1.4 Outcomes of design thinking projects
Often in industry, the outcome of a design thinking project can be the creation of a solution to a problem users have. This can be a tangible outcome like a new product or a new service and when this happens it can be viewed as ‘design as making’.
In teaching, the outcomes of a design thinking project can be broader. An outcome may be a new product or service like in industry, or it could be a digital artefact such as an online game or a 3D-printed physical artefact. An outcome may also be a pitch for a solution in the form of a presentation or video made by students. Design thinking outcomes can therefore be in the form of:
- New ways of thinking around a problem (enhanced learning, changes in behaviour).
- Understanding multiple perspectives.
- Iterating and revising ideas.
- Being flexible and adaptable.
Activity 2 What is design thinking?
After reading through Section 1, let's see what you’ve learned so far.
a.
To create the most aesthetically pleasing design.
b.
To develop innovative solutions that meet user needs.
c.
To follow a strict, linear problem-solving process.
d.
To generate as many ideas as possible without considering feasibility.
The correct answer is b.
Feedback
Design thinking is an iterative process, grounded in reality, that does not aim to create aesthetically pleasing designs, although this can sometimes be an outcome of a project.
The main goal of design thinking is to develop innovative solutions that meet user needs.
a.
Iterative and cyclical process.
b.
Focus on user empathy and insights.
c.
Reliance on quantitative data.
d.
Encouragement of experimentation and failure.
The correct answer is c.
Feedback
In design thinking, both qualitative and quantitative data can be collected − interviewing end-users (qualitative data) can be a great way of collecting feedback that can improve a prototype.
A reliance on quantitative data, however, is not a characteristic of design thinking.
a.
Both design thinking and PBL are user-centred approaches; however, design thinking is an experiential approach that allows students to create and craft the solutions rather than just finding them.
b.
Both design thinking and PBL focus on problem solving; however, design thinking enables users to develop and test prototypes.
c.
In design thinking, a teacher or facilitator helps students by providing inputs on prototypes whereas in PBL, a facilitator helps students to find information and resources.
d.
In design thinking, students begin to empathise with the users to create a prototype that meets their users’ needs whereas in PBL, a prototype may be the final outcome which is disconnected to the empathising process.
The correct answers are a, b and d.
Feedback
The student is in the centre of design thinking. The role of the teacher is to facilitate and support students when needed, in order to successfully engage with the design thinking process. For example, a teacher can give feedback to prototypes while also help students to find information.
a.
New designs of services and solutions.
b.
New artefacts (physical or digital).
c.
Incorporating multiple ideas into creating artefacts.
d.
A solution based on students’ assumptions of what a problem looks like.
The correct answer is d.
Feedback
Students can have their own assumptions about a problem, yet, as part of the design thinking process, they have to research the problem and collect scientific information that can help them define what this looks like, such as survey end-users or identify and read reliable sources of information on the web.
A solution based on students’ assumptions of what a problem looks like, however, is not an outcome of design thinking.
Next, move onto 2 Using technology for design thinking [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .
1.3 An example of a design thinking project
