Final Week of the Design Thinking Project Process

Final Week of the Design Thinking Process Project

Link to the Presentation: IDD Final Project

In the final week of the project, we finally put together every step of our process. For the final part of our project, we created a presentation showcasing every step of our process from start to finish. The presentation is 20 slides that showcase a different part of the Design Thinking Process and what we did for each step. For example, the first two slides are a title and a sub-title page, the next six slides showcase the Empathize and Defining steps, and the final three slides present our conclusion of what key insights we gained from this process, and finally a works cited page. Each slide contains a picture or graphic presentation to provide a visualization of each step in the process. Completing a PowerPoint is an effective way to give to demonstrate a timeline of our process from the early stages of thinking of topics to discover until the end where we formed a solution to the topic of interest.

In my group, my partner and I decided to divide the slides for each of us to compete equally. My slides were as follows: The second slide presenting our main question, the third slide where we list five dreams and gripes, and the fifth slide showcasing our topic of the elderly and the East Coast. Then I used the seventh slide to display a pie chart showcasing the number of fatalities fro people 65 or older in natural disasters based on recent elderly statistics. For the ninth slide, I showcased the ideas that I came up within the Ideation phase and then used the next two slides, specifically eleven and fourteen, to state why we eliminated our ideas that we gave earlier in the Prototyping and Ideation phases based on elderly needs. In slide sixteen is where I stated the most important key insight we got from the project and why it was so important to us. Lastly, in the final two slides, specifically eighteen and twenty, I stated how elderly in natural disasters is still a rising threat, and then created a works cited page showing the sources we used, thus creating the final presentation for my partner and me.

Works Cited:

Uiowa. “UI Study: Older Adults in U.S. Not Prepared for Natural Disasters.” Iowa Now, 19 Mar. 2015, now.uiowa.edu/2014/03/ui-study-older-adults-us-not-prepared-natural-disasters.

Feather, Ph.D. John. “Why Older Adults Face More Danger in Natural Disasters.” The Huffington Post, TheHuffingtonPost.com, 18 Dec. 2013, www.huffingtonpost.com/john-feather-phd/why-older-adults-face-mor_b_4461648.html.

Sylvia A. Harvey |, and 2013 March 11. “Cornell Chronicle.” Natural Disasters Are Especially Hard on Seniors, news.cornell.edu/stories/2013/03/natural-disasters-are-especially-hard-seniors.

Sollitto, Marlo, et al. “12 Tips to Prepare the Elderly for Disasters.” Elderly Disaster Preparedness: Preparing the Elderly for Natural Disasters & Emergencies – AgingCare.com, 16 Mar. 2011, www.agingcare.com/articles/elderly-disaster-emergency-preparedness-145628.htm.

 

Applying Prototype to the Design Thinking Process

Applying Prototype to the Design Thinking Process

In this week, we were given the objective to design prototypes for our Design Thinking Projects. In our class, we were told to make a three-dimensional object using simple materials such as construction paper, rubber-bands, tape, and Play-Doh. We did this in order to create a visualization of the solution to our problem and put all our best ideas forward. It was interesting to see students take their ideas on paper and put them into physical form because it gave us a better sense of how they would work in the real world. For the first half of the next class, we were given a layout to how our final presentation would be, which will be a 20-Slide Presentation showcasing the different stages of our process and what we did in each. The second half-class is when students planned out the content to be displayed on each slide and what pictures would be showcased in each. This will allow us to showcase all the stages of the process in an effective manner, to give those who weren’t involved a clear understanding of our progression from start to finish.

In my group, my partner and I began thinking of prototypes we wanted to make. We were ultimately inspired to make objects based on Life-Alert and Amazon Echo. Two prototypes we thought of were a watch and a necklace inspired by Life-Alert, where those who are wearing it can contact someone if they need assistance. Two other prototypes we made were a cell phone with simple features to make it easy for anyone to use and a device inspired by Amazon Echo which has no buttons yet is voice controlled to make it more efficient for elderly citizens. In our prototypes we wanted to mainly keep our ideas simple and effective, meaning that they would be easy for anyone including the elderly, but also effective by helping them keep in touch with anyone when their lives are in danger.

Works Cited:

“Amazon Echo Ultimate User’s Guide.” Time, Time, time.com/4227833/amazon-echo-user-guide/.

“LIFE ALERT Official Website – I’ve Fallen and I Can’t Get up!®.” LIFE ALERT Official Website – I’ve Fallen and I Can’t Get up!®, www.lifealert.com/.

Brandon Vigliarolo | October 23, 2017, 10:11 AM PST. “Amazon Echo: The Smart Person’s Guide.” TechRepublic, www.techrepublic.com/article/amazon-echo-the-smart-persons-guide/.

 

 

Applying Ideation to the Design Thinking Process

Applying Ideation to the Design Thinking Process

In week three of the Design Thinking Project, we were given the task of generating numerous ideas for the topic of our project. In class, each team would receive a sheet of poster paper and we would start by writing down the most relevant and/or realistic ideas. Team members would then read each other’s ideas to the person that they were sitting next to and then everybody in the room changed seats. Team members were then told to write down their most Novel Ideas or the ideas that are not as realistic and when we think outside-of-the-box. After reading this set of ideas, students then would sketch out four pictures or concept designs based on the topic for their project, and finally, explain what our design meant. The next class, students would then sit with their respected partners and each team member would draw out the best ideas to peruse for their projects. This allowed each team to ideate by putting the best ideas down and by process of elimination figure out which ones were the best to peruse for our respected projects.

In my group, my partner and I conducted research for our project mainly focusing on elderly needs, elderly statistics, and elderly shelters during natural disasters. We then viewed our sketches and tried to decide on what we would like to peruse for our project. The first idea we came up with was a service that would very easily allow for elderly citizens to keep in touch with their loved ones, as well as, have someone there to keep an eye on them. We also discussed creating a poster in order to give clear visualization, and also help raise awareness on the elderly in natural disasters. We are looking to peruse these ideas in order to help us develop effective prototypes in the stage of the process.

 

Works Cited:

Sollitto, Marlo, et al. “12 Tips to Prepare the Elderly for Disasters.” Elderly Disaster Preparedness: Preparing the Elderly for Natural Disasters & Emergencies – AgingCare.com, 16 Mar. 2011, www.agingcare.com/articles/elderly-disaster-emergency-preparedness-145628.htm.

Feather, Ph.D. John. “Why Older Adults Face More Danger in Natural Disasters.” The Huffington Post, TheHuffingtonPost.com, 18 Dec. 2013, www.huffingtonpost.com/john-feather-phd/why-older-adults-face-mor_b_4461648.html.

Uiowa. “UI Study: Older Adults in U.S. Not Prepared for Natural Disasters.” Iowa Now, 19 Mar. 2015, now.uiowa.edu/2014/03/ui-study-older-adults-us-not-prepared-natural-disasters.

 

 

 

 

Applying Definition​ to the Design Thinking Process

Applying Definition to the Design Thinking Process

In week two of the Design Thinking Process, we were given the task to define the problem surrounding our project. Each team was given the task to organize and plan out their research, what sources would be used, and when the team members could meet up with one another. Teams would then continue their research on their respected problem and meet with Professor Hastings in order to come up with a problem statement for their topic, essentially defining the problem surrounding their project. The next class, teams would present to the class the research they had uncovered thus far and defined the problem they are looking to solve in the following weeks for their project. This was mainly done to avoid teams having a broad topic and narrowing the topic down in order to have each team tackle a specific problem for a certain audience.

In my team, my partner and I conducted research surrounding Natural Disasters. For example, we researched what are most common Natural Disasters, where do they mostly occur, and what do citizens need in emergency shelters. We originally had our problem definition stated as: How do we provide support to those affected by natural disasters? However, when we met with our Professor, we saw that our problem was too broad, in terms of audience and what kind of natural disasters. After our discussion, we discovered a situation/topic that is taking place in today’s day and age, but also something in which we as a team could create a solution for. For our new problem definition, we stated: How might we care for the elderly during Natural Disasters? This new definition gave us a certain topic we can track and for a certain audience or age group, which also allows for us as a team for a more effective Design Process and effective solution to our problem.

Works Cited:

Lowe, Sarah R., et al. “Psychological Resilience after Hurricane Sandy: The Influence of Individual- and Community-Level Factors on Mental Health after a Large-Scale Natural Disaster.” PLOS ONE, Public Library of Science, journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0125761.    

“Disaster Preparedness for Older Adults and the Elderly.” DMSW540 – UNDER CONSTRUCTION, 3 May 2013, dmsw540.wordpress.com/jennifer/.  

Applying Research and Empathy to the Design Thinking Process

Applying Research and Empathy to the Design Thinking Process

The first of week of our Design Thinking Project was to empathize and research a problem to pursue in the weeks to come for our project. Our first task was to research different case studies where different companies utilize the Design Thinking Process in order to come up with innovative solutions for problems taking place around the world. When the project was underway, each student had to find a partner with whom he/she would like to work with on this assignment. Members of each team would individually list five gripes that they think could be improved upon and five dreams that they wish existed to make certain tasks easier in the world today. In addition, each partner would write a statement of how might we bring these visions to life. Team members would then meet up with each other in order to come up with a singular list of five options that the team felt were the best. We then presented our ideas in order to refine them for improvements and then in a team discussion, decided which problem that the team would like to peruse, as well as come up with a solution for this problem in the following weeks.

In my team, my partner and I, when coming up with our list of five gripes and five dreams, we listed ideas that came to our personal interest or things we struggle with. When we narrowed down our list we kept ideas that we felt were situations taking place around the world today and something we can make a viable solution for. When deciding the topic for our project we came up with the following: Homelessness, Unemployment, and Student Debt. My partner and I made these are primary choices because we thought of them as predicaments taking place in today’s world and as something we can come up with a solution for in the following weeks as the project moves on.

Works Cited:

Loudenback, Tanza. “The 10 Most Critical Problems in the World, According to Millennials.” Business Insider, Business Insider, 23 Aug. 2016, www.businessinsider.com/world-economic-forum-world-biggest-problems-concerning-millennials-2016-8.

“15 Current Environmental Problems That Our World Is Facing.” Conserve Energy Future, 24 Dec. 2016, www.conserve-energy-future.com/15-current-environmental-problems.php.

“Nine World Issues We Forgot to Care About.” NewsComAu, 1 Oct. 2014, www.news.com.au/world/nine-world-issues-that-are-still-going-on-but-we-forgot-to-care-about/news-story/29e8ea890885cb4240617a8591e8044c.

 

 

 

 

 

The Use of Testing for Designers

Link to My App: https://marvelapp.com/2idaiih/screen/33410137

The Use of Testing for Designers

Testing is the final stage in the Design Thinking process, and it is the most crucial in terms of how we can improve our ideas. Testing mainly involves generating user feedback relating to the prototypes that have been developed, helping designers gain a better understanding of their users. It is another opportunity to understand our users and unlike Empathy, we have now done more framing of the problem and have created prototypes for users test. Conducting a user test on our prototypes in real life is beneficial to us in a variety of ways. For instance, testing a prototype allows us to create designs that are truly relevant to our users, as well as, designs that are easy to use. Testing can also help to refine a designer’s point of view on their efforts. When conducting a user test, its good to keep in mind that designers presenting a prototype actually endorse negative feedback because they want to utilize that feedback in a newer build of their prototype. When users experience difficulties, the design team can use this feedback as an opportunity to establish new ways to solve the same problems and also think about unconsidered problems. Just like the stages in the Design Thinking process, they provide designers with new insights to inform different understanding and to define various problems users may be having, in order to ultimately make their best prototype.

In my Design Research and Methods class, we were given the task to create an app based on Wacky Packages, and we did this by drawing out what our screens would look like on graph sheets and then applying those designs to the Marvel application to create a custom app. I myself made an app called Flee-Bay, a parody of the shopping website E-Bay. In the process of creating my screens, I tried to think of necessary elements as if it were a real app, as well as, try to make the app visually appealing for users. Then in class, we had our classmates and piers look at our apps with a process known as User Observation. In class we observed our users testing our app and visualizing their experience with the app, and then conducted a User Interview.  In the interview, we talked to our users about what their experience and how to improve upon what was noted. Lastly, we gathered key observations. Key Observations are the main critiques that we can improve the most to make our app better for users. My main key observations were to make the app more visually appealing and more accessible for broader users by adding missing features and making things clearer. This exercise helped me in a sense that now by having real users test my app, it was able to give me real feedback whether it was good or bad, in order to improve my app for other users. It taught me how to improve my app with respect to user critique. Above all, I learned how to make it both more visually appealing, as well as, enhancing the accessibility and overall presentation to make the best it can be.

Testing is a very important element as far as testing our ideas and prototypes in the real world. It can provide many learning opportunities to help designers learn more about their users, utilize opportunities to enhance a prototype, as well as, create solutions to broaden our problem-solving skills. It is very important to know that when conducting a test, you should always pay attention to what your user has to say or struggles with when using the app to ensure you improve upon it. This brings us to the end of the Design Thinking process, where the stages of Design Thinking build off of one another until we reach the point where we satisfy a user’s needs, both conveniently and effectively.

 

Works Cited:

Mortensen, Ditte. “User Research: What It Is and Why You Should Do It.” The Interaction Design Foundation, www.interaction-design.org/literature/article/user-research-what-it-is-and-why-you-should-do-it.

Dam, Rikke, and Teo Siang. “Stage 5 in the Design Thinking Process: Test.” The Interaction Design Foundation, www.interaction-design.org/literature/article/stage-5-in-the-design-thinking-process-test.

“How to Get More Honest Feedback in User Testing.” The Interaction Design Foundation, www.interaction-design.org/literature/article/how-to-get-more-honest-feedback-in-user-testing.

 

 

The Use of Prototyping for Designers

 

The Use of Prototyping for Designers

Prototyping is the fourth and second-to-last step in the Design Thinking process that leads designers into the final step of testing their prototypes. A prototype is a model to propose a solution to a problem and used to generate more ideas. Most prototypes are supposed to be designed both quickly and cheaply so that other designers can make changes and continue pushing forward in the best direction. Prototypes come in an infinite amount of shapes and sizes, but despite these differences, they all share the fact that they are meant to further build ideas. Prototypes can either be done quickly to generate more ideas or done slowly in a more detailed manner meant for testing or when nearing a final result. There are several guidelines when it comes to prototyping. It starts with just simply building, whereby creating prototypes helps designers think about their idea and possibly gain insights to improve upon them. The next thing to keep in mind is to not take too much time with an idea. The more time and attention given to an idea, the more attached designers get to it which makes it harder to judge its tropes and elements. The final thing is to remember what is being tested and who it is being tested for. By tackling a problem and then placing the idea against the needs and behaviors of users, designers are able to learn about the gap between expectation and reality to improve ideas and transform them into the best they can be.

In my Design Research class, we started the exercise of creating an app based on the 1970’s novelty Wacky Packages. Our goal was to create a pun or parody of a preexisting property and then transforming our own idea into a fully functional app. The first step was to come up with several puns based on preexisting properties and to find which would be the best to turn into an app. We then received sketch sheets of mobile phones, specifically the iPhone 6, and started to draw out what every screen would look like as if they were actually on a phone. Afterwards, we created an app with the Marvel application and then had our classmates test our apps in order to provide feedback about their experience. Finally, each student was to give a class demonstration of our app to truly demonstrate its functionality. This exercise allowed students to learn the essentials of prototyping by coming up with multiple ideas in order to create something user-friendly, as well as, learn to receive and build off feedback to ultimately improve the prototype.

This exercise allowed each student to see what Prototyping is about. Prototyping is about bringing our ideas to life and exploring real-world impact before executing our final product. It showed us that prototyping helps us quickly and frequently generate new ideas, and how it is the best way to test our assumptions. Above all, with prototyping students were able to learn about users, their reactions, and how these reactions can help a designer create something better. Even though we may have to create several prototypes, and even though they may not be perfect, they’re each one step closer to making our products the best it can possibly be for every user.

 

Works Cited:

Dam, Rikke, and Teo Siang. “Stage 4 in the Design Thinking Process: Prototype.” The Interaction Design Foundation, www.interaction-design.org/literature/article/stage-4-in-the-design-thinking-process-prototype.

Dam, Rikke, and Teo Siang. “Design Thinking: Get Started with Prototyping.” The Interaction Design Foundation, www.interaction-design.org/literature/article/design-thinking-get-started-with-prototyping.

 

The Use of Ideation for Designers

The Use of Ideating for Designers

Ideate is the third element in the process of Design Thinking. Ideation is the mode where designers concentrate on the generation of ideas. Ideation becomes a process of Divergent Thinking, which is to find multiple solutions and not a matter of Convergent Thinking, which is finding a single solution. It helps us mentally by making us search far and wide to discover new concepts and outcomes. The process of ideation provides the motivation and the source material for building prototypes and putting innovative solutions into the hands of users. The reason we Ideate is to be able to put innovative solutions into the hands of users. Above all, Ideation is also the designer’s chance to combine their understanding of the problem and their imagination to generate new solutions.

I myself performed a similar task in my class with several different Ideation exercises. One example was the Medieval Kids Meal Toy, in which the students must come up with the best options that would make perfect kids toy for the time of the time of knights and horses. This exercise showed the students that when we start with more relevant ideas and then move to more novel ideas, as time goes on we cannot generate any more thoughts. Through this exercise, we all also saw how there is more than one correct answer for this demographic. The class also did other exercises like the Perfect Dog House, where students would design what would be the most perfect place for any dog to live. This exercise would allow students to ideate by coming not only with multiple things that would make the dog house perfect but also by coming up with innovative solutions to enhance the fun for the dogs. A third exercise we completed was the What’s Next exercise, where we visualize a man who finds a recording of something and is told to press play. The students then write what that recording might have said, allowing ideas of how there is more than one correct answer for this exercise and that students can be creative with whatever that recording said. The last example we did was create something a Bugs Ride, in this exercise students would take the materials on their desk, like Play-Doh, Tape, Construction Paper, etc. and utilize these materials in some way, shape, or form in order to create a ride for bugs. My partner and I ended up creating a slide for bugs using bottles of Play-Doh, some tape, and construction paper. The exercise taught us how to motivate ourselves or show our desire to complete the task, as opposed to inspiring us or being stimulated to do it, because during the exercise we weren’t inspired, yet the students were motivated to complete the task of making the best ride possible for bugs.  As it can be seen, Ideating is not just a task, but a necessity for creating multiple possible solutions for solving a task or improving a product.

The main idea of Ideation and these exercises are to help us generate more innovative ideas for whatever scenario we are in. They help us generate our creativity to generate ideas in great quality or quantity. The process of creating ideas is a very important element in the Design Thinking process as far as creativity and generating divergent and convergent solutions for whatever problem designers are facing. It is the element of creating new, one of a kind solution that designers can bring to their users and discover what works and what does not work through subsequent Prototyping. Ideating is an incredibly important aspect of Design Thinking and being able to become a successful designer, as new innovative ideas are made and able to be turned into creative solutions.

Works Cited:

https://dschool-  old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf

https://www.ted.com/talks/david_kelley_how_to_build_your_creative_confidence

 

The Use of Defining for Designers

The Defining Process for Designers

Define is the second step in the process of Design Thinking. Defining means to provide clarity and focus to the design space, as well as give designers a chance to define the challenge they are about to tackle, based on their insight from their user. Defining is indeed a critical part of the process of design because it results in our own point-of-view doing its best to try to define the right challenge for you to address, based on your understanding of people and the problem space. Defining is also the most ambiguous part of the Design Thinking process, and ambiguity is something that has little to no guidelines on how to achieve it.

Defining helps designers in several different ways. For one it helps us generate a Hypothesis which is when we figure out a human needs, and we then prove and disapprove of them. Then the team can split their evidence into three columns: Unmet Needs, Reasons Why, and Solutions. This way we can now revise and challenge our hypothesis in order to make it better and more effective than before. There are even more ways that Defining helps us, consisting of Embracing Ambiguity; Expand and Limit Parameters; Check Assumptions; Keep an Open Mind; Listen and Understand; Identify Patterns and Themes, and being able to Iterate. This process of Defining has helped not just designers but others in different demographics. One instance was at the Stanford School of Education when instead of giving the students text-books, which are mostly secondary sources of study, they were now giving students original documents and letters from the respected time period which they were studying or primary sources. This change allowed students to see these events from a different point-of-view and allowed them to construct their own point-of-view on the subject and also helped them discuss and argue about the subject with their classmates. This helps students develop a much deeper understanding of the materials they are studying, but also helps them discover insightful connections and themes so that it propels students to do more research. There was also an instance when a company by the Bespoke created a new way to envision prosthetics for people who lost a limb. He wanted to help people embarrassed of their disabilities, to be seen with not functional medical devices but with functional fashion accessories. By using 3-D Printing technology, Bespoke can create new limbs and customize them in order to match the user’s lifestyle. Essentially, turning these prosthetics from medical devices into forms of fashion.

As seen Defining is a process that can help designers figure out new and innovate to solve the problems of various users. It allows Designers to explicitly state the problem and develop their own point-of-view so that the designers can rectify whatever the problem is, in the most effective way possible, and by being ambiguous there is an endless amount of possibilities as far as how designers can complete their tasks. Defining is indeed a very valid element in the Design Thinking world because it gives designers an endless array of possibilities to rectify someone else’s problems in order to help them and maybe even inspire other designers.

Works Cited:

“Writing Effective Problem Statements.” Giant Robots Smashing Into Other Giant Robots, robots.thoughtbot.com/writing-effective-problem-statements.

Seelig, Tina. “How Reframing A Problem Unlocks Innovation.” Co.Design, Co.Design, 2 May 2017, http://www.fastcodesign.com/1672354/how-reframing-a-problem-unlocks-innovation.

 

The Use of Empathy for Designers

 

The Use of Empathy for Designers

Empathy is a process where designers work with open minds in order to solve people’s problems in the most insightful and effective way possible. Essentially, it is when we put ourselves in someone else’s shoes in order to solve their problems to the best of our abilities. What’s really interesting is that there are actually two types of Empathy: Affective Empathy and Cognitive Empathy. Affective Empathy is referred as the sensations and feelings we get in response to others emotions, while Cognitive Empathy refers to our ability to identify and understand other people’s emotions. Furthermore, Empathy is something that helps us in various ways around the world. For example, it helps relieve alienation, encourage cooperation and resilience, as well as, help us understand others feelings. As the first step in the process of Design Thinking, Empathy is a very important trait that helps us understand others to satisfy audiences, and throughout history has shown o help many companies innovate in a whole new way.

The idea of using Empathy has actually helped multiple companies who are big and small create an innovative product for a certain audience. One instance is back when a small company named IDEO created the Embrace heating unit for children. For many years there had been situations regarding infant mortality due to hypothermia, occurring to around 10 Million kids worldwide. So the company of IDEO created a heating unit for kids that runs on hot water, which ended up being beneficial to not only consumers but also to the lives of millions of kids around the globe. There was also an instance where my classmate and I used an Empathy map to examine our partners. The upper-class man gave the freshman the task of registering for a course to see how they could manage. What was really interesting about this process is that it showed the teams how the incoming freshman was feeling when managing the programs in order to research and register courses. It not only showed the teams how freshman perform, but what the needs of the freshman are and by listing the problems they had, the class can create solutions in order to improve the process of registering for courses. Ultimately, this is what Empathy is about, identifying a problem, making it your own, and creating something that is easier and more efficient for users in order solve that problem.

As shown, Empathy is a very effective trait that helps designers not only understand others but also gives them the ability to create more innovative and efficient products. It has certainly helped companies such as IDEO make products that not only help consumers but also save the lives of kids. In addition, by using Empathy to test the Freshman at Quinnipiac, all undergraduate classmates are able to create solutions to help make registering for courses more accessible and easier for those new to the process. By using Empathy, it teaches us how to work within someone else’s shoes to create or fix something as effectively as possible. Thus, making Empathy an effective methodology for designers whereby allowing them to create easily accessible solutions for intended audiences through a more personal perspective.

Works Cited:

1. “Design Thinking Handbook-from DesignBetter.Co.” Design Thinking Handbook, Your Primer to Spark Design Thinking Transformation-DesignBetter.Co, designbetter.co/design-thinking/empathize
2. “Six Habits of Highly Empathic People.” Greater Good, greatergood.berkeley.edu/article/item/six_habits_of_highly_empathic_people1.