The tools are organized according to the phases in which your project can be found: Exploration, ideation or implementation. If you want to download free design thinking tools, this is your section. Each of the tools comes with its PDF template so you can print it and use it freely.
You can also help complete any of the Design thinking tools that you will find on the web, adding templates, texts, images, pdfs, videos or any other material that adds value to the tool. Enviar mensaje. Yes, the course is conducted live by anIndustry Expert having at least 8 years ofexperience in the relevant skill.
Yes, every course batch has a start date andend date. Once you enroll in the course, you willreceive a mail with the details of the batchschedule. Before every class, a link will beshared with you for online class.
How much time will you spend with them? Is there an activity you can do together to enrich the conversa- tion? What will you ask them to show you? Write down your plans for all research activities. When speaking with 2—3 People research participants, you have to both build trust and help them feel comfortable while Difficult y collecting relevant information. Carefully prepare for your conversations in order to manage this delicate balance. This gets you A question guide for Identify topics Then create a question guide that is very read- a valuable research As a team, brainstorm themes you want to learn able, so you can glance at it quickly during your conversation.
What do you need to learn about your chal- The most valuable lenge? What do you helpful to share early ideas or concepts in your process that goes into want to learn about their activities?
Is the role they conversation, particularly when you are working on writing it. During the an abstract challenge.
You can create a sketch, build actual conversation, play in their network of importance? Your you to what matters to them. Use the question Formulate questions that explore these topics. Frame idea does not have to be realistic—it only serves the guide as a checklist them as open-ended questions, such as: purpose of gaining a better understanding of your to ensure you have topic. Agree on logistics, including transporta- tion, with your team. Assign roles Designate one person to lead the conversation.
Remember to ask permis- » Start specific: begin with questions your sion before taking any photos. Make sure to gather materials for your fieldwork ahead of time: » Probe deep: explore your challenge or any interesting theme you picked up on during the conversation in more depth. DT for Ed Toolkit 32 Discovery 15—20 min Prepare For Fieldwork Hands-On Whether you are meeting a group of students in the cafeteria or traveling across town People to visit a company, fieldwork activities run smoother with thoughtful preparation.
Difficult y Assign responsibilities to team members ahead of time so everyone knows what to focus on. This gets you A solid plan for your Confirm your plans Prepare your equipment fieldwork activities. Confirm date, time and location for your research Make sure to gather materials for your fieldwork keep in mind activities. Agree on logistics, including transporta- ahead of time: It is important to assign tion, with your team. Remember to ask permis- » Notepads and pens sion before taking any photos.
Use the Practice creating an atmosphere in which people Look for indications that reveal what people following research tips to draw out feel comfortable enough to open up. Build on the care about—and keep in mind, that they may interesting stories and keep track skills you have developed in the school context.
Take lots of notes and photos of what you see, hear, feel, smell and taste during a field visit. Write down your immediate thoughts secutive answers. Sharpen your skills in observing the world around you. Difficult y Plan your observations Choose a place where you can have an experience Explore and take notes This gets you that is relevant to your challenge. Take procedures at your school, drive up to the drop off notes and photos. Capture interesting quotes. Draw keep in mind area, just as parents do, and try to stop, wait and go.
Approach your obser- vation with an open mind and imagine this Think of certain aspects of your experience you Capture what you have seen as the first time you Immediately after your observation, take some time have gone through this want to capture, such as: experience. Look for to capture the things you found most interesting, details you may have » What emotions do you experience surprises, and write them on Post-it Notes so you will be able to overlooked before.
DT for Ed Toolkit 34 Discovery 20—90 min Seek Inspiration In Analogous Settings Hands-On Looking for inspiration in a different context outside of the education world opens 2—3 People the mind and can help you find a fresh perspective. Dare to go out of your comfort Difficult y zone and explore. Think of analogies that connect Make arrangements for your activities This gets you A new perspective on with your challenge Plan the logistics of your activities.
Connect with the the challenge you work With your team, list all the activities, emotions, and people you want to visit and explain the purpose of on, inspiration and behaviors that make up the experience of your your search for inspiration. Next to each of these areas, write down keep in mind other situations where similar experiences occur.
For example, if you are looking to re- and their environments. Then, when appropriate, understand how to envision arrival and departure procedures at your ask questions about what you have noticed.
After you return, spend school, consider observing the lobby of a busy yet time relating what you elegant hotel. They observed the ways in which the in-store experience introduces customers to new products as well as how the set-up enabled people to navigate the space and easily find what they were looking for.
The team was very inspired by the visit and brought the in-store conceirge experience into their final design solution.
Difficult y Choose the participants Set up for a productive conversation This gets you Choose experts based on your objective: are Carefully plan how you want the conversation to Access to in-depth you looking to learn about their field of study? Consider asking the expert to actively help you knowledge in a certain area of expertise. DT for Ed Toolkit 35 Discovery Learn From Users 45—90 min Interaction There are many different ways to learn from users, including individual interviews, learning from people's self-documentation, group interviews, and learning from peers 2—3 People Difficult y observing peers.
Each type of user research requires a different set-up to ensure the best discovery session and users' comfort and willingness to share.
Choose from the following set of categories and guidelines to support your research. Treat your Spending time with people on their own allows you to deeply engage with and learn conversation partner as an expert. Try not from them. Guide the conversation to gain a rich understanding of their thoughts and to make participants feel that you are more behaviors. Create a trusted atmosphere Capture your immediate observations Start the conversation on a casual note.
Talk about Take a lot of quick notes in the voice of the partici- a subject that is unrelated to your research first to pants. Write down interesting quotes. Do not worry make the participant feel comfortable. Be consider- about interpreting them yet. Try to capture your ate of the space you are in and make sure you have observations in the moment. During the conver- get their feedback and ideas.
Ask about objects or spaces you find interesting, and try to get a tour of the environment. Making the user feel comfortable is crucial to the success of an interview.
With kids, it's especially helpful to meet them at eye-level. Guide participants to capture and share their thoughts, expressing themselves in new ways. Plan the documentation activities Decide what you would like people to document: feelings, activities, behaviors? Choose the best mode for collecting that information: photographs, diaries, voice recordings, videos? Invite and instruct participants Give participants tools and instructions to document themselves for several days or weeks.
Explicitly explain why and how to record their activities. Review with participants Asking a student to document their day, for Look at the materials together with participants instance, can help you understand their mental after their documentation phase. Ask them not just model of their school day. This can help you gain what the things are that they documented, but also instight into their priorities and choices. Capture your immediate observations invite people with contradicting opinions.
Set up for a conversational atmosphere Write down interesting quotes. Do not worry about Prepare a space for an informal discussion over interpreting them yet. Try to capture your observa- food and drinks. Start the conversation on a tions in the moment. Talk about a subject that is unrelated to your research first to make the participants Get continuous feedback feel comfortable. Consider setting up a panel of participants that you engage with throughout your project to continuously receive feedback on your ideas.
It can outside observer. Make select participants part of your research team. Ask them to help you learn about children: they will share speak with and observe their peers.
Select your research partners Guide their research Be careful to not create Choose people that are trusted and respected Together with your new team members, define what the impression of your amongst their peers as well as articulate and excited you are trying to learn about, and think of activities researchers spying on their peers!
Invite them to become part of your to source and record this information. Meet frequently Decide on compensation Create regular interactions with your research team Decide how you will thank your research partners, and integrate them in a structured way. Observations, field visits, or just a simple conversation can be great inspiration—but finding meaning in that and turning it into actionable opportunities for design is not an easy task.
As you gain a clearer understanding of what your observations mean, you can relate them to your challenge and use them as inspiration. This part of the process can be confusing. Use the examples below to navigate the development of your notes from early thoughts to ideas. They can versation or observation: direct from field research into catego- from your field research activi- storm session.
They are written be very practical and simple quotes, anecdotes, notes on ries. They are the headlines for ties. They always offer a new in direct response to an insight. They are communicated not new discoveries. They are and exciting and help you think come up with as many ideas in full sentences to capture inspiring and relevant to your of ideas right away. Ideas are best com- the story. Use the half hour immediately after the session to start Difficult y capturing what you have learned.
This activities. Do not worry about interpreting these fresh will make it a lot stories yet. Compare experiences and impressions. To cover the most important topics, consider Document your thoughts using these prompts: Capture your observations in a notebook or on Post-it Notes. Illustrate your profession, age, location, etc? This will create common knowledge that your team can use to Difficult y imagine opportunities and ideas. Distribute Post-it Notes and markers. Tell stories person by person, one at a time.
Actively listen Take turns Use vivid details and Describe the individuals you met and the places While you are listening to each other, compare and describe your immedi- you visited. Be specific and talk about what actually contrast the things you have learned. Explore areas ate experiences. This is not the time to general- happened. Revisit the notes you took right after your where you find different opinions and contradictions. Print out your photos and use them to Begin to look for recurring themes.
Capture the information in small pieces Tell the story of each person following these Write down notes and observations on Post-it Notes prompts you may have already used them when while listening to a story. Use concise and complete capturing your first impressions : sentences that everyone on your team can easily understand. Put all Post-its up on the wall on large sheets of paper. This part of the process can take some time.
A good Difficult y first step is to identify themes. This gets you Cluster related information Find headlines An overview of the Group findings from your field research into catego- Name the clusters you have defined, e. You can start by having every team space. Place each of them on a large sheet of paper and bits out.
Clustering can become begin to look for more evidence of the same theme. What did many people mention? Did someone else Turn headlines into statements Consider splitting into say the opposite?
Are there behaviors you saw Have a closer look at your themes and the stories smaller groups, or have that support them, and express them in a meaning- a few people work on repeatedly? Which issues were obvious? Rearrange the themes first and the Post-its into these new buckets. Use a new Post- discuss. DT for Ed Toolkit 44 Interpretation 25—60 min Make Sense of Findings Reflective Once you have created themes as an overview of your research findings, begin to take 2—5 People a closer look at what they mean.
Sort and analyze them until they help you build a clear Difficult y point of view. Look for links between themes This gets you Take a closer look at your themes and find overlaps, Regroup the information and add new versions of An understanding of what your learnings patterns and tensions as they relate to each other.
What contradictions do you find? Make sure to group supporting stories with Get input from the outside learned in order to get Explain the themes to someone who is not part of to the actual mean- more abstract themes. Learn from their feedback and try alter- Getting through this Dig deeper native ways of organizing the information. Are there themes that you Be prepared to let go purpose for the next have different opinions about?
Can you begin to see the relevance of Clean up your space and only keep the information. After multiple interviews and analogous observations, the team captured their stories on Post-its, and then sorted and clustered the inspirational research into themed buckets covering the classroom walls. DT for Ed Toolkit 45 Interpretation 45—90 min Define Insights Reflective Insights are a concise expression of what you have learned from your research and 2—3 People inspiration activities.
They are the unexpected information that makes you sit up and Difficult y pay attention. Insights allow you to see the world in a new way and are a catalyst for new ideas. This gets you Insights that concisely Select what surprised you Craft your insights communicate your research learnings. Look across your buckets and themes and choose Experiment with the wording and structure to best the information that you find most surprising, inter- communicate your insights.
Create short and memo- keep in mind esting, or worth pursuing. What have you learned rable sentences that get to the point. Make sure your Not every insight is entirely new informa- that had not occurred to you before? What did you insights convey the sense of a new perspective or tion.
Often, you will find most inspiring? What sparked the most ideas? Narrow your insights and check whether they resonate with these stories. Be prepared to let go of details that are less important. Try to limit your insights to the three to five most important.
The team went out to connect with people in local schools, universities and businesses. In the process, they uncovered the insight that parents are the gatekeepers of student time. While not entirely new knowledge, it helped the team realize that this significantly affected the way they should think about promoting their programs. As a result, they re-framed the marketing to focus on the parent. The core need, they had learned, of parents was to feel that they could trust the experience.
Monthly tours and open houses were scheduled to allow parents to discover what the CAPS experience was about on their own. This gets you frameworks. Generate multiple questions for every keep in mind insight. The brainstorm question would Choose brainstorm questions that? Also, select the questions that are most important to address, even if they feel difficult This expands possible solutions beyond the idea of a to solve for. Working together in a workshop, a group of teachers created multiple questions in order to feed rich brainstorming.
Brainstorming encourages you to think expansively and without constraints. With careful preparation and a clear set of rules, a brain- storm session can yield hundreds of fresh ideas.
Take the time to set up appropriately in Difficult y order to get the most out of your session. The setup for a dynamic brainstorming Select several focused brainstorm questions. Include six brainstorming part of participants can comfortably get up from their to eight people. Create the Gather materials like Post-it Notes, markers, paper maintain focus and energy time and space for a transition into that mindset. There are no bad ideas at this point. There will be plenty of time to storming narrow them down later.
Rules Encourage wild ideas. Introduce them at the start of Build on the ideas of others. Stay focused on topic. To get more out of your session, keep your brainstorm question in sight. One conversation at a time. All ideas need to be heard, so that they may be built upon. Be visual. An 8 hours course to help children understand the powerof design in solving big and small problems Design Thinking Problem Statement What skills will student learn from the course?
Yes, the course is conducted live by anIndustry Expert having at least 8 years ofexperience in the relevant skill. Yes, every course batch has a start date andend date. Once you enroll in the course, you willreceive a mail with the details of the batchschedule. Before every class, a link will beshared with you for online class.
0コメント