Design Thinking Slac Presentation

Design Thinking is an approach.
First and foremost, Design Thinking is a mindset and approach to

learning, collaboration, and problem solving. Traditional academic
teaching and learning is typically analytical and focused. Design
Thinking encourages learners to take an inquiry stance, think
divergently, and develop reflexivity. The approach affirms empathy,
curiosity, constructiveness, and continuous iteration .
Design Thinking is an approach.
First and foremost, Design Thinking is a mindset and
approach to learning, collaboration, and problem solving.
Traditional academic teaching and learning is typically
analytical and focused. Design Thinking encourages
learners to take an inquiry stance, think divergently, and
develop reflexivity. The approach affirms empathy,
curiosity, constructiveness, and continuous iteration.
Design thinking is a methodology which provides a solution-based
approach to solving problems. It’s extremely useful when used to tackle
complex problems that are ill-defined or unknown—because it serves to
understand the human needs involved, reframe the problem in human-
centric ways, create numerous ideas in brainstorming sessions and adopt
a hands-on approach to prototyping and testing. When you know how to
apply the five stages of design thinking you will be impowered because
you can apply the methodology to solve complex problems that occur in
our companies, our countries, and across the world.
Design thinking is active
Design-based projects and curriculaempower
cross-disciplinary teams to explore new ideas, visit
relevant people and places, and build and test
physical solutions. Design Thinking enables highly
collaborative activities in and outside the classroom.
Students are directly engaged in information
gathering, knowledge generation, communication,
and presentation.
Design Thinking is versatile.
Design Thinking remains equally impactful at the activity,
project, course, or program scale. The design process can be
employed in its entirety over several months or as a component of
another methodology. Design Thinking can be explored directly
as an approach or in pursuit of other academic or collaborative
work. The process also works well with external subjects or
internally within the classroom setting. (Welsh, 2013)
The 5 Stages in the Design Thinking Process
The first stage of the design thinking process focuses on user-centric research. You want
to gain an empathic understanding of the problem you are trying to solve. Consult experts
to find out more about the area of concern and conduct observations to engage and
empathize with your users. You may also want to immerse yourself in your users’ physical
environment to gain a deeper, personal understanding of the issues involved—as well as
their experiences and motivations. Empathy is crucial to problem solving and a human-
centered design process as it allows design thinkers to set aside their own assumptions
about the world and gain real insight into users and their needs.
In the Define stage, you will organize the information you
have gathered during the Empathize stage. You’ll analyze
your observations to define the core problems you and your
team have identified up to this point. Defining the problem
and problem statement must be done in a human-
centered manner.
The Define stage will help the design team collect great ideas to
establish features, functions and other elements to solve the problem at
hand—or, at the very least, allow real users to resolve issues
themselves with minimal difficulty. In this stage, you will start to
progress to the third stage, the ideation phase, where you ask questions
to help you look for solutions:
During the third stage of the design thinking process, designers are
ready to generate ideas. You’ve grown to understand your users and
their needs in the Empathize stage, and you’ve analyzed your
observations in the Define stage to create a user centric problem
statement. With this solid background, you and your team members can
start to look at the problem from different perspectives and ideate
innovative solutions to your problem statement.
There are hundreds of ideation techniques you can use—such as Brainstorm,
Brainwrite, Worst Possible Idea and SCAMPER. Brainstorm and Worst
Possible Idea techniques are typically used at the start of the ideation stage to
stimulate free thinking and expand the problem space. This allows you to
generate as many ideas as possible at the start of ideation. You should pick
other ideation techniques towards the end of this stage to help you investigate
and test your ideas, and choose the best ones to move forward with—either
because they seem to solve the problem or provide the elements required to
circumvent it.
The design team will now produce a number of inexpensive, scaled
down versions of the product (or specific features found within the
product) to investigate the key solutions generated in the ideation phase.
These prototypes can be shared and tested within the team itself, in
other departments or on a small group of people outside the design
team.
This is an experimental phase, and the aim is to identify the best possible solution for
each of the problems identified during the first three stages. The solutions are
implemented within the prototypes and, one by one, they are investigated and then
accepted, improved or rejected based on the users’ experiences.
By the end of the Prototype stage, the design team will have a better idea of the
product’s limitations and the problems it faces. They’ll also have a clearer view of how
real users would behave, think and feel when they interact with the end product.
Designers or evaluators rigorously test the complete product using the best solutions
identified in the Prototype stage. This is the final stage of the five-stage model; however,
in an iterative process such as design thinking, the results generated are often used to
redefine one or more further problems. This increased level of understanding may help
you investigate the conditions of use and how people think, behave and feel towards the
product, and even lead you to loop back to a previous stage in the design thinking
process. You can then proceed with further iterations and make alterations and
refinements to rule out alternative solutions. The ultimate goal is to get as deep an
understanding of the product and its users as possible.
The design thinking process should not be seen as a concrete and
inflexible approach to design; the component stages identified should
serve as a guide to the activities you carry out. The stages might be
switched, conducted concurrently or repeated several times to gain the
most informative insights about your users, expand the solution space and
hone in on innovative solutions.
This is one of the main benefits of the five-stage model. Knowledge acquired in the latter
stages of the process can inform repeats of earlier stages. Information is continually used to
inform the understanding of the problem and solution spaces, and to redefine the problem itself.
This creates a perpetual loop, in which the designers continue to gain new insights, develop new
ways to view the product (or service) and its possible uses and develop a far more profound
understanding of their real users and the problems they face.
The Take Away
Design thinking is an iterative, non-linear process which focuses on a collaboration
between designers and users. It brings innovative solutions to life based on how
real users think, feel and behave.
This human-centered design process consists of five core stages Empathize, Define,
Ideate, Prototype and Test.
It’s important to note that these stages are a guide. The iterative, non-linear nature
of design thinking means you and your design team can carry these stages out
simultaneously, repeat them and even circle back to previous stages at any point in
the design thinking process.
•Sources
, Razzouk, R., & Shute, V. (2012). What Is Design Thinking and
•Why Is It Important? Review of Educational Research, 330-348.
ø Luka, lneta (2014). Design Thinking in Pedagogy. Journal of
ę Education Culture and Society, No. 2, 63-74.
Welsh, M. Ann, & Dehler, Gordon E. (2013). Combining Critical

Reflection and Design Thinking to Develop Integrative Learners. ę Journal of Management Education, Vol. 37, 771-
802.
T h a n k you!

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Design Thinking is an approach.

First and foremost, Design Thinking is a mindset and approach to

Welsh, M. Ann, & Dehler, Gordon E. (2013). Combining Critical

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