the third task :
Learning of design thinking process

First, students attend workshops on "design thinking" and then try to solve problems of familiar materials using the process of "design thinking".

What is "design thinking"?

"Design thinking" refers to the process of thinking to find out the real problems, then find out a better solution and put it into practice. The features here are activities based on the process of Human-centered thought and divergent / convergent process models, tactile and visual approaches, quick activities and repetition. Following this process, you can gain deeper insights into the user, and "diverging methods" can help you find broader solutions by removing obstacles in thinking.

Workshop overview

In order to tackle the third task, we first conducted a workshop on “design thinking” by Lee Nare one of the teachers, and experienced the process.

Workshop theme: "Redesigning experiences about meal"
  • Experience at the restaurant where you ate
  • The experience of cooking at home
  • The experience of buying food
  • --- etc.
First Day "Empathize" "problem definition" "creation"

Step1: Empathize (based on human-centered thought, investigate the needs of users and gain insights )

IW (Personal Work): Remember Your Experiences (3 minutes): → Take note on sticky notes

GW (group work): Preparation (15 minutes):
Sharing experiences
Present your personal experiences one by one in the group, and select one " experience which you disappointed and want to be solved most".

Preparation (2 minutes):
Role Determination (Determine the role in the interview)

  • Interviewed person (= go to another group to receive an interview): 1 person
  • person who interview: 1 person
  • person who records the interview: 1 person
  • Interview assistant: and others

GW: Interview (5 minutes) conduct interview with people who come from another group (A → B, B → C, C → A), getting information about “a disappointing experience related to food” (examine the experience and feelings properly)

GW: Detailed Interview (5 minutes)
Explore the other party's thoughts and feelings, ask them in detail.

GW: Shared within group (10 minutes)
Share the contents obtained in the interview within the group and look back. Share information with the member who were not attend to your group's interview and were "a person being interviewed from other group"

Review for impressions and shared information (1 minute per person)
・findings, discovery
・Unknown point

Step 2: Define (Determine the problem to be solved based on user needs and insight)

Making empathize map

Making Empathise Tree Format (1 minute)

Organize / pick up remarks caring about or contradictory remarks (4 minutes)

Guess and interpret the other's thoughts and feelings based on the remarks (8 minutes)

GW: Create a problem define statement (10 minutes)  Write your needs and insights in sticky notes without hesitation, then select and integrate them to create a problem define statement, and decide the point of attention.

Narrow down to one statement (5 minutes)

Step 3: Ideate (think a solution to the defined problem, put out a lot of ideas, narrow down)

IW: Give ideas (10 minutes)

IW: Think about the ideas (3 minutes)

GW: Show the ideas (7 minutes)

GW: Classificate of ideas (5 minutes) Consider from the aspects of Usefulness, Innovation and feasibility

GW: Choose one idea (5 minutes)

Second day "Prototype" "Test"

GW: Reflection (5 minutes) Confirming the problem definition (What are you trying to test?)

Step 4: Prototype
(Create a shape of your idea so that the user can pick up and try it on the spot.) Determine the form such as appearance, function, process, etc. by what to try. Usually accuracy is not required.

GW: Using a prototype organization sheet, 1. Consider the hypothesis you want to check and narrow it down to one 2. Create 2 patterns of prototypes that can test hypotheses

GW: Create prototype (Material: stickey notes, draft tape, paper clay, etc.)

Step 5: Test
(Getting feedback from the user, you can make a deeper empathy for finding the next direction)

GW: Determine the role of test (1 minute) 1. Facilitator (Interviewer) ・ The role of moderation ・ Explain situation and task 2. Prototyper ・ Role in manipulating the prototype according to the user's operation ・ Keeping in mind the smooth progression 3. Observer ・ Observe and take notes ・ Use sticky notes, etc. 4. Question actor ・ A role asking what happened or why (All members ask questions in this workshop)

GW: Consider the description of the prototype, make a sheet and organize (6 minutes) GW: Test alternately in 3 groups (3 minutes) , FB (feedback) (3 minutes) 1. Reconfirm the purpose of the test and what you want to check 2. Organize the environment and situations to be experienced 3. Write down the questions you want to ask, and the questions you want to ask after the test

GW: Three groups alternately test (3 minutes) and FB (feedback) (3 minutes)

GW: Create feedback map (8 minutes) + good point, △ improvement point, ? questions , ! idea

GW: Summary & reflection
1. Summarize your feedback
2. Make the next action clear

Goal of this workshop
Learn design thinking in practice, and grasp the image in which you adapt to the uncertainty that you face in the field and practice in the field

Prerequisite lecture

Step 1: Empathize Recall each experience

Sharing experiences

interview

Step 2: Define, Making empathize map

Making problem define statement

Step 3: Ideate, Create ideas

Step 4: Prototype, Create a prototype

Step 5: Test

Feedback after the test

2019 works of the third task

Assigned a work as the third task, in which students took up the facilities and stores that they normally use on campus and improve the problems.

2018 works of the third task

The class scene in the third task

survey of library

discussion after the survey of library

making Empathize map

making Empathize map

Experiment with prototype (if there is a divider)

Experiment with prototype (if there is not a divider)

Experiment with prototype (separated space)

Interview after test

Presentation of third task

October 19, 2018, Classroom No. 308, Building No. 10

 

 

example of past works

2017 works of the third task

the fourth task :
Free task

Students will set social themes in the modern world, solve problems by information design and think about ways to expand possibilities, and make prototypes and present them.
   

Aims of the task

Students freely set themes related to information design, and try to solve the ploblem, applying and developing information design skills, techniques, theories, methods, processes, etc. which they learned in the first and second half.
Here, it is important to expand the scope of consideration such as what is happening in the new media environment, problems that you feel in your daily life, and various frictions in modern society, and lead to problem definition.
In addition, in the process of design thinking, you always need to return to the essential parts, remember what was the problem, and if you are out of it, you need courage to start all over.
Through this task, we, teachers, would like you to feel the necessity and possibility of the new fields in design that is information design.
In the rapidly advancing information-oriented society, and in the present age when the frame of technological innovation and thinking is changing dramatically, we are looking forward to your young flexible thinking and innovative ideas.

2019 works of the fourth task

Students took up the problems of "youth voting behavior" and “at the time of disaster”, and proposed a solution through the Design Thinking process.

2018 works of the fourth task

2018 works of the fourth task

Students took up "lifestyle related diseases" and "relationship between young people and votes" and solved the problems based on the process of "empathize", "define", "ideate", "prototype", and "test".