Design Thinking and Innovation Course - Day 4 - Synthesis
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Transcript of Design Thinking and Innovation Course - Day 4 - Synthesis
TEK495 - Design & Innovation
Day 3Introduction to Synthesis
A crash course on how to make meaning out of data
TEK495
Jan SchmiedgenSeptember 14, 2015
Course conceptualization, and previous versions developed with Ingo Rauth, Kira Krämer
TEK495 - Design & Innovation
Comic by Tom Chalklay in the December 1982 issue of THE FUTURIST - right is granted by courtesy of the World Future Society Society, 3220 N Street NW, Suite 161, Washington, DC 20007. http://www.wfs.org
TEK495 - Design & Innovation
CHEWING GUM
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Reflection#2 Interviewing
Think about one reflection you want to share in 30 sec.
4-5x share reflection in 30 sec, the others try to sketch the main idea.
Reflect upon your reflections
1min
5min
5min
TEK495 - Design & Innovation
Design Thinking ProcessIntroduction to Synthesis
5
Source: Stanford University, d.school
EMPATHIZE
DEFINE
IDEATE
PROTOTYPE
TEST
EMPATHIZE
DEFINE
IDEATE
PROTOTYPE
TEST
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PROBLEM SPACE
Wrestle with the problem from different angles#1 Synthesis
TEK495 - Design & Innovation
PROBLEM SPACE
Wrestle with the problem from different angles#1 Synthesis
TEK495 - Design & Innovation
PROBLEM SPACE
Wrestle with the problem from different angles#1 Synthesis
TEK495 - Design & Innovation
PROBLEM SPACE
Wrestle with the problem from different angles#1 Synthesis
TEK495 - Design & Innovation
Challenging client’s challenge#1 Synthesis
BEST PRACTICE
“General anaesthesia should be preferred in
preterm or small children as safety and
success are predictable.
For optimal performance trained, experienced
and certified personnel, appropriate drugs for
the individual patient risk profile and sufficient
monitoring equipment are essential.”
Anaesthesia or sedation for MRI in children.
(2010), Schulte-Uentrop L1, Goepfert MS.
Image Source: Background -wikimedia.org, child - wikimedia.org
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Reframe the challenge#1 Synthesis
User: Kids which need to undergo an MRI scan.Need: Want to play and have fun.Insight: Kids voluntarily participate in things they perceive as fun and adventure
“How might we turn MRI scans into an fun adventure?”
TEK495 - Design & Innovation 12
#1 SynthesisGE
Video: Pittsburg Chidrens Hosptial Makes Visits Fun for Kids
TEK495 - Design & Innovation
Challenging client’s challenge#1 Synthesis
BRIEFING & BACKGROUND INFORMATION
Physical Activity
● Only one in three children are physically active every day.1
● Less than 5% of adults participate in 30 minutes of physical activity each day;2 only one in three adults
receive the recommended amount of physical activity each week.3
● Only 35 – 44% of adults 75 years or older are physically active, and 28-34% of adults ages 65-74 are
physically active.4
● More than 80% of adults do not meet the guidelines for both aerobic and muscle-strengthening
activities, and more than 80% of adolescents do not do enough aerobic physical activity to meet the
guidelines for youth.5
● In 2013, research found adults in the following states to be most likely to report exercising 3 or more
days a week for at least 30 minutes: Vermont (65.3%), Hawaii (62.2%), Montana (60.1%), Alaska
(60.1%). The least likely were Delaware (46.5%), West Virginia (47.1%) and Alabama (47.5%). The
national average for regular exercise is 51.6%.6
● Children now spend more than seven and a half hours a day in front of a screen (e.g., TV, videogames,
computer).7
● Nationwide, 25.6% of persons with a disability reported being physically inactive during a usual week,
compared to 12.8% of those without a disability.3
● Only about one in five homes have parks within a half-mile, and about the same number have a fitness
or recreation center within that distance.5
● Only 6 states (Illinois, Hawaii, Massachusetts, Mississippi, New York and Vermont) require physical
education in every grade, K-12.22
● 28.0% of Americans, or 80.2 million people, aged six and older are physically inactive.23
● Nearly one-third of high school students play video or computer games for 3 or more hours on an
average school day.24
Nutrition
● Typical American diets exceed the recommended intake levels or limits in four categories: calories from
solid fats and added sugars; refined grains; sodium; and saturated fat.2
● Americans eat less than the recommended amounts of vegetables, fruits, whole-grains, dairy products,
and oils.2
● About 90% of Americans eat more sodium than is recommended for a healthy diet.8
● Reducing the sodium Americans eat by 1,200mg per day on could save up to $20 billion a year in
medical costs.8
● Food available for consumption increased in all major food categories from 1970 to 2008. Average daily
calories per person in the marketplace increased approximately 600 calories.2
● Since the 1970s, the number of fast food restaurants has more than doubled.2
● More than 23 million Americans, including 6.5 million children, live in food deserts – areas that are
more than a mile away from a supermarket.9
● In 2008, an estimated 49.1 million people, including 16.7 million children, experienced food insecurity
(limited availability to safe and nutritionally adequate foods) multiple times throughout the year.10
● In 2013, residents of the following states were most likely to report eating at least five servings of
vegetables four or more days per week: Vermont (68.7%), Montana (63.0%) and Washington (61.8%).
The least likely were Oklahoma (52.3%), Louisiana (53.3%) and Missouri (53.8%). The national
average for regular produce consumption is 57.7%.6
Problem:
Teenagers need to eat nutritious foodbecause vitamins are vital to good health.
#1 Synthesis
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“Garbage in garbage out” …#1 Synthesis#1 Synthesis
superficial good ideas
superficial good insights
superficial good data
IMAGE: DESPOSITPHOTOS
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Analysis Synthesis
Unpackwhat you heard and observed
Exploreyour data
Connecthow data and information
points relate to each other
Modelcurrent reality, what you want
to find out
Conceivepossible futures / what might be
Ideation
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Unpack your data round 1#1 Analysis
What to share:
Whom did you meet?
What was the most memorable / surprising information?
What motivated or frustrated him/her?
How to share:
One after another shares findings
Team members write down key information
Already aggregate similar data points (post-its) on the board.
Everyone listens & adds.
TEK495 - Design & Innovation
Unpack your data round 1#1 Analysis
Prepare. Which interesting things did you learn?
Tell you team! Capture notes.
Share in the group!We are curious to know.
2min
5x5min
5min
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[Sense-making is] a motivated,continuous effort to understand connections (which can be among
people, places, and events) in order to anticipate their trajectories and act effectively.
Klein, G., Moon, B., & Hoffman, R. R. (2006).
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Explore & Connect#2 (Re) Framing the problem
Interesting or surprising details.Makes you go “huh.”
NUGGETS
NEEDS
INSIGHTS
“Sophomore year was a really good time. One time we all skipped history and went to McDonalds.”
“If you don’t eat the fries at lunch, everyone thinks you’re anorexic, but if you do, you get fat.” → You can’t win.”
“She needs to feel socially accepted while eating healthy food. Social risks are more dangerous to her than health risks.”
What’s beneath the need?Why do you think this user has this needor why does the user have thisneed in this context?
Unmet needs revealed by the nugget. A verb, not a noun.
TEK495 - Design & Innovation
Explore & Connect
Explore relations, contradictions and interdependencies. What surprised you?
Select an important problem to work on.
Share in the group!Who has the problem? Why?What surprised you (insight)?Why did you choose it?
10min
5min
5x1min
#2 (Re) Framing the problem
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Persona examples
Due to copyright reasons, we were not allowed to share the
examples we used in the lectures. We showed three
example, from simple (what we did) to complex.
1) sketched persona
2) complex persona created for industry brief
3) a physical room designed with a life size cardboard
person who lived in it.
#3 Model / Personas
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Choose the right problem statement
A teenager needs to eat nutritious foodbecause vitamins arevital to good health.
#3 Model / Personas
A 9th grade girl at a new school needs to feel socially accepted when eating healthy food because in her life a social risk is more damaging than a health risk.
TEK495 - Design & Innovation
Choose the right problem statement#3 Model / Personas
A 9th grade girl at a new school
needs to feel socially accepted when eating healthy food
because in her life a social risk is more damaging than a health risk.
USER+
NEED+
INSIGHT
TEK495 - Design & Innovation
Persona & POV template
Fill out forms in pairs.
Share and discuss in the group.
Reformulate 1 joint persona & pov.
Share in group.
10min
6min
4min
#3 Model / Personas
5min
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HMWs and user, need and insight#4 How might we … ?
User: Kids which need to undergo an MRI scan.Need: Want to play and have fun.Insight: Kids voluntarily participate in things they perceive as fun and adventure
“How might we turn MRI scans into an fun adventure?”
TEK495 - Design & Innovation
POV to HMW...#4 How might we … ?
A 9th grade girl at a new school
needs to feel socially accepted
when eating healthy food
because in her life a social risk is
more damaging than a health
risk.
… make healthy eating the norm?
… help Anna feel the long-term
effects of her everyday choices?
… help Anna feel more comfortable
being herself?
… make Anna’s social risks disappear?
… magnify health risks for Anna?
… make eating healthy the
coolest thing to do?
TEK495 - Design & Innovation
POV to HMW...#4 How might we … ?
A 9th grade girl at a new school
needs to feel socially accepted
when eating healthy food
because in her life a social risk is
more damaging than a health
risk.
… make healthy eating the norm?
… help Anna feel the long-term
effects of her everyday choices?
… help Anna feel more comfortable
being herself?
… make Anna’s social risks disappear?
… magnify health risks for Anna?
… make eating healthy the
coolest thing to do?
5min
TEK495 - Design & Innovation
Persona & POV template
TEAM: each individual presents his/her TOP3 HMWs
Discuss, select or distill your toptwo HMW questions.
3min
4min
#4 How might we … ?
TEK495 - Design & Innovation TEK495 - Design & Innovation
Video Source: https://www.youtube.com/watch?v=ttWhK-NO4g8
TEK495 - Design & Innovation
Brainstorm
Brainstorm HMW question 1
Brainstorm HMW question 2
6min
6min
#5 Ideate
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ReferencesAlexander, C. (1974). Notes on the Synthesis of Form (Auflage: Revised.). Cambridge: Harvard Univ Pr.
Cooper, A., & Reimann, R. M. (2003). About Face 2.0: The Essentials of Interaction Design (0002 Aufl.). Indianapolis: Wiley & Sons.
Dorst, K. (2015). Frame Innovation: Create New Thinking by Design. Cambridge, Massachusetts: The MIT Press.
D.School - Bootcamp-Bootleg - Methodcards.pdf. (o. J.). Abgerufen von http://dschool.stanford.edu/wp-content/uploads/2011/03/BootcampBootleg2010v2SLIM.pdf
Duarte, N. (2008). Slide:ology: The Art and Science of Creating Great Presentations (1. Aufl.). Beijing ; Sebastopol, CA: O’Reilly and Associates.
Duarte, N. (2010). Resonate: Present Visual Stories that Transform Audiences (1. Auflage). Hoboken, N.J: John Wiley & Sons.
Gumienny, R., Dow, S. P., & Meinel, C. (2014). Supporting the Synthesis of Information in Design Teams. In Proceedings of the 2014 Conference on Designing Interactive Systems (S. 463–472). New York, NY, USA: ACM. http://doi.org/10.1145/2598510.2598545
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ReferencesGumienny, R., Lindberg, T., & Meinel, C. (2011). Exploring The Synthesis Of Information In Design Processes – Opening The Black-Box. DS 68-6: Proceedings of the 18th International Conference on Engineering Design (ICED 11), Impacting Society through Engineering Design, Vol. 6: Design Information and Knowledge, Lyngby/Copenhagen, Denmark, 15.-19.08.2011.
Hasso Plattner Institute of Design Stanford. (2010). D.School Bootcamp - Bootleg 2010. Bootleg Collection of Design Thinking Methods, University of Stanford.
Hey, J. (2007, Juli 24). Recording Ethnographic Observations: Six Useful Frameworks [Blog]. Abgerufen von http://palojono.blogspot.de/2007/07/recording-ethnographic-observations.html
HMW - How three words make design better. (2011). MX 2011 | Charles Warren. Abgerufen von http://www.youtube.com/watch?v=mTpa-bJiMp4&feature=youtube_gdata_player
Humantific. (2002, 2012). SenseMaking for ChangeMaking. Abgerufen 7. September 2014, von http://issuu.com/humantific/docs/humantific_sensemaking4changemaking
Klein, G. (2013). Seeing What Others Don’t: The Remarkable Ways We Gain Insights (First Trade Paper Edition). PublicAffairs.
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ReferencesKlein, G., Moon, B., & Hoffman, R. R. (2006). Making Sense of Sensemaking 1: Alternative Perspectives. IEEE Intelligent Systems, 21(4), 70–73. http://doi.org/10.1109/MIS.2006.75
Kolko, J. (2010). Exposing the Magic of Design: A Practitioner’s Guide to the Methods and Theory of Synthesis (Auflage: 1). Oxford University Press, USA.
Kumar, V. (2012). 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization (1. Auflage). John Wiley & Sons.
Madsbjerg, C., & Rasmussen, M. B. (2014). The Moment of Clarity: Using the Human Sciences to Solve Your Toughest Business Problems. Boston, Massachusetts: Harvard Business Review Press.
Martin, B., & Hanington, B. (2012). Universal Methods of Design. Beverly, MA: Rockport Publishers.
Segel, E., & Heer, J. (2010). Narrative Visualization: Telling Stories with Data. IEEE Transactions on Visualization and Computer Graphics, 16(6), 1139–1148. http://doi.org/10.1109/TVCG.2010.179
Spradlin, D. (2012). Are You Solving the Right Problem? Harvard Business Review, 90(9), 84–93.
VanPatter, G. K. (2012, September 20). Origins of How Might We? Abgerufen von http://www.humantific.com/origins-of-how-might-we/