settings. ...
Design Thinking (DT) is advocated as a user-centred approach to innovation, based on the way designers think and work. Despite being increasingly promoted as an approach to innovation, there is still little evidence of successful impact. Rather, indications suggest that firms find implementation challenging. The purpose of this paper is to analyse challenges of using DT in light of literature on innovation barriers, in order to discuss whether there is something unique about DT as a concept that makes it particularly challenging to use. The paper is based on an interview study of five large firms that all have at least five years of experience of using DT. The analysis shows that several of the perceived challenges can be linked to known barriers to innovation. However, other challenges have not previously been described in the innovation literature, and the paper suggests that there are some unique aspects of DT that makes it particularly challenging for firms to integrate it in innovation work. These are related to its core themes: user focus, problem framing, experimentation, visualization and diversity. Additionally, the paper contributes with an empirically based categorization of challenges that managers will find useful if they want to implement design thinking in their organizations.
... Design thinking is a method for developing innovative solutions for complex problems, by deliberately incorporating the concerns, interests, and values of humans into the design process (Brown, 2009; Meinel and Leifer, 2011). Design thinking is deliberately iterative and aims to rapidly develop and test multiple possible solutions to arrive at an optimal one (Brown, 2008; Denning, 2013). ...
Sustainable business model innovation is an emerging topic, but only few tools are currently available to assist companies in sustainable business modelling. This paper works towards closing this gap by bringing together ‘design thinking’ and ‘sustainable business model innovation’ to refine the creative process of developing sustainable value propositions and improve the overall business modelling process.
This paper proposes a new workshop framework based on a value mapping process, which was developed by literature synthesis, expert interviews, and multiple workshops. The framework was transferred into a workshop routine and subsequently tested with companies and students.
The resulting ‘Value Ideation’ process comprises value ideation, value opportunity selection, and value proposition prototyping. The integration of design thinking into the innovation process helps to create additional forms of value and include formerly underserved stakeholders in the value proposition. Thus, the Value Ideation process helps companies to improve their performance while becoming more sustainable.
Workshop evaluations revealed that the Value Ideation process assists companies in enhancing their value proposition by including positive economic, societal, and environmental value and a wider range of stakeholder interests. The ‘design thinking’ elements stimulate the ideation process and help to harmonise often conflicting stakeholder interests.
... Although these calls are fairly recent, there is some published empirical research. The earliest studies investigate how students work with DT (Meinel & Leifer, 2011; e.g., Seidel & Fixson, 2013), based largely on a practitioner's definition of DT (e.g., Brown, 2008). Others investigate and report preliminary findings regarding DT in organizational settings. ...
The concept of design thinking (DT) has emerged in management debates as promising innovation inspired by the way designers work. Despite the growing interest in DT, it is a difficult concept to study due to the lack of coherence between what DT ‘is’ in academic and practical terms. While there are numerous normative and often process-focused depictions of DT, they seem limited in their ability to account for what occurs in practice. Given the discussion of DT as a concept, and emerging discussion of its enactment, a framing is needed that acknowledges both aspects. This paper proposes a framing of DT that makes it researchable in both theory and practice, and discusses commonalities and discrepancies in how the concept is usually portrayed in the literature. The paper builds on an empirical interview study in six large organizations, which led to the development of a framework structure and the identification of five themes characterizing DT: User focus, Problem framing, Visualization, Experimentation and Diversity. Each theme is associated with specific principles/mindsets, practices and techniques. The main contribution of this paper is to propose a framework that includes DT both as an idea and as the enactment of the idea, inspired by the works of Latour.
... While there are several " flavors " of design thinking that are discussed in the literature [15, 16, 17, 18] all have some central common features. For illustrative purposes we'll draw on an approach advocated by the Hasso Plattner Institute of Design [19] (Figure 1). ...
Millions of children today have access to high performance computing devices on a daily basis in their schools. The ubiquity of computers in schools is creating an environment wherein discussions are less about whether to integrate computers into schools but rather how best should that occur. School leaders must ensure that the integration of technology into schools creates a situation that is better than the one that exists now. Currently this is a condition that is assumed, but not guaranteed if not explicitly designed. I argue that the tenets of design thinking are well suited to serve school leaders in this regard and suggest that school leaders who adopt a " design attitude, " as opposed to a commonly used " decision attitude, " will be able to create exponential, innovative change in schools.
Scholarship from the design discipline and policy sciences has produced rich empirical and theoretical knowledge on the intersection of policy and design. However, using concepts that pair “policy” and “design” in various ways, often with different meanings, can confuse practitioners and scholars alike. This confusion is further exacerbated by the sheer variety of online information, including peer-reviewed articles, books, reports, blogs, courses, and the websites of prominent scholars, practitioners, and policy actors. To address this, we analyze “Policy * Design” concepts from a Google Search Engine scraping tool and, in doing so, identify four distinct approaches: “policy design,” “design for policy,” “design in policy,” and “design policy.” The results are presented through issue mapping, and the content of these results is discussed. Finally, we suggest strategies for bridging the gap between “Policy * Design” definitions and then provide a preliminary description of these concepts.
Sustainability transitions need professionals with specific skills and attitudes that students often do not develop in their regular chemistry education. To foster sustainability change-maker competencies, we suggest augmenting higher education curricula, e.g., chemical degree programs, with transdisciplinary challenge-based learning combined with design thinking. The Da Vinci Project at Utrecht University (UU) in The Netherlands explores this approach, aiming to cultivate the undergraduates’ sustainability change-maker competencies. After five years of experience, we reflected on the students’ learning outcomes in this UU honors program. We conclude that transdisciplinary challenge-based education combined with design thinking provides unique opportunities for students to develop valuable skills and attitudes for navigating sustainability transitions, including the transition toward sustainable chemistry. These involve collaboration, communication, creative thinking, integrative problem-solving, stakeholder engagement, openness, empathy, the ability to deal with uncertainty and complexity, self-awareness, critical reflection, courage, and perseverance.
This chapter focuses on illustrating the steps of Legal Design (LD) and Visual Law (VL). Before delving into the process of comic book co-creation, the chapter provides an overview of LD and VL, emphasizing their relative unfamiliarity, even among legal scholars. LD, originating from an initiative at Stanford Law School, aims to simplify legal language by evaluating and designing legal business in a simple, functional, attractive, and usable way. It centers on people’s needs, shifting focus from professionals to recipients, such as citizens, organizations, and communities. LD emphasizes ongoing interactions and feedback from recipients throughout the project, fostering empathy and active listening. While LD focuses on effective communication for the benefit of legal beneficiaries, VL serves as its visual manifestation. VL utilizes various visual elements, such as images, illustrations, videos, infographics, comics, and more, making legal documents more explanatory. LD and VL, initially tools for law firms to aid law firm clients understanding, have evolved for broader applications in legal education, research dissemination, empowering society to advocate for their rights, and supporting the decolonization of legal mindsets. The chapter discusses the interchangeable use of LD and VL in legal research, legal education, and as strategic tools for societal empowerment. Importantly, it highlights their potential role in decolonizing legal mindsets by involving participants outside the dominant Western legal doctrine and supporting knowledge co-creation. The chapter underscores the importance of LD and VL in contributing to the re-emergence of Indigenous perspectives and cosmovisions, ultimately facilitating effective participation in environmental matters.
Background
Globally, cancer predominates in adults aged older than 60 years, and 70% of older adults have ≥1 chronic condition. Cancer self-management interventions can improve symptom management and confidence, but few interventions target the complex needs of older adults with cancer and multimorbidity. Despite growing evidence of digital health tools in cancer care, there is a paucity of theoretically grounded digital self-management supports for older adults. Many apps for older adults have not been co-designed with older adults to ensure that they are tailored to their specific needs, which would increase usability and uptake.
Objective
We aim to report on the user evaluations of a self- and symptom-management app to support older adults living with cancer and multimorbidity.
Methods
This study used Grey’s self-management framework, a design thinking approach, and involved older adults with lived experiences of cancer to design a medium-fidelity app prototype. Older adults with cancer or caregivers were recruited through community organizations or support groups to participate in co-designing or evaluations of the app. Data from interviews were iteratively integrated into the design process and analyzed using descriptive statistics and thematic analyses.
Results
In total, 15 older adults and 3 caregivers (n=18) participated in this study: 10 participated (8 older adults and 2 caregivers) in the design of the low-fidelity prototype, and 10 evaluated (9 older adults and 1 caregiver) the medium-fidelity prototype (2 older adults participated in both phases). Participants emphasized the importance of tracking functions to make sense of information across physical symptoms and psychosocial aspects; a clear display; and the organization of notes and reminders to communicate with care providers. Participants also emphasized the importance of medication initiation or cessation reminders to mitigate concerns related to polypharmacy.
Conclusions
This app has the potential to support the complex health care needs of older adults with cancer, creating a “home base” for symptom management and support. The findings from this study will position the researchers to conduct feasibility testing and real-world implementation.
Highly advanced technologies, such as AI-enabled systems, are becoming more integrated into the daily lives of humans. These systems have the potential to provide incredible utility and benefit to end users. However, in order to maximize their benefit, these systems must be designed and integrated in ways that are thoughtful, intentional, and ethical, while accounting for the diverse perspectives that exist in these technical ecosystems. In order to understand system assurance in a meaningful and impactful way, it is important to look across all system stakeholders, including individuals representing diverse perspectives such as engineers, legislators, end users, and community leaders. Therefore, our research aimed to better understand: what does assurance of autonomous and AI-enabled systems look like from a human-centered perspective?This paper presents the human-centered approach taken to begin to answer this research question and outlines culminating insights and a framework that can be leveraged to ensure core perspectives are being considered when designing and building advanced technologies, such as automated and AI-enabled systems.KeywordsTrustHuman-Centered DesignAssuranceAIAutonomy
Dynamic market environments, increasing global competitions as well as requirements from more individual and specific customer wishes promote that manufacturing companies have to focus on continuous innovation in order to
build up competitive advantages and to address customer needs. Traditional innovation approaches cannot address these challenges sufficiently. However, the concept of continuous innovation focuses on the ability of a company to continuously improve or renew products or product features during the product usage phase. Currently, manufacturing companies do not have a systematic procedure for implementing continuous innovations. At this point, the publication presents a concept to design an implementation process for continuous innovations.
In response to the scale, complexity, and urgency of the sustainability challenges societies face, there has been both rapid growth in the broad field of sustainability science and technology, as well as sustainability education globally. Yet, demand for sustainability education still far outstrips supply, and the gap between current reality and achieving the goal of intergenerational well-being is widening. There is a need for greater understanding, innovation, and alignment in sustainability education to ensure programs are effective in cultivating agents of change with capabilities pertinent to and commensurate with the nature of the challenge. Through a highly consultative, multi-year process, we used systems design, combining a systems perspective with the iterative design and inquiry process from design thinking, as well as grounded theory to develop a model of a “New Leader”, and an associated curriculum and pedagogy to cultivate these change agents. The resulting Change Leadership for Sustainability Program at Stanford University offers a set of perspectives, frameworks, and tools and a pedagogical approach that prepares students to study and lead change effectively in any social-environmental system, no matter the sector or topic of interest, with an explicit normative goal of intergenerational well-being. After testing and evaluating the Program’s curriculum and pedagogy over the past five years through both master’s and executive programs, we have found that the development of specific competencies is an essential element of sustainability education, yet it is also crucial to focus on cultivating the identity, perspectives, and agency of these New Leaders in order to prepare them for maximum impact.
In this chapter, the authors will discuss a multi-year initiative at Michigan State University aimed at designing and implementing a university wide co-curricular record. The authors contend that prototypes are a good mechanism to advance, and possibly accelerate projects. The chapter will focus on the many prototypes developed throughout the project, organized in three categories: 1) the technical aspects of the software, interface, and connections to campus IT; 2) policies and guidelines for interacting with, creating, and validating co-curricular learning experiences and outcomes; and 3) prototypes of new hierarchical relationships and social/cultural processes which made the new project legible to all stakeholders in the institution. Ultimately, prototypes helped create familiar policy and practices to go with useful technology that allowed campus users to easily and enthusiastically engage with a new technology, recognize student learning, and create sustainable practices in the co-curricular space.
Digital and AI-based assistive technologies (AI-AT) are becoming more important for the inclusion of persons with disabilities (PWD). One challenge in providing PWD with AI-AT is to meet their requirements and needs. At the same time, they are often embedded in organizational contexts and thus need to be cost-effective and easy to learn and handle. This short paper introduces a systematic approach to match the individual needs and organizational context with AI-AT that support working and learning of PWD. The approach combines Design Thinking (DT) methods, participatory elements, and online collaboration tools in a cycle of three workshops. The aim is to understand the target group better, identify, evaluate and choose appropriate AI-AT and develop innovation spaces that help introduce and test AI-AT. The approach was developed for a vocational rehabilitation setting but can also be easily adapted for various settings (e.g., educational technology or corporate AI projects).
In this research article, a novel endoscopic system, which is suited to perform a digital inspection of the aircraft wing fuel tanks, is introduced. The aim of this work is to specifically design and develop an assisting system, called `Eeloscope’, to allow accessing and diving through an aircraft kerosene tank in a minimally invasive matter. Currently, mechanics often suffer from the harsh working environment and the arduous maintenance duties within the tank. To address such challenges and derive a tailored solution, an adapted Design Thinking (DT) process is applied. The resulting system enables a fully digital inspection and generation of 3-dimensional structural inspection data. Consequently, devices such as the Eeloscope will facilitate a more efficient and continuous inspection of fuel tanks to increase the transparency regarding the condition of hardly accessible aircraft structures and provide a work relief for mechanics at the same time.
The current problem in chemistry education is the lack of creative teaching in a chemistry classroom. There is a lack of exploration in learning experiences that engage students in realistic, thought-provoking problems, working with others, and applying their knowledge, skills, and creativity to find solutions to real-world problems. One of the biggest challenges for Malaysian secondary chemistry education is that few guidelines or models exist regarding teaching chemistry creatively in the classroom. Therefore, this paper provided a systematic and analytical strategy in mapping out and offering a critical review on design thinking in education. Overall, this study recognized the gains that can be made from utilizing Design Thinking in education, especially in the global quest of teaching 21st-century skills, and had recommended using Design Thinking in the Lesson plan and Project-Based Learning. This paper also suggested a need to pursue further studies on developing a Design Thinking framework for creative teaching and how these could motivate and excite students and themselves in the creative teaching of chemistry in the classroom.
The current problem in chemistry education is the lack of creative teaching in a chemistry classroom. There is a lack of exploration in learning experiences that engage students in realistic, thought-provoking problems, working with others, and applying their knowledge, skills, and creativity to find solutions to real-world problems. One of the biggest challenges for Malaysian secondary chemistry education is that few guidelines or models exist regarding teaching chemistry creatively in the classroom. Therefore, this paper provided a systematic and analytical strategy in mapping out and offering a critical review on design thinking in education. Overall, this study recognized the gains that can be made from utilizing Design Thinking in education, especially in the global quest of teaching 21st-century skills, and had recommended using Design Thinking in the Lesson plan and Project-Based Learning. This paper also suggested a need to pursue further studies on developing a Design Thinking framework for creative teaching and how these could motivate and excite students and themselves in the creative teaching of chemistry in the classroom.
Die Relevanz von Dienstleistungsinnovationen hat in letzter Zeit erheblich an Bedeutung gewonnen. Dies gilt gleichermaßen für den spezifischen Fall industrienaher Dienstleistungen. Die dezidierte Entwicklung innovativer Dienstleistungen stellt gerade kleine und mittlere Unternehmen (KMU) vor besondere Herausforderungen, da sie häufig nur über eingeschränkte Ressourcen und unstrukturierte Innovationsprozesse verfügen. Auf Grundlage des Design-Thinking-Ansatzes, der auf multidisziplinären Teams, Nutzerzentrierung und Kreativität basiert, hat das Verbundprojekt ‚Design Thinking for Industrial Services‘ (DETHIS) daher ein speziell auf die Bedürfnisse von KMU angepasstes Design-Thinking-Verfahren entwickelt, um deren Innovationsfähigkeit nachhaltig zu steigern. Dieses Verfahren beruht auf einem spezifischen Phasenmodell und einem Methodenbaukasten mit mehr als 400 Methoden. In diesem Beitrag stehen die Entwicklung sowie die detaillierte Präsentation des im DETHIS-Projekt entwickelten Verfahrens im Fokus.
Real cognitive power comes from using external aids that enhance our cognitive activities; however, without such assistance, our memories, thoughts and reasonings are all constrained (Ware 2008). Exposure to trauma can cause damage to the area of the brain noted for value-based decision-making and can lead to a greater risk of mental health problems. However, evidence suggests that social support may provide a protective barrier on brain structure. A major factor in high suicide rate among military veterans is due to untreated mental illness. Unfortunately, there is a gap of service for veterans released from active duty and who are waiting to be treated by VA Medical Centers. Recently, there have been several press releases concerning the increase of suicide among veterans, and the inability of the VA to serve veterans in a timely manner. Numerous laws, blue ribbon commissions, Inspector General (IG) reports, Government Accountability reports, and hearings in both the Senate and House of Representatives Veterans’ Affairs Committees are examining ways to fix this inefficiency (Heller et al. 2014; Ducharme 2018). The main objective of this research is to describe how players experience healthy socialization within virtual reality social environments using virtual ethnography and phenomenology. This exploration of healthy socialization using the emerging virtual reality social platforms may enable both positive socialization and positive emotional states (Stephane 2007 and Savage 2014) for both the short-term gap of service, and the long-term building of resilience.
This article describes the development and validation of a questionnaire designed to measure the Design Thinking Mindset self-awareness. A comprehensive review of the relevant literature revealed 19 constructs. An exploratory factor analysis of the responses of two samples (N = 307) of Design Thinking professionals with some level of experience resulted in a 71-item instrument to assess DT Thinking Mindset based on 22 constructs. A measure of DT Mindset is relevant for research and practice, i.e. measuring the impact of different variables and designing more balanced and complete design teams.
Design and design thinking have been identified as making valuable contributions to business and management, and the numbers of higher education programs that teach design thinking to business students, managers and executives are growing. However multiple definitions of design thinking and the range of perspectives have created some confusion about potential pathways. This paper examines notions of design and design thinking and uses these definitions to identify themes in higher educational programs. We present the findings from an initial exploratory investigation of design and design thinking in higher education business programs and define four distinct educational approaches around human centred innovation, integrative thinking, design management and design as strategy. Potential directions for management education programs are presented.
Banken stehen derzeit unter starkem Druck. Regulation, Niedrigzinsen, neue Technologien, alte und neue Wettbewerber und sich ändernde Kundenpräferenzen sorgen für erheblichen Anpassungsdruck. Viele etablierte Institute stehen vor der Herausforderung, nicht nur ihre Prozesse und Informationssysteme zu überarbeiten, sondern – deutlich weitergehend – ihr Geschäftsmodell zu überdenken. Aber wie kann eine Bank zu einem neuen Geschäftsmodell gelangen? Wie müsste ein Innovationsprozess für die Geschäftsmodellgestaltung aussehen? Hier stehen Kreditinstitute vor offenen Fragen, denn in der Regel ist ein solcher Prozess nicht vorhanden. Ein interessanter Ansatzpunkt besteht darin, diejenigen Vorgehensweisen zu nutzen, die auch von Start-up-Unternehmen eingesetzt werden. Insbesondere bieten sich das Design Thinking und das ‚Lean Start-up’-Konzept an. Die Autoren untersuchen, ob und wie diese Ansätze genutzt werden können, um einen bankinternen Prozess für die Geschäftsmodellinnovation zu entwickeln.
Banks and insurance companies are facing increasing pressure due to harsh regulation, low interest margins, new technologies, aggressive incumbents, and changing customer preferences. Many of them not only have to overhaul their processes and information systems, but also their complete business model. But how can a financial service provider get to a new business model? What should the process of business model development look like? Usually, there is no such definitive process. However, an interesting starting point might be to utilize the concepts that are used by start-up companies. In particular, Design Thinking and Lean Start-up appear to be promising ideas. In this paper, we analyze whether and how these concepts can be used to develop a process for traditional financial service providers to renew their business models. The strategies used by start-up companies follow the approach of a consequent customer focus, so the process we develop shows the same characteristics. It offers a great opportunity for established banks and insurers to fight back against upcoming attackers and to cope with challenging conditions.
http://www.scientific-publications.net/en/issue/1000019/
Firms seeking radical innovation require development teams to articulate design solutions based on open-ended problems. Such problems have no single answer to the problematical situation, but have several plausible solutions. Although prior studies have highlighted the importance of prototyping or other methodologies, they provide limited guidance toward addressing open-ended problems. We investigate how teams make sense of complex design and development problems in order to benefit innovative endeavors. The results illustrate a team-level concept development model that identifies critical stages, associated activities, and influencing mind-set to explain how engineering teams overcome challenges associated with open-ended problems.
This paper presents a detailed research study that explores how a design thinking inspired co-design approach was applied to creating and evaluating design artifacts of an intended system. A prototype system so called Art Lab was created for the use of an art community for online engagement and collaborative decision-making. The prototype system was designed based on selective user community ideas picked up using an integrated idea generation and prototyping process. The results of this study suggest that the integrated ideation governance process and an active end-user involvement in idea generation and prototyping deliver effective human-centered, and user agreed design solutions. The significance of the paper is that it presents a well-detailed Ideation Governance process and a prototyping approach designated as the Idea Lab process for effective idea generation, idea selection, and prototyping.
Medical or surgical technology (medtech) innovation is seldom the result of an enlightened moment of a unique individual. Instead, innovation can be taught and learned, as long as innovation resides in a milieu in which it is encouraged. Young physicians are often naturally curious and prone to innovation. However, the skill set need to hone innovation and develop technology for the benefits of patients is not part of postgraduate medical education and needs to be acquired. Multiple programs around the world can provide this skillset: a team-based, process-driven approach has been a proven vehicle for this teaching and is at the core of the Stanford University Biodesign program. This chapter will describe how innovation should be an intrinsic part of academia, the different barriers and conflicts of interest which may arise, and how physicians should be at the forefront of medtech innovation.
Medical or surgical technology (medtech) innovation refers the process whereby scientific discoveries, which could solve clinical problems, are driven forward across the translational gap into a device used in clinical practice [1, 2]. And while inventions are often seen as the result of an enlightened moment of a unique individual, the reality is rarely so. Innovation can be taught and learned, and programs who teach the innovation process in this field exist around the world.
With the rapid development of ICT in education, demand for teachers to be able to design ICT-infused lessons is also on the rise. As such, preservice teachers need to be equipped with design-thinking skills so that they can design effective lessons. This chapter discusses the relationships between design thinking and preservice teacher preparation. It then examines two case studies that focus on promoting Taiwanese preservice teachers’ design-thinking capacity with the help of an innovative pedagogical approach called knowledge building. Potentials and challenges associated with knowledge-building practices for fostering design thinking among preservice teachers are discussed.
Empathy has been recognized as a fundamental ability to generate social cohesion, to facilitate conflict resolution, to foster collaboration, and to inhibit aggression. In the Design field, this ability is considered essential for designers to acquire a deep understanding of the users in order to develop products, services, and experiences that meet their needs. As a consequence, this research proposal aims to understand how empathy is expressed and developed by students in the context of an industrial design studio, through the understanding of its methodological, pedagogical and curricular conditions. The lack of literature exploring this phenomenon calls for a theory-building methodology such as grounded theory. In order to triangulate what students say, do, and make, this study proposes the use of semi-structured interviews applied to students and faculty members, participant observation of the design studio, and collection of students portfolios (i.e. artifacts created by the students in the studio). The analysis of these data will provide evidence of students expressions of empathy for the user, as well as evidence of the factors that might foster the development of this ability in an industrial design studio.
This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are examined by means of a literature review, which characterizes design thinking among children, undergraduates and teachers using research data collected from the authors design driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionals to consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings."
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