ICT500 Complete Notes PDF

Design Lecture 1 Thinking Copyrights Reserved For ICT500 UiTM Malaysia  Design Thinking is a design methodology that provides a solution-based approach to solving problems. It’s e...

Design Lecture 1 Thinking Copyrights Reserved For ICT500 UiTM Malaysia  Design Thinking is a design methodology that provides a solution-based approach to solving problems. It’s extremely useful in tackling complex problems that are ill-defined or unknown, by understanding the human needs involved, by reframing the problem in human- Design Thinking centric ways, by creating many ideas in brainstorming sessions, and by adopting a hands-on approach in prototyping and testing. Understanding these five stages of Design Thinking will empower anyone to apply the Design Thinking methods in order to solve complex problems that occur around us — in our companies, our countries, and even our planet. Copyrights Reserved For ICT500 UiTM Malaysia Design Thinking The five-stage model was proposed by the Hasso-Plattner Institute of Design at Stanford (d.school). d.school is the leading university when it comes to teaching Design Thinking. The five stages of Design Thinking, according to d.school, are as follows: Empathise, Define (the problem), Ideate, Prototype, and Test. Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia  To gain an empathic understanding of the problem you are trying to solve. ◦ This involves consulting experts to find out more about the area of concern through observing, engaging and empathizing with people to understand their experiences and motivations, as well as immersing yourself in the physical environment to have a deeper personal understanding of the issues 1. Empathise involved. Empathy is crucial to a human-centred design process such as Design Thinking because it allows design thinkers to set aside his or her own assumptions about the world in order to gain insight into users and their needs. Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia Empathy Map Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia User Persona More on Understanding Users in Lecture 2 Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia Define the problem as a problem statement in a human-centred manner. Rather than saying ◦ “We need to increase our food-product market share among young teenage girls by 5%” Better saying, ◦ “Teenage girls need to eat nutritious food in order to thrive, be healthy and grow” 2. Define Copyrights Reserved For ICT500 UiTM Malaysia Define - continued The Define stage will help the designers gather great ideas to establish features, functions, and any other elements that will allow them to solve the problems or, at the very least, allow users to resolve issues themselves with the minimum of difficulty. In the Define stage you will start to progress to the third stage, Ideate, by asking questions which can help you look for ideas for solutions by asking: ◦ “How might we… encourage teenage girls to perform an action that benefits them and also involves your company’s food-product or service?” Copyrights Reserved For ICT500 UiTM Malaysia More on Problem Solving in Lecture 3 Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia  3. Ideate Start to 'think outside the box' to identify new solutions to the problem statement you’ve created, and you can start to look for alternative ways of viewing the problem. There are hundreds of Ideation techniques such as Brainstorm, Brainwrite, Worst Possible Idea, and SCAMPER. Brainstorm and Worst Possible Idea sessions are typically used to stimulate free thinking and to expand the problem space. Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia Scamper SCAMPER is an acronym that provides a structured way of assisting students to think out of the box and enhance their knowledge. SCAMPER was proposed by Alex Osborne in 1953, and was further developed by Bob Elerle in 1971 in his book; SCAMPER: Games for Imagination Development Copyrights Reserved For ICT500 UiTM Malaysia Scamper Copyrights Reserved For ICT500 UiTM Malaysia QADIM Copyrights Reserved For ICT500 UiTM Malaysia More on Ideation Techniques in Lecture 7 Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia 4. Prototype The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. The aim is to identify the best possible solution for each of the problems identified during the first three stages. Copyrights Reserved For ICT500 UiTM Malaysia  Types of prototype Examples of low-fidelity prototype Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia 01 02 Designers or evaluators rigorously test the This is the final stage of the 5 stage-model, complete product using the best solutions but in an iterative process, the results identified during the prototyping phase. generated during the testing phase are often used to redefine one or more / problems and inform the understanding of the users, the conditions of use, how people think, behave, and feel, and to empathise. 5. Test Copyrights Reserved For ICT500 UiTM Malaysia Usability Evaluation Copyrights Reserved For ICT500 UiTM Malaysia  System Usability Scale (SUS) provides a “quick and dirty”, reliable tool for measuring the System usability. Usability Scale It consists of a 10 item questionnaire with five (SUS) response options for respondents; from Strongly agree to Strongly disagree. Originally created by John Brooke in 1986, it allows you to evaluate a wide variety of products and services, including hardware, software, mobile devices, websites and applications. Copyrights Reserved For ICT500 UiTM Malaysia System Usability Scale Benefits of using a SUS SUS has become an industry standard, with references in over 1300 articles and publications. The noted benefits of using SUS include that it: Is a very easy scale to administer to participants Can be used on small sample sizes with reliable results Is valid – it can effectively differentiate between usable and unusable systems https://www.usability.gov/how-to-and-tools/methods/system-usability-scale.html Copyrights Reserved For ICT500 UiTM Malaysia More on Testing in Lecture 4 Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia Critical Thinking Core Skills in IT Lecture 2 Learning Outcome Students should be able to know USERS. to know USERS Understanding Users – USER PERSONA Identifying User Problems Proposing IT Solution Understanding Users Core Skills - 1 People Skills Why do you need to understand users? Because they are NOT like YOU! UNDERSTANDING USER BY USER PERSONA: 1. A user persona is a fictional character that represents a specific user group. 2. Personas are created through user research and provide a clear understanding of users' needs, goals, pain points, motivations, and behaviors. 3. Personas include demographic and personal/professional information based on real data and insights. 4. Personas are used in design thinking, user experience (UX) design, and product development to empathize with target users and design solutions that meet their needs and expectations. 5. Personas help create a shared understanding of users among design teams, stakeholders, and decision-makers and can improve the likelihood of developing successful and user-centered products and services. How can you understand users? Empathize EMPATHY VS SYMPATHY (1) EMPATHY VS SYMPATHY (2)  Identifying User Problems Core Skills – 2 DEFINITION OF PROBLEM: 1. A problem is a situation or condition where there is a gap between a current state and a desired state. 2. Problems can arise in various situations and can have different degrees of urgency and impact. 3. Effective problem-solving involves identifying and defining the problem clearly, gathering information to understand its root causes and impacts, generating potential solutions, evaluating those solutions, and implementing the best one. 4. Problem-solving skills are important in various fields, and developing them involves practice, creativity, and a willingness to experiment and learn from mistakes. 5. A problem can be seen as an opportunity to learn, grow, and innovate, and effective problem-solving can lead to better outcomes and greater success in personal and professional life. Copyrights Reserved For ICT500 UiTM Malaysia Types of problem Copyrights Reserved For ICT500 UiTM Malaysia CLASS EXERCISE 1 : THINK & LIST In a group discussion, LIST at least THREE (3) problems always happened among teenagers, everyday. Explain (critically) the situations for each of the problem. Present. Proposing IT Solution Core Skills - 3 Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia  Tutorial 1 Mental Choose one of the following problems that Social Media Substance occurred among teenagers. You need to: Health pressure Abuse 1. Identify the real problem, write and issues explain the problem briefly. Who involved and contributed to the problem. Identity and Academic Body Image 2. Give few suggestions of solution , Self- Pressure Issues assumed that you are the person Discovery incharged about the teenagers. 3. -Discuss in group and write your answer Technology Family Peer in a presentation. Present in tutorial Addiction Conflict Pressure class. Bullying Reflection Can you now understand users? TOOLS FOR CRITICAL THINKING IN IT Lecture 3  Learning Outcome Students should be able to describe tools for critical thinking. Copyrights Reserved For ICT500 UiTM Malaysia  Methods Used in this chapter User interview Observation Copyrights Reserved For ICT500 UiTM Malaysia User Interview User interviews (also called in-depth interviews) are 30- to 60-minute conversations with a single participant, in which a researcher asks questions about a topic of interest to gain a deeper understanding of participants' their attitudes, beliefs, desires and experiences. Observation Method in understanding users and identifying problems they face. It involves closely watching and analyzing user behavior in their natural environment or during their interaction with a product or service. This method helps uncover insights that users may not explicitly express in interviews or surveys. TOOLS FOR UNDERSTANDING USERS: i.Emphaty Map ii. Use case Exploration Canvas iii. Experience Map Core Skills 1 EMPATHY MAP – to help you empathise with your users Copyrights Reserved For ICT500 UiTM Malaysia EMPATHY MAP EXAMPLES: LAUNDRY USER OF SHARED APARTMENT OWNER OF SMALL BUSINESS GUESS WHO?? EXAMPLE OF USE CASE EXP. CANVAS User/Customer Experience Map - to help you understand their user experience with your product Copyrights Reserved For ICT500 UiTM Malaysia  Class Exercise 1 SHARE YOU EXPERIENCE IN A FORM OF USER EXPERIENCE MAP. TELL ABOUT ONE OF YOUR JOURNEY (BAD / NICE/ HOBBIES/ TRAVELOG) IN FORM OF USER EXPERIENCE MAP *mention your potential risk/gain/pain  TUTORIAL 1 ( LECTURE 3) Mental Social Media Substance Health From THE PREVIOUS TUTORIAL , with pressure Abuse issues the selected of the problem among teenagers , CREATE : Identity and i. EMPHATY MAP Academic Body Image Self- Pressure Issues ii. USE CASE EXPLORATION Discovery CANVAS Technology Family Peer Addiction Conflict Pressure * SHARE YOUR ANSWER IN PRESENTATION Bullying Tools for Identifying User Problems Core Skills 2 Copyrights Reserved For ICT500 UiTM Malaysia 5W 1 H  Walker, S. E. (Active Learning Promotes Critical Thinking) In order to promote critical thinking, we should learn to ask open-ended questions. ◦ Encourage divergent thinking ◦ evaluation and synthesis Copyrights Reserved For ICT500 UiTM Malaysia How to ask open- ended questions? Using 5 Ws 1 H Questions Copyrights Reserved For ICT500 UiTM Malaysia  How to ask open-ended questions? 1. 5W 1H Using 5 Ws 1 H Questions What is happened ? What is to be done Who was involved? Where did it happen? Why did it happen? WHEN When did it happen? to ask about How did it happen? Time Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia AFFINITY DIAGRAM Affinity Diagram – helps to categorise similar items Copyrights Reserved For ICT500 UiTM Malaysia Who are you? How do you describe yourself using AFINITY DIAGRAM?  How to do Affinity Diagram? Brainstorm Brainstorm ideas Find Find keywords Group Group them together based on natural relationship Present Present them in diagram Copyrights Reserved For ICT500 UiTM Malaysia  1. Brainstorm You Age? Gender? Ethnic? Religion? Copyrights Reserved For ICT500 UiTM Malaysia  2. Find keywords Fair Goal- Slim oriented Keywords for you Happy-go- Hardworking lucky Student Copyrights Reserved For ICT500 UiTM Malaysia  3. Group keywords together Background – 1st in the family, Shah Alam, UiTM student You Personal characters – charismatic, goal-oriented, hardworking Personal interests – reading, travelling, making new friends Personal goal – becoming a specialist in IT Copyrights Reserved For ICT500 UiTM Malaysia  4. Present them in diagram Personal Personal Background Personal goal characters interests 1st in the Charismatic Reading Becoming a family Goal - Travelling specialist in Shah Alam oriented Making new IT UiTM Hardworking friends Copyrights Reserved For ICT500 UiTM Malaysia Now you can describe yourself by: My name is …….. I am from Shah Alam……(background) I am charismatic, hardworking and goal-oriented ……(personal characteristics) I usually like to read story books at home…..(personal interests) I aim to become a specialist in IT when …..(personal goal) Copyrights Reserved For ICT500 UiTM Malaysia Class Exercise 2 (Affinity Diagram) What is Information Technology? Present it in an affinity diagram and conclude it. FISHBONE DIAGRAM Copyrights Reserved For ICT500 UiTM Malaysia Example 1 : Problem in overusing gadgets and unable to meet expected time to do daily tasks. Example 2 : A software development company has too low performance of its new web application product. Use fishbone diagram to graph the possible cause. Class Exercise 3 Using fishbone diagram, identify possible factors that cause depression among old people in Malaysia. Copyrights Reserved For ICT500 UiTM Malaysia TUTORIAL 2 (LECTURE 3) Mental Health Social Media Substance Choose one of the issues pressure Abuse listed problem among teens. Identity and Academic Body Image Pressure Issues Self- Using FISHBONE Discovery diagram, brainstorm to explore the cause Family root of the problem Technology Peer Addiction Conflict Pressure and categories the cause. PRESENT YOUR Bullying ANSWER IN GROUP OTHER TOOLS FOR CRITICAL THINKING  Flowchart To outline and examine how steps of a flawed process connect. Copyrights Reserved For ICT500 UiTM Malaysia Mental Map (Thinking Map) To help you brainstorm what might cause problem Copyrights Reserved For ICT500 UiTM Malaysia Class Exercise 4 Using User Experience Map and Flowchart, visualize: User experience buying food from college cafeteria Process of buying food at the cafeteria  Reflection What is the tool that can help you understand your user? How can you identify the possible causes of user problem? Copyrights Reserved For ICT500 UiTM Malaysia Tools for Critical Thinking in IT (CONT. PT 2) Lecture 4  At the end of this lecture, you should be able to: Learning ◦ Describe type of critical thinking Outcomes tools and methods ◦ Apply critical thinking tools to solve problems Observation Active acquisition of information from a primary source (Wikipedia) The action or process of observing something or someone carefully or in order to gain information (Google)  Observation also can be in Quantitative:. Quantitative Qualitative Observations Observations are are numerical descriptions based on senses measurement (feelings/emotion) Eg. The mass of Eg. The ball is a ball is 600g round and red EXERCISE IN CLASS (1) Can you describe this picture based on 2 quantitative and 2 qualitative observations, for color and shape respectively? Quantitative Qualitative (colour) (shape) EXCERCISE IN CLASS (2): Describe picture below with 3 quantitative and 3 qualitative observations? TUTORIAL 1 (LECTURE 4) : Describe the following pictures, present your finding based on 4 quantitative and 4 qualitative observations? 3 BASIC OBSERVATION CONTROLLED METHODS: OBSERVATION METHODS PARTICIPANTS NATURALISTIC Controlled The researcher decides where the observation will take place, at what time, Controlled with which participants, in what circumstances and uses a standardized procedure. Structured Controlled Participants are randomly allocated to Lab each independent variable group. Tools: checklist, The researcher systematically classifies survey, coding the behavior they observe into distinct categories. Coding might involve numbers sheet or letters to describe a characteristic, or use of a scale to measure behavior intensity Controlled Naturalistic observation is a research method commonly used by Naturalistic psychologists and other social scientists. Unstructured Controlled This technique involves observing Natural involves studying the spontaneous environment behavior of participants in natural Tools: video, surroundings. camera The researcher simply records what they see in whatever way they can. Controlled Participant observations can be either cover or overt. Covert is where the study is Participant carried out 'undercover’. The researcher's real identity and purpose are kept concealed from the group being Unstructured Controlled studied. Natural The researcher takes a false identity and environment role, usually posing as a genuine member Involvement of the group. with On the other hand, overt is where the researcher reveals his or her true identity participants and purpose to the group and asks permission to observe. Tool for structured observation (questionnaire) Self Evaluation– Track your habits To find out how frequent you: Use social media Walk 6000 steps Read quran Come to class on time Track your habits in a week. What do you learn from your tracking? Are you happy with the outcomes? How to observe in a natural environment? EXAMPLE: ACTIVITY Kids have fun time and playing the facilities at the playground. ENVIRONMENT Kids playground in the neighbourhood INTERACTION Two girls chatting , a girl playing kite,2 boys playing football, Girls playing sand together, a couple of kids playing see saw OBJECT Slide, bucket, see-saw, balloon, ball, hand fan, swing USER children EXERCISE IN CLASS 3 : Use AEIOU framework to observe people’s behaviour from the list below: Meeting Room Library Present your findings using AEIOU. The picture are as following:  A PICTURE 1: ACTIVITIES (WHAT – MEETING ROOM PEOPLES DOING) E ENVIRONMENT (WHERE – LOCATIONS - SITUATIONS) I INTERACTIVES (BETWEEN PEOPLES- PEOPLE WITH OBJECTS) O OBJECTS (LIST ALL OBJECTS SEEN) U USER ( LIST OF  A PICTURE 2: ACTIVITIES (WHAT – LIBRARY PEOPLES DOING) E ENVIRONMEN T (WHERE – LOCATIONS - SITUATIONS) I INTERACTIVES (BETWEEN PEOPLES- PEOPLE WITH OBJECTS) O OBJECTS (LIST ALL OBJECTS SEEN) U EVALUATION Evaluation (Poth et al., 2015) The systematic assessment of the design, implementation or results of an initiative for the purposes of learning or decision-making. Evaluation Methods Usability testing refers to evaluating a product or service by testing it with representative users. Usability Test Typically, during a test, participants will try to complete typical tasks while observers watch, listen and takes notes. The goal is to identify any usability problems, collect qualitative and quantitative data and determine the participant's satisfaction with the product. To run an effective usability test, you need to develop a solid test plan, recruit participants , and then analyze and report your findings. METHODOLOGY: QUESTIONNAIRES PERCEIVED USABILITY PERCEIVED USER SATISFACTION Questionnaire to measure perceived usability Questionnaire to measure perceived user satisfaction  Postgame Questions (short-answer questions) Perceived User Satisfaction Q1 To what extent did the game hold your attention? (Game Player Q2 How much effort did you put into playing the game? Satisfaction) Q3 Did you feel you were trying your best? Q4 To what extent did you lose track of time? Q5 Did you feel the urge to see what was happening around you? Q6 To what extent you enjoyed playing the game, rather than something you were just doing? Q7 To what extent did you find the game challenging? Q8 How well do you think you performed in the game? Q9 To what extent did you feel emotionally attached to the game? Q10 To what extent did you enjoy the graphics and the imagery? Q11 How much would you say you enjoyed playing the game? Q12 Would you like to play the game again? RESULTS: PERCEIVED USER SATISFACTION: PERCEIVED USABILITY: to gather and provide direct feedback on to gather users' subjective feedback on their experience with a product, service, how easy or difficult they find a product or system. The purpose of these or system to use. They are typically questionnaires is to assess how well the designed to evaluate various aspects of product meets user expectations, usability from the user's perspective, identify areas of satisfaction or such as effectiveness, efficiency, dissatisfaction, and gather insights for satisfaction, and ease of learning. improving the overall user experience SWOT ANALYSIS Copyrights Reserved by Fariza Hanis Abdul Razak UiTM Malaysia Copyrights Reserved by Fariza Hanis Abdul Razak UiTM Malaysia  Do a SWOT Analysis for a case study , User TUTORIAL 2 (LECTURE 4): Payment Methods i.e cash, e-wallets and cards among the user. The following are some of the points that can be referred to for the analysis. Payment Method Type of problem solved Credit / debit cards No cash – seller has card reader machine Auto-debit No worries about missing payment Bank transfer No cash but have money – both buyer and seller have internet connection Apple / Samsung Pay Amazon Pay Shopee Pay QR Same as bank transfer but quicker & easier Innovative bank transfer Tap on phone No cash No internet connection (buyer) – buyer needs to have a bank card Copyrights Reserved by Fariza Hanis Abdul Razak UiTM Malaysia Critical Thinking Lecture 5 Standard (CTS) Copyrights Reserved For ICT500 UiTM Malaysia  Learning Outcomes At the end of this lecture, you should be able to: ◦ Define critical thinking standard ◦ Describe the characteristics of critical thinkers Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia  Critical Thinking Standard Clarity Accuracy Precision Relevance Depth Breadth Logic Significance Fairness Copyrights Reserved For ICT500 UiTM Malaysia Copyrights Reserved For ICT500 UiTM Malaysia  EXAMPLE: These critical thinking standards can help and ensure that university students can reason logically, consider multiple perspectives, and present well-supported arguments in academic and everyday discussions. The Standard Example of situation: CLARITY : ensures that the thought or argument is easily A student explains the concept of "climate change" clearly understood, with well-defined terms and explanations. by distinguishing between weather and climate, avoiding vague language like "the environment is bad." ACCURACY :ensures that the information or data When writing a research paper on global economics, a presented is true and correct, with no errors or distortions. student verifies their statistics from reliable sources rather than using outdated or incorrect data. PRECISION: involves providing enough detail to In a class discussion on university policies, a student says, understand the full context, without being overly general. "Students are frustrated," but adds precision by stating, "60% of students reported frustration specifically with the new online registration system in the survey." RELEVANCE: ensures that the information presented In an argument about reducing tuition fees, a student directly relates to the question or issue being discussed. stays relevant by focusing on financial burden and ignores unrelated points, like cafeteria food quality. DEPTH : addresses the complexities and complete details A student discussing mental health among peers doesn't of a situation, going beyond surface-level answers. just say "students are stressed." They explore deeper causes, like academic pressure, financial challenges, and social isolation. The Standard Example of situation : BREADTH: considers multiple perspectives or In a debate about remote learning, a student considers viewpoints, ensuring the argument or discussion isn't both the benefits for flexibility and the challenges for one-sided. students without reliable internet access. LOGIC : ensures that the reasoning makes sense, with When a student argues that increasing study hours all parts of the argument fitting together coherently. leads to better grades, they provide evidence of a clear link between the two, avoiding contradictory claims. SIGNIFICANCE : focuses on the most important During a class project presentation on climate action, factors of the issue, prioritizing key points over a student emphasizes the significance of reducing unimportant details. carbon emissions over minor solutions like switching light bulbs to LEDs. FAIRNESS : means that the argument is impartial and In a group discussion about grading systems, a student free from bias or favoritism, considering all sides objectively weighs both the pros and cons of pass/fail equally. grading without favoring one side due to personal benefit. Copyrights Reserved For ICT500 UiTM Malaysia Encouraging Creativity Lecture 6  LEARNING OUTCOMES At the end of this lecture, you should be able to: ◦ Describe characteristics of creative people ◦ Discuss factors that encourage and/or hinder individual’s creativity  SELF REFLECTION: Answer these questions What was the most creative thing you did in the last one day? week? …ever? Why do you think it was “creative”? How do you define “creative”? What is creativity? Copyrights Reserved For ICT500 UiTM Malaysia SOME DEFINITIONS the state or quality of being creative. the ability to transcend traditional ideas, rules, patterns, relationships, or the like, and to create meaningful new ideas, forms, methods, interpretations, etc. originality, progressiveness, or imagination the process by which one utilizes creative ability  Steve Jobs “Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn't really do it, they just saw something. It seemed obvious to them after a while. That's because they were able to connect experiences they've had and synthesize new things” Three types of creativity (Boden, 1998) The “combinational” creativity that involves new combinations of familiar ideas. The “exploratory” creativity that involves the generation of new ideas by the exploration of structured concepts. The “transformational” creativity that involves the transformation of some dimension of the structure, so that new structures can be generated. FEATURES OF CREATIVITY (1) Creativity is not the product but the process Creativity involves both conscious and subconscious thinking Creative thinking can be stimulated at individual as well as group level Creative thinking can be both systematic and unsystematic Creativity is about thinking something new and whenever this new idea is implemented it brings change.  Creativity is not a one-time / isolated activity. FEATURES Creativity is somewhat regular activity. Chance / accidental discovery of new idea does not mean OF creativity. Features of CREATIVITY Creativity requires high degree of awareness. Creativity (2) (2) Creativity involves pattern breaking Creative thinking involves seeking answers to questions or problems. Characteristics of creative people (1) Curiosity Many children have problems fitting in the school framework because of their curiosity, their tendency to question more. Creative misfits can be differentiated from dull mischief-mongers by their basic liveliness, awareness and individuality. Copyrights Reserved For ICT500 UiTM Malaysia Characteristic s of creative people (2) Loners Creative individuals often prefer being alone for various reasons. They also have a strong tendency of doing things in their own, slightly offbeat, way. Copyrights Reserved For ICT500 UiTM Malaysia Characteristic s of creative people (3) Rule-breaker The innate originality of a creative person’s thoughts and ideas often make him swim against the current of the world. Copyrights Reserved For ICT500 UiTM Malaysia Characteristic s of creative people (4) Original and imaginative Creativity is often characterized by original thinking, sometimes laced with a sense of humour, even when things are not going well. Copyrights Reserved For ICT500 UiTM Malaysia Characteristic s of creative people (5) Sensitive Sensitivity fuels the creative power. ◦ Of course, creative people are not always sensitive in the same way, nor do they react similarly. But the quality of awareness makes them notice things. Copyrights Reserved For ICT500 UiTM Malaysia Characteristic s of creative people (6) Adventurous A desire to explore the unknown, both externally and internally within the mind, is also an important ingredient of creativity. Copyrights Reserved For ICT500 UiTM Malaysia Other Characteristics of Creative People Risk-taker Perseverance Copyrights Reserved For ICT500 UiTM Malaysia How to measure creativity? GUILFORDS PSYCHOMETRIC TORRANCE TESTS OF APPROACH CREATIVE THINKING Copyrights Reserved For ICT500 UiTM Malaysia Use this circle for prompt drawing. Draw for 1 minute. Copyrights Reserved For ICT500 UiTM Malaysia  Incomplete figures (Torrance test of Creative Thinking by Ellis Paul Torrance, 1960s) You have 10 minutes to complete each figure. Copyrights Reserved For ICT500 UiTM Malaysia CREATIVE SOLUTION IMPORTANCE OF CREATIVITY IN PROBLEM SOLVING Assuming that you own a company that makes bath soaps. The bath soaps that are ready for shipment are placed in the boxes. In the production line, what is the cheapest and creative way to check whether or not the boxes contain soaps without opening the boxes? Copyrights Reserved For ICT500 UiTM Malaysia The answer is… Powerful fan If the box is empty, it will get blown CREATIVE INNOVATIONS (example) Top 7 AI Examples In Healthcare - The Medical Futurist Top 7 Technology TRENDS in 2024 Barriers to Creativity 1. Negative Attitudes Tendency to focus on the negative aspects of the problem Expend energy on worry Find the opportunities in situations Believe you can Think what to achieve and Don’t focus Take different views how on the of situation problems 2. Fear of Failure Fear of looking foolish Fear of being laughed at See failure as a learning opportunity Helps identify your weaknesses Helps discover what doesn’t work 3. Stress Not having time to think creatively Cannot be objective Stress reduces quality of mental process Ability to innovate spells success, create growth, ROI Provide strategic alignment Allow failure Have cross- functional expertise Reward Challenge Brainstorm ideas assumptions always 4. Following Rules Conformist to accepted beliefs/rules Some rules are necessary, but others encourage mental laziness. "Every act of creation is first of all an act of destruction." ~ Pablo Picasso 5. Making Assumptions Conscious and unconscious assumptions restrict creative thinking Challenge assumptions Identify and examine assumptions you are Ensure assumptions making are not excluding new ideas 6. Over-reliance on Logic Invest only on logical/analytical thinking Not able to imagine things, be intuitive, or have a sense of humour "Innovation is not the product of logical thought, although the result is tied to logical structure." ~ Albert Einstein Synergize Creative diversities Creative chaos dissatisfaction and fun Encouraging Creativity  fearlessness https://www.brainpickings.org/2014/05/02/creativity-inc-ed-catmull- book/ Reflection 01 02 Describe characteristics of Discuss factors that creative people encourage and/or hinder individual’s creativity Copyrights Reserved For ICT500 UiTM Malaysia  GROUP BRAINSTORMING ACTIVITIES Copyrights Reserved For ICT500 UiTM Malaysia Find the fourth word regarding to the other three. Knife Blood Hair cut 1 Airplane Up Mountain 2 birthday night Gift 3 wall electric Fan 4 Income Fish Hair 5 Room Bulb Battery 6 Wash Black Paper 7 Home Kampung In 8 Action Screen Video 9 Arithmetic Ten Chinese 10 Paper Mouse Colour Copyrights Reserved For ICT500 UiTM Malaysia 1. LIST AS MANY POSSIBLE USES AS YOU CAN FOR THIS OBJECT : The purpose of this test is to find out how fluent and flexible and original you are in your thinking. Response as brief as possible, put in line for each question. 2. WHAT IS THIS? LIST AS MANY POSSIBLE AS YOU CAN Fluent = Number of answers provided Flexibility= truly different from others Copyrights Reserved For ICT500 UiTM Malaysia 1 2 3 4 5 Copyrights Reserved For ICT500 UiTM Malaysia  LECTURE 7 DESIGN THINKING  DESIGN THINKING Design Thinking is a design methodology that provides a solution-based approach to solving problems. It’s extremely useful in tackling complex problems that are ill-defined or unknown, by understanding the human needs involved, by reframing the problem in human-centric ways, by creating many ideas in brainstorming sessions, and by adopting a hands-on approach in prototyping and testing. Understanding these five stages of Design Thinking will empower anyone to apply the Design Thinking methods in order to solve complex problems that occur around us — in our companies, our countries, and even our planet. The five-stage model was proposed by the Hasso-Plattner Institute of Design at Stanford (d.school). d.school is the leading university when it comes to teaching Design Thinking. The five stages of Design Thinking, according to d.school, are as follows: Empathise, Define (the problem), Ideate, Prototype, and Test. 1  To gain an empathic understanding of the problem you are trying to solve. ◦ This involves consulting experts to find out more about the area of concern through observing, engaging and empathizing with people to understand their experiences and motivations, as well as immersing yourself in the EMPATHISE physical environment to have a deeper personal understanding of the issues involved. Empathy is crucial to a human-centred design process such as Design Thinking because it allows design thinkers to set aside his or her own assumptions about the world in order to gain insight into users and their needs.  EMPHATY MAP TOOLS AND USE CASE METHODS: EXPLORATION CANVAS USER PESONA PROFILING EXAMPLE OF USER PERSONA PROFILE 2  DEFINE Define the problem as a problem statement in a human-centred manner. Rather than “We need to increase our food-product market saying share among young teenage girls by 5%” Better saying, “Teenage girls need to eat nutritious food in order to thrive, be healthy and grow” The Define stage will help the designers gather great ideas to establish features, functions, and any other elements that will allow them to solve the problems or, at the very least, allow users to resolve issues themselves with the minimum of difficulty. In the Define stage you will start to progress to the third stage, Ideate, by asking questions which can help you look for ideas for solutions by asking: EXAMPLE OF DEFINE STATEMENT: “How might we… encourage teenage girls to perform an action that benefits them and also involves your company’s food-product or service?”  FIVE ‘W,’ ONE ‘H’ TOOLS AND METHOD: FISHBONE DIAGRAM 3  Start to 'think outside the box' to identify IDEATE new solutions to the problem statement you’ve created, and you can start to look for alternative ways of viewing the problem. There are hundreds of Ideation techniques such as Brainstorm, Brainwrite, Worst Possible Idea, and SCAMPER. Brainstorm and Worst Possible Idea sessions are typically used to stimulate free thinking and to expand the problem space. HOW TO BRAIN WRITE? WHEN TO USE BRAIN WRITE?  WORST POSSIBLE IDEA The facilitator briefs ideation session participants about the problem statement, the overall goals, and important user insights. Then the facilitator asks the participants to come up with extremely bad, terrible, stupid, or even illegal ideas. ◦Braindumping PUSH YOUR GROUP TO generate extremely bad ideas! ◦ Open hearts and minds ◦ Use techniques that generate terrible ideas including listing the attributes of the worst ideas. ◦ Investigate which attributes of the ideas make them really bad. ◦ Once the participants have generated a list of their worst ideas, you as the facilitator should challenge the group to turn those horrible ideas into good ones. SCAMPER SCAMPER is an acronym that provides a structured way of assisting students to think out of the box and enhance their knowledge. SCAMPER was proposed by Alex Osborne in 1953, and was further developed by Bob Elerle in 1971 in his book; SCAMPER: Games for Imagination Development QADIM 4 PROTOTYPE The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. The aim is to identify the best possible solution for each of the problems identified during the first three stages. PROTOTYPES:WHAT IS PROTOTYPE? https://www.youtube.com/watch?v=FoqUvDN8tFA PAPER PROTOTYPING: (EXAMPLE) https://www.Youtube.Com/watch?V=gvwmimf5nbc PROTOTYPE USING FREE APPS ( MARVELS): GETTING STARTED MARVEL APPS + SKETCH https://www.youtube.com/watch?v=fg4if2ysmjc&t=29s HOW TO MAKE A QUICK APP USING MARVEL. https://www.youtube.com/watch?v=1439vij-ydk 5 USABILITY EVALUATION USABILITY EVALUATION Measuring the usability of an innovation of a creative idea This involves assessing the degree means evaluating how effective, to which the innovation is easy to efficient, and satisfying the learn, easy to use, and can meet innovation is for users in users' needs and expectations. achieving its intended goals and objectives. The goal of measuring usability is Usability can be measured to identify any usability problems through a range of quantitative or issues that may prevent users and qualitative methods, such as from successfully using the user testing, heuristic evaluation, innovation or achieving their surveys, interviews, and goals. observations. These methods allow designers Ultimately, measuring usability is and researchers to collect data on important to ensure that an users' experiences with the innovation is user-centered and innovation, identify areas for can effectively meet users' needs improvement, and iteratively and expectations, leading to refine the innovation to enhance greater adoption and success. its usability. RECAP 01 02 This is the final stage of the 5 stage- Designers or evaluators rigorously model, but in an iterative process, test the complete product using the the results generated during the best solutions identified during the testing phase are often used to prototyping phase. redefine one or more problems and inform the understanding of the users, the conditions of use, how people think, behave, and feel, and to empathise.