What is design thinking and why educators should care about it
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Design thinking is a methodology focused on leveraging design methods to address complex, ill-structured problems and improve people's lives through innovative solutions. It emphasizes understanding real human needs while considering viability, feasibility, and sustainability, and involves an iterative process of problem and solution development. Educators are encouraged to integrate design thinking into curricula to foster creativity and tackle meaningful issues through various applied learning strategies.
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What is design thinking and why educators should care about it
- 1. DESIGN THINKING? WHAT IS THIS THING CALLED WONG YEW LEONG [email protected]
- 2. Design thinking is the application of the methods, processes, and sensibilities of designers to the creation of innovative ideas to better solve ill-structured problems. The aim is to improve the quality of people’s lives. DEFINITION © Stanford University d.school
- 3. The PlayPump There’s nothing worse than answering well the wrong question. FOCUS ON PEOPLE
- 4. Chile 2010: What do people really want? REAL NEEDS © Roberto Candia
- 5. From http://www.rock985.com/concert-calendar/13876083/© Joel Goodman PERSPECTIVES The source of inspiration lies in the interpretive frame you use to understand the problem.
- 6. From http://www.rock985.com/concert-calendar/13876083/ PERSPECTIVES The source of inspiration lies in the interpretive frame you use to understand the problem.
- 7. PERSPECTIVES Work with users to find the right problems and create the right solutions. © Elemental
- 8. Desirability (human needs) Viability (resources) Feasibility (technology) Sustainability (ethics) The design thinker aims to address real human needs in ways that are financially viable, technologically feasible and ecologically and socially sustainable. GOALS AND DIRECTIONS
- 9. Embrace ambiguity Learn from doing Be optimistic Be human- centred The attitudes and values of the design thinker. DESIGN MINDSETS
- 10. Problem Solution Naming Framing Experimenting Testing Research Understand Define Ideate Prototype Test The design thinker moves iteratively through the problem space and the solution space. Often, the design thinker works in the two spaces simultaneously, so that his understanding of the problem and his solution co-evolves. THE DESIGN PROCESS
- 11. Design problems are typically ill-structured and indeterminate. They are constituted by multiple issues that are so intricately and dynamically interwoven that it is practically impossible to untangle them so that we may address them separately, and it is uncertain what would actually work as solutions to the problems. TAME SLIGHTLY WICKED VERY WICKED RESULTSWHAT HOW (thing) (working principle) (observed) ? ? ? (aspired value) (result) (what) (working principle)(deduction) ? (working principle) (induction) ? (aspired value) (what) (abduction -1) (abduction -2) WICKED PROBLEMS Conceptual framework from Kees Dorst
- 12. The real source of innovation– breakthrough innovation– lies in the generation of problems. ? ? (aspired value) (what) (working principle) (abduction -2) (naming & framing) We name the issues to which we will attend, and frame the context (social, political, cultural, economic, historical) within which we will attend to them. ?(result) (deduction) ? (aspired value) (what) (abduction -1) INNOVATION
- 13. WHY SHOULD EDUCATORS CARE ABOUT DESIGN THINKING? Surely, there are other ways to develop creativity—aren’t there?
- 14. 21CCs Design thinking appears to tick many of these boxes. © Ministry of Education, Singapore
- 15. SAFETY & SUSTAINABILITY Designers, regulators and consumers have become increasingly aware of the safety and sustainability of the artefacts created to improve our lives. © Embrace
- 16. Wong Yi Xuan, Edith Born. June 9, 2014 35 Weeks 1.7 kg Wong Yi Xuan, Edith Week 01 Christmas, 2015Christmas, 2015 NOV 2013 Week 6 Week 8 DEC 2013 Monochorionic twins Twin Reversed Arterial Perfusion (TRAP) Syndrome MC Twins: 0.3% of all pregnancies TRAP Syndrome: 1% of MC twins pregnancies JAN 2014 High risk forTrisomy 13 and Trisomy 18; just about “safe” for Trisomy 21 FEB 2014 2 days before surgery date, the perfusion stopped, by which time the opportunity to perform the more invasive, but more reliable test forTrisomy 13 and 18 had passed. MAY 2014 Expected date of delivery: July 4. But rate of size- growth seemed to have slowed dramatically. “Morning sickness”all the way. JUN 2014 Delivered by C-section surgery: June 9, 4 p.m., 1.7kg. Discharged two weeks later, 1.9 kg. MORALITY OF ARTEFACTS Artefacts mediate human decision-making. © Wong Yew Leong
- 17. © Catalano MORALITY OF ARTEFACTS Socio-cultural norms and history play a part in how artefacts mediate human actions and experiences.
- 18. TECHNOLOGICAL MEDIATION Designers, users, artefacts, and socio-cultural norms and history jointly mediate our actions and the interpretations informing our moral decisions, sometimes in unintentional and unanticipated ways. © Wong Yew Leong
- 19. RETHINKING DESIGN ETHICS Human actions are always mediated. © Wong Yew Leong
- 20. DESIGN AND ME Artefacts can shape our sense of who (or what) we are. © Wired
- 21. DESIGN AND US Design is a fundamental aspect of humanity. One might even say that it is our evolutionary advantage. © Wong Yew Leong
- 22. ARGUING FOR DESIGN THINKING The methods, processes and mindsets of design thinking predispose us to consider the mediating capacities of the artefacts we are creating and provides us with the essential tools to assess them and shape them in ways that will improve human practices and experiences. © Wong Yew Leong
- 23. DESIGNING THE FUTURE Design thinking provides us with the means to explore different possible futures for humanity. © Revital Cohen
- 24. Desirability (human needs) Viability (resources) Feasibility (technology) Sustainability (ethics) The design thinker aims to address real human needs in ways that are financially viable, technologically feasible and ecologically and socially sustainable. GOALS AND DIRECTIONS
- 25. INTEGRATING DESIGN THINKING INTO SCHOOL CURRICULA
- 26. CHARACTER AND CITIZENSHIP Design issues make meaningful Values-In-Action projects. © The Straits Times
- 27. APPLIED LEARNING Invite students to use what they have learned to design a solution to a fairly well-defined challenge. © Road Trippers
- 28. PROJECT-BASED LEARNING Find real-world issues that require understanding and mastery of targeted academic knowledge and skills to solve. © Nisa Maier
- 29. THANK YOU.