STEAM Design Thinking Process PDF

CUMADCAD NHS- SHS DEPARTMENT DESIGN THINKING PROCESS by sarah jane Lagata  CONTENT THIS AWESOME WEEK WILL BE FILLED WITH I N T RO T O D T P A CTI VI TI ES 2 ND S TEM...

CUMADCAD NHS- SHS DEPARTMENT DESIGN THINKING PROCESS by sarah jane Lagata  CONTENT THIS AWESOME WEEK WILL BE FILLED WITH I N T RO T O D T P A CTI VI TI ES 2 ND S TEM CHA L LENGE wo rk ex p eri en ce p o rtf oli o co ntact Page 03 of 15 creative portfolio  PRESENTATION OF GLOBAL CHALLENGE AND CORRESPONDING STEAM INNOVATIONS (GROUPS OF 3) Assessment Criteria and Weight Relevance – 30% Quantity/Variety/Originality of Ideas – 45%, Attention to details and quality of output – 25% Guide Questions 1. What steps did you take before arriving at your final design? What factors did take into consideration? 2. How could you further improve your design? CREATE & TEST COOMUNICATE DEFINE DISTILL EMPATHY GENERATE  Example: Airbnb's continuous testing 1 EMPATHY A Ask: "Why is testing with real users F and iteration of their user interface. crucial in the design process?" Ask: "Why might understanding the 2 DEFINE B user be the first step in solving a G Example: GE Healthcare's adventure series CT scanners for children. problem?" Inquiry: "What are the benefits of Example: Google's "20% time" policy 3 GENERATE/ IDEATE C creating a rough model before the H leading to innovations like Gmail. final product?" Prompt: "Why is generating multiple Example: IDEO's redesign of the 4 DISTILL D ideas important before settling on a I shopping cart, focusing on shopper solution?" needs. Question: "How might clearly stating Example: LEGO's use of prototyping 5 CREATE & TEST/ PROTOTYPE E the problem help in finding a J in developing new brick designs. solution?" COOMUNICATE Paste agenda here  DESIGN THINKING CONTINUED.. It starts with understanding the needs of the stakeholders (desirability) and brings the viability and feasibility aspects together (Alam 2019). It does not only look at benefits of a project (viability) and evaluate whether it is doable in a practical manner in a timely fashion or not (feasibility), but takes the needs of the end-users of paramount importance  DESIGN THINKING CONTINUED.. The importance of design thinking in problem-solving lies in its ability to produce innovative and user-centric solutions. By putting the user at the center of the design process, it ensures that the resulting solutions truly meet the needs of the people for whom they are intended. This user-centric approach can lead to more impactful and sustainable solutions, as well as improved user satisfaction and engagement. Additionally, the emphasis on iterative prototyping and testing helps to minimize the risk of implementing ineffective or poorly received solutions. Design Thinking is crucial in problem-solving for several reasons: User-Centric Approach: It puts the end-user at the center of the problem-solving process, ensuring solutions are relevant and effective. Encourages Innovation: By promoting creative thinking and multiple perspectives, it leads to more innovative solutions. Iterative Process: It allows for continuous improvement through testing and refinement. Tackles Complex Problems: It's particularly effective for addressing "wicked" or complex problems that don't have clear solutions. Cross-Disciplinary Collaboration: It encourages diverse teams to work together, bringing varied expertise to the problem. Reduces Risk: By testing ideas early and often, it reduces the risk of implementing ineffective solutions.  Why DTP Design thinking is a process for creative problem solving. Generally, it guides innovators and researchers deal with complex challenges. Specifically, it helps to: a. develop and refine skills to understand and address rapid changes in users‘ environments and behaviors; b. encourages ―thinking outside the box‖; c. reduce the risk associated with launching new ideas, innovative products or optimized processes or services (IPOPS); d. generate solutions that are revolutionary, not just incremental; and e. learn and iterate faster.  1 2 3 3 Gather insights Build scrappy Turn problems Use research to by practicing prototypes to into questions understand the empathy, learn about past, present, observation, and unmet need and future interviewing 4 WAYS TO GET STARTED  Stages of DTP Emp a t hi z e Empathy is the ability to experience the feelings of Ho w c a n we h el p o ur c o mmun i ty? another person. It goes beyond sympathy, which is caring and understanding for the suffering of others. This stage involves immersing yourself in your end-users‘ or beneficiaries‘ experience to uncover deep needs and insights. You should gain an empathetic understanding of the problem you‘re trying to solve. This stage is the heart of DTP (Woolery n.d.). Strategies/Activities: Story telling (User Persona), What-How-Why Method, Analogies, 5 Whys, Emphatic Interview, Empathy Map synthesize your collected stories and insights from your D ef i n e end-users and come up with a problem statement Wha t p ro bl em n eed s t o be s o l ved? This phase will give you an opportunity to synthesize your collected stories and insights from your end- users and come up with a problem statement, called a point of view (POV), that can help you reframe the problem and open new and innovative solution spaces (Woolery n.d.) Strategies/Activities: Understanding Contexts, Invitational Stems, 3 What Ifs, Fresh Pair of Eyes, Remixing Words, Bubble Map  Stages of DTP you brainstorm (think out of the box) to generate a G enera t e multitude of ideas and select innovative solutions to the Wha t a re p o s s i ble s o l ut i ons ? problem which you have identified In this phase, you brainstorm (think out of the box) to generate a multitude of ideas and select innovative solutions to the problem which you have identified (Interaction Design Foundation n.d.). Strategies/Activities: Braindumping, Old Idea Conversion, Substitute- Combine- Adapt- Modify- Put to Another Use- Eliminate- Reverse (SCAMPER), TRIZ 40 Inventive Principles, Visual Metaphors, Blitzkrieg Ideation, Sketchstorm, Brainwriting, Brainwalk, Worst Possible Idea choosing the best possible solution with end-users‘ Distill welfare in your mind before prototyping Wha t i s t h e bes t s o l ut i on t o c a rry o ut? This phase involves choosing the best possible solution with end-users‘ welfare in your mind before prototyping. Strategies/Activities: Creative Pause, Embodied Cognition, Idea Box, Hurson‘s Production Thinking Model, SWOT Analysis, McKinsey‘s 7S Model, Decision Frame and Out-of-the Box Thinking, Gamestorming‘s Attractiveness Map, Roger‘s Innovation - Decision Process, Step Up Strategy  Stages of DTP experimental phase in which you will produce some C rea t e a nd Test inexpensive, scaled-down versions of your proposed H o w do we k n o w i f o ur s o l ut ion wo rk s ? product – a prototype and rigorously test This is an experimental phase in which you will produce some inexpensive, scaled-down versions of your proposed product – a prototype and rigorously test it. If your prototype does not fully address your problem, you can go back to Generate phase. Strategies/Activities: Get Visual, Rapid Prototyping (Models, Storyboard, Role Playing), Feed Backing (Think Aloud, SWS, Rose-Thorns-Buds) involves sharing your final innovation to your C o mmun ic at e beneficiaries. Ho w d o we i n f o rm o ur c ommuni ty? This phase involves sharing your final innovation to your beneficiaries. Healthcare: GE Healthcare's Adventure Series Problem: Children were afraid of MRI machines. Solution: Using Design Thinking, GE redesigned the MRI experience as an adventure, turning machines into pirate ships or spaceships, reducing anxiety in young patients. Technology: Airbnb's User Experience Problem: Initial website design wasn't attracting bookings. Solution: Through empathy and user testing, Airbnb redesigned their platform to focus on high-quality photos and user-friendly interfaces, leading to significant growth. Social Impact: IDEO's Clean Team Toilets Problem: Lack of sanitation in Ghana's urban areas. Solution: IDEO used Design Thinking to create a sustainable toilet rental system, improving hygiene and creating local jobs. Education: Stanford d.school's K-12 Lab Problem: Traditional education not meeting 21st-century needs. Solution: Developed design thinking curriculum for educators, promoting creativity and problem-solving skills in students. Retail: Nike's Flyknit Technology Problem: Athletes needed lighter, more form-fitting shoes. Solution: Through iterative prototyping, Nike developed Flyknit, a sustainable and high-performance material. Banking: Bank of America's "Keep the Change" Program Problem: Customers struggling to save money. Solution: Design Thinking led to a program rounding up purchases and transferring the difference to savings accounts. Automotive: BMW's iDrive System Problem: Increasing complexity of car interfaces. Solution: Used Design Thinking to create a more intuitive control system, improving user experience. Non-Profit: Acumen Fund's Human-Centered Design Toolkit Problem: Difficulty in designing solutions for poverty. Solution: Created a toolkit applying Design Thinking principles to social innovation projects. Government: UK Government Digital Service Problem: Inefficient and confusing government websites. Solution: Redesigned gov.uk using Design Thinking, creating a user-friendly, unified platform for government services. Food Industry: IDEO's Redesign of School Lunches Problem: Unhealthy school lunches and food waste. Solution: Reimagined the entire school food system, from cafeteria layout to menu design, promoting healthier choices.  Design Thinking Process (DTP) alignment with 21st Century Competencies (21CC) and STEM practices.  APPLYING DTP DTP - BASED R ESEAR CH P R O BL EMS INNOVATIONS/ BENEFI CI AR I E S RESEARCH AGENDA I D E NT I FI E D PROJECTS How did you come up with the DTP-based innovation activities along the given fields/agenda for research and innovation? What factors did you consider? Why do you think is DTP applicable to the innovation projects which you have identified? What innovation/research projects in other fields/areas do you think is DTP applicable?  Alignment of DTP and DepEd STEM Applied Subject Emp a t hi z e Bra i ns tormi ng f o r Res ea rch To p i cs Ho w c a n we h el p o ur c o mmun i ty? I denti fyi ng the Pro bl em a nd A s k i ng D ef i n e the Q ues ti on Wha t p ro bl em n eed s t o be s o l ved? Rea di ng o n Rel a ted S tudi es G en era t e Wh a t a re p o s s i ble so l uti ons? Unders tandi ng Wa y s to Co l l ect Data Distill Wha t i s t h e best so l uti on to ca rry F i ndi ng the A ns wers to the Res ea rch o ut ? Q ues ti ons C rea t e a n d T es t Ho w d o we k n o w i f o ur s o l ut ion Rep o rti ng F i ndi ngs, Dra wi ng Co ncl us ions wo rk s ? a n d Ma k i ng Rec o mmendati ons C o mmun ic at e Ho w d o we i n f o rm o ur c ommuni ty? S ha ri ng y o ur Res ea rch  Alignment of DTP and DepEd STEM Applied Subject Emp a t hi z e Bra i ns tormi ng f o r Res ea rch To p i cs Ho w c a n we h el p o ur c o mmun i ty? I denti fyi ng the Pro bl em a nd A s k i ng D ef i n e the Q ues ti on Wha t p ro bl em n eed s t o be s o l ved? Rea di ng o n Rel a ted S tudi es G en era t e Wh a t a re p o s s i ble so l uti ons? Unders tandi ng Wa y s to Co l l ect Data Distill Wha t i s t h e best so l uti on to ca rry F i ndi ng the A ns wers to the Res ea rch o ut ? Q ues ti ons C rea t e a n d T es t Ho w d o we k n o w i f o ur s o l ut ion Rep o rti ng F i ndi ngs, Dra wi ng Co ncl us ions wo rk s ? a n d Ma k i ng Rec o mmendati ons C o mmun ic at e Ho w d o we i n f o rm o ur c ommuni ty? S ha ri ng y o ur Res ea rch Applying Design Thinking in Research Design Thinking can be applied in various research contexts, such as conducting user interviews to uncover pain points and opportunities for innovation. For instance, researchers can use Design Thinking to develop user personas, journey maps, and empathy maps to gain a deeper understanding of user needs and behaviors. By employing Design Thinking methodologies like brainstorming sessions and rapid prototyping, researchers can ideate and test innovative solutions to complex research problems. Ultimately, Design Thinking enables researchers to approach their work with a human-centered mindset, leading to more meaningful insights and impactful outcomes.  Using your last year research, fill out what 21CC practices you used and how you used DTP on it. 1. How are the 21st century competencies demonstrated in DTP? How about STEM Practices? ________________________________________________________ ________________________________________________________ 2. How do the processes in Design Thinking help innovators or researchers like you attain mastery of 21st century competencies and STEM Practices? ________________________________________________________ ________________________________________________________ There are nine identified attributes or characteristics of design thinking (Baeck and Gremett 2012 in Luka 2014): a. Ambiguity which means that for one phenomenon more than one possible meaning or explanation exists. b. Collaboration at certain issues across disciplines in interdisciplinary teams. c. Constructiveness as it is a solution-based approach that looks for a better outcome. d. Curiosity as it kindles interest in things. e. Empathy as the focus is on user needs. f. Holism because it looks at a wider context for the end-users. g. Iteration as it is not linear but cyclical and each cycle is built upon the previous one. h. Non – judgmental way in creating ideas toward the idea creator or idea i. Openness as it encourages outside the box thinking.  STEM PRACTICES A s k i n g q ues ti ons a n d clarify problems to determine criteria for d ef i n i ng p ro bl ems successful solutions and identify constraints to solve problems and to clarify ideas replicas, diagrams, mathematical representations (graph, D evel op i ng a n d us i n g mo dels formula), analogies, and simulations. Planning and conducting investigations Pl a n ni ng a n d c a rry i n g o ut i n ves t i g ati on through inquiry Collecting, analyzing, interpreting and presenting A n a lyz i ng a nd data so that the audience can understand and i n t erp ret in g d ata apply what they have learned  STEM PRACTICES Us i n g ma t h emati c s a nd represent physical variables and establish relationships co mp ut at ional t h i n k in g in making quantitative predictions Co ns truc ti ng ex p l a nat ion s( for Designing systematically to find a solution to problems ing mathematical s c i en c e) a n d d es i g n ing based on scientific knowledge, technical feasibility, as well as s o l ut i ons ( f o r en g i n eering ) how well the proposed solutions meet criteria and constraints En g a g i ng i n a rg umen t Identifying the best solution to a design problem f ro m evi d en c e through argumentation Critiquing and communicating ideas individually and in O bt a i ni ng , eva l ua ti ng , a n d co mmun ic at in g i n format ion groups through extended discussion Critical Thinking and Problem Solving: DTP Demonstration: The entire Design Thinking process is centered around identifying and solving complex problems. Each stage requires critical analysis and creative problem- solving. Example: In the Define stage, students must synthesize information from the Empathize stage to accurately frame the problem, requiring critical thinking skills. Creativity and Innovation: DTP Demonstration: The Ideate stage specifically focuses on generating creative and innovative solutions. Example: During brainstorming sessions, students are encouraged to think outside the box and come up with novel ideas to address the defined problem. Communication and Collaboration: DTP Demonstration: Design Thinking is inherently collaborative, requiring clear communication throughout the process. Example: In the Test stage, students must effectively communicate their prototype ideas and gather feedback, enhancing both verbal and visual communication skills. Information, Media, and Technology Literacy: DTP Demonstration: Students often use digital tools for research, prototyping, and presentation throughout the DTP. Example: In the Empathize stage, students might use online surveys or digital ethnography tools to gather user data. Flexibility and Adaptability: DTP Demonstration: The iterative nature of DTP requires students to be flexible and adapt their ideas based on feedback and testing results. Example: After the Test stage, students often need to revise their prototypes or even redefine the problem, demonstrating adaptability. Initiative and Self-Direction: DTP Demonstration: Students take ownership of their projects and drive the process forward. Example: In the Prototype stage, students must take initiative to create tangible representations of their ideas. Social and Cross-Cultural Skills: DTP Demonstration: The Empathize stage particularly emphasizes understanding diverse user perspectives. Example: When designing a solution for a community issue, students must consider various cultural and social factors affecting different stakeholders. Productivity and Accountability: DTP Demonstration: The process requires students to manage their time and resources effectively to complete each stage. Example: Teams must coordinate efforts and meet deadlines for each stage of the process, from initial research to final presentation. Leadership and Responsibility: DTP Demonstration: Students often take on different roles within their teams, providing opportunities for leadership. Example: A student might lead the Ideate session, facilitating the brainstorming process for their team.  Conduct a simple interview or an observation with two (2) of your identified end-users and answer the questions in each of the quadrants in the given empathy map template. Based on your working problem, identify the process in design thinking and demonstrated 21st Century Competencies (4Cs) and STEM Practices P ro c es s es i n D es i g n 2 1 s t Century S TEM Pra cti ces T h i n k in g Co mp etenci es D evel op i ng a d eep A s k i ng un d ers t andi ng o f en d - Co mmunication q ues ti ons a nd us ers ( f a rmers) a n d Cri ti ca l def i ni ng d ef i n i ng a c t i o nable Thi nk ing p ro bl ems p ro bl em s t a t emen t.