This document outlines the agenda and activities for Week 2 of an HCD workshop. It includes:
1. Recapping Week 1 and reviewing Week 2 readings.
2. Choosing a design challenge to focus on, discussing it, and refining the challenge.
3. Planning research methods like interviewing people, experts, observing contexts, and finding analogous settings to inspire ideas. Building a question guide to structure conversations.
4. Capturing learnings from research through documenting thoughts, sharing realizations, and visualizing ideas. Preparing for the next week.
The document outlines a project schedule across 8 weeks. In week 1, a questionnaire is distributed and results analyzed. In week 2, audience feedback is obtained on sketches and the best 6 are chosen. Weeks 3 focuses on developing a pitch, with a mock presentation and feedback in the middle of the week. Weeks 4 through 8 are unscheduled.
The document discusses planning and preparing presentations using the 6 Thinking Hats method developed by Edward de Bono. It recommends putting on the blue hat to organize and lead a presentation by considering ideas like using storytelling techniques, handling questions and answers confidently, and enhancing delivery. Tips are provided for choosing a topic and some takeaways emphasize the importance of believing in your ability to achieve your presentation goals.
The document provides information about an upcoming film workshop and film festival competition called Jump Cuts. Students will work in small groups to plan, film, and submit a 2-5 minute short film that fits the horror or thriller genre and addresses the theme of "prey". They will need to complete pre-production by the end of the next week and finish filming by mid-December, requiring work outside of class time. The document outlines submission requirements and rules for the competition, and provides examples of previous years' winning entries.
The document provides tips for selecting a topic for speaking engagements. It suggests considering personal experiences, interests, professions and reference materials from books, magazines, the internet and Toastmasters manuals. The #1 tip is to make the speech audience-centric by considering what the audience wants to hear given the occasion, speaker's abilities and goals. Topics should be interesting while avoiding topic burnout by keeping things fresh.
Your Research Journey: Starting and Completing a Final Year Research ProjectLance Dann
Brighton University lecture for Level 6 (Final Year) Broadcast Media students. This lecture details the stages that students need to undertake to complete a final year research project.
This document outlines a 6 week work plan where a student will brainstorm ideas in week 1, select ideas to explore further in week 2, pick the best idea to focus on in week 3, create a rough draft of their chosen piece in week 4, complete the final piece in week 5, and get feedback on their work in week 6.
The document discusses diversifying research for an advanced portfolio by using various methods such as analyzing existing products, conducting questionnaires, posting on forums and message boards, conducting interviews, and gathering audience feedback through emails and video diaries. It provides examples of websites for forums and conducting surveys and recommends analyzing videos from a single director. The document encourages working in groups to interview each other and upload the recorded responses to a blog. It emphasizes that thorough planning is important and can show the development of a project from initial idea to completion.
This document provides guidance for creating a cross-curricular book project using a chosen book to teach lessons across different subjects. It recommends picking an engaging book outside one's comfort zone, deciding on lessons for literacy, math, social studies tied to standards for each day, and designing a layout for a project board including elements like power statements, anchor charts, activity directions, and standards. The document encourages getting ideas from others, taking pictures of the project, asking questions, and advises not to stress over the project.
The given document does not provide enough information to determine who would make the best prime minister. It poses the question but does not include any details about potential candidates or criteria for evaluation. More context is needed to adequately address the topic.
Visual planning using templates 2014 Feb 14erikbohemia
This document introduces visual planning templates and their benefits for teams. It recommends that teams create a visual template on a large piece of paper to map out their project. The template should include elements like the team name and members, goals and objectives, potential challenges, success factors, steps to reach the goals as a timeline, and space to track task completion. Filling out the template is a team building activity that helps align expectations, clarify roles, and support shared understanding and progress. Regularly updating and referring to the visual template keeps the team engaged and focused on their goals.
Project based landscape photography (no video) rob knight patchings 2017Rob Knight
My presentation on the value of personal projects to our creative development as photographers. Presented on the Outdoor Photography stage at the 2017 Patchings Art Festival in Nottingham. The video from slide 69 is on my YouTube channel as the Unknown | Known experimental soundscape.
This document provides guidance for conducting research interviews as part of a human-centered design course. It instructs students to create an interview guide with questions in four key categories: personal details of the interview subject, their motivations, frustrations, and interactions with their environment. Example open-ended and deeper questions are given to help understand people's hopes, fears, and ambitions. Students are told to build their interview guide in teams to prepare for conversations with research targets during their field research.
The document outlines Oscar Gibb's initial plans for a sports magazine project focused on football. It includes a mind map, mood board analysis, and schedule. The mood board shows a repetition of football themes and the colors red and white, which may reference the England flag. The magazine will follow the color schemes of team badges and kits. The schedule outlines 5 weeks of research, planning, production, and evaluation activities, including experimenting with layouts, creating the cover and double-page spread, and comparing the final product to professional football magazines.
The document contains a peer feedback form with 12 questions regarding a pitch for a digipak album cover and music magazine designs. The questions ask about overall views of the pitch, any album covers that were particularly liked or disliked, opinions on the ideas and mock designs shown, preferences on font and cover styles, views on an original album cover, and which magazine advert designs stood out or were disliked.
Charlie plans to create a pixel art video game. Their initial reaction was that they enjoyed video games and pixel art as it allows for creativity with few limitations. Charlie created a mind map and mood board to influence the game's design. The mood board showed games with deep or bright color schemes that Charlie would emulate. Charlie's schedule outlines weeks for production experiments, research, planning, and evaluation. They plan to reference several game sources in their bibliography to inform the project.
This document provides ideas for making fieldwork more interesting and engaging for students. It suggests identifying activities that stimulate the five senses of sight, sound, smell, touch, and taste. Some specific ideas include field sketching, creating sound maps or audio tours, smell maps, exploring textures, and participatory activities like planning fieldwork or using technology. The overall goal is to use multi-sensory techniques to actively involve students and make fieldwork experiences more memorable and relevant to their learning.
This document discusses finding your "hedgehog concept" by focusing on your strengths, passions, and financial needs. It advises circling 1) what you are best at, 2) what you are passionate about, and 3) what you need financially. The intersection of these three circles reveals your "hedgehog concept" or the area you should specialize in to be successful.
Design Thinking to Co-Design Solutions: Presented at ACMP 2018Enterprise Knowledge
This presentation from EK's Rebecca Wyatt and Claire Brawdy details how the Design Thinking process can be applied to facilitate sessions and engage end users in the design process. Originally presented at the ACMP Change Management 2018 Conference in Las Vegas.
Thinking and working visually for software testers - Nordic Testing DaysHuib Schoots
This document outlines an agenda for a workshop on visual thinking and working for software testers. The workshop introduces various visual thinking techniques like sketchnoting, mind maps, and modeling to help capture and structure information, develop ideas, and support the testing process. Attendees will learn about these techniques through exercises drawing everyday objects, sketchnoting videos, mind mapping themselves, and visually modeling test coverage and context. The goal is for testers to experience how visual thinking can benefit testing without needing artistic skills. References are also provided for further learning on visual techniques and their application to testing.
MAST Workshop: Design Thinking in the ClassroomJessica Artiles
Slides for our Design Thinking Presentation at the Massachusetts Association of Science Teachers, co-presented with Rachel Shuler of The Meadowbrook School of Weston.
The slides walk through a basic design thinking introduction, introduce examples of design thinking projects from our K-8 classrooms, and walk through a curriculum design exercise with teachers.
Creating Clarity and Establishing TruthAbby Covert
The sixth class of a 15 week course in Information Architecture taught at Parsons, the New School for Design. Topics include: Addressing "What now?", Creating an Elevator Pitch to further clarify audience and purpose prior to feature level discussions.
The document discusses design thinking and provides definitions, types of thinking, and processes involved. It describes design thinking as a human-centered approach to innovation that draws from design tools to integrate user needs, technology possibilities, and business requirements. The document outlines analytical vs design vs intuitive thinking and divergent vs convergent thinking. It also details the human-centered design process used by IDEO and +Acumen and the double diamond model developed by the UK Design Council.
This document provides an overview of the module "Becoming an Educationalist" at London Metropolitan University. The module is designed to help students understand what it means to be an educationalist and to develop the skills and experience needed over time through activities like lectures, workshops, seminars, peer activities, independent study, research projects and assignments. Students will read about different theories of teaching and learning, consider examples of educational practice, and complete reflective logs and essays analyzing their experience in the module and preparation for becoming an educationalist.
1) Design thinking is a method for investigating problems, acquiring information, analyzing knowledge, and generating solutions that is centered around empathy, creativity, and rationality. (2) It involves empathizing with users, defining problems from their perspective, ideating diverse solutions, prototyping ideas, and testing prototypes with users. (3) The document provides an overview of these stages and techniques like empathy mapping, composite character profiles, and powers of ten to help teams apply design thinking.
The document provides guidelines for teams to create 12-slide presentations summarizing their "Greyhound Get Down" human-centered design journey. Each slide will focus on a different step of the process including empathizing, defining, ideating, prototyping, testing, struggles, successes, insights, artifacts, and next steps. All group members must speak during the 330-second presentation adapting the traditional Ignite format.
A Primer For Design Thinking For Businesssean carney
Design thinking is a human-centered problem-solving methodology that involves 6 key stages: empathy, define the problem, ideate, prototype, test, and iterate. It is focused on understanding user needs through observation and collaboration. The goal is to generate innovative solutions to problems by going through these stages in an iterative process, with an emphasis on prototyping ideas and gathering user feedback.
These slides were prepared to introduce district leaders to the design thinking process. The design challenge we worked on during this day-long introduction was to redesign high school media centers. These slides were used to step participants through each phase of the design thinking process.
Not Another Paper: Alternative Assessments with TechnologyEdTechTeacher.org
The document discusses alternative assessments to traditional papers that use technology. It describes projects using word processors like editing historical texts or creating historical newspapers. It also discusses instant message conversations, blogs, podcasts, and collaborative audio projects using Voicethread. Throughout, it emphasizes selecting learning goals first and then designing assessments and activities to help students master those goals.
Engage and Inspire Through Collaborative Problem SolvingJaimi Kercher
Presentation for the Professional Women's Association (PWA) Conference at UCSB.
As a manager, our tendency is to believe we must “have it all figured out” in order to provide clear direction to our teams. But, what happens if we engage our staff in ideation and planning for our projects? This approach creates a broader range of possibilities, lifts the sole burden of decision making from the manager, and inspires ownership and sense of purpose to provide more job satisfaction among our staff. This hands on workshop will demonstrate the power of leveraging the unique talents of your team and some practical methods for bringing them together to create more robust, innovative, and diverse solutions.
University quilmes, design process, nov 13 finalCathleen Galas
This document provides an overview of a crash course in design thinking presented by Cathleen Galas at Universidad Nacional de Quilmes in Buenos Aires, Argentina. The course introduces design thinking principles including defining problems from an empathetic user perspective, ideating creative solutions, building prototypes, and testing ideas iteratively. It outlines the design process and includes examples of student teams applying the process to redesign the gift giving experience for a partner. The goal is to help participants learn human-centered innovation techniques that focus on the user and collaborative prototyping.
This document outlines the plans for three days of a creative play workshop. On day one, the class discusses collage making and participates in a collage competition. Day two focuses on different types of painting activities and how environments may differ based on the activity. Students also discuss skills children learn through play. On day three, the class makes sock puppets and puppet shows to perform, comparing skills learned through imaginative play versus construction play. Objectives include identifying creative activities and considering planning and development.
1. The document discusses how to use the SOLO taxonomy to design effective learning experiences and assessments.
2. The SOLO taxonomy focuses on assessing levels of understanding rather than content, and can be used formatively to provide useful feedback and identify clear next steps for students.
3. Using the SOLO taxonomy, teachers can thoughtfully design learning intentions, success criteria, differentiated lessons, and feedback that helps students make meaningful progress in their learning.
This document outlines a creative problem solving workshop. It discusses defining creative problem solving, common mental blocks to creativity, ways to be more creative, and the creative problem solving process. The process involves stating the problem, gathering facts, restating the problem, identifying alternative solutions, evaluating alternatives, implementing a decision, and evaluating results. Specific creative problem solving tools covered include brainstorming, mind mapping, and multivoting. The overall purpose is to develop awareness and skills for creatively solving problems.
This document outlines the process and activities for a STEM camp focused on design thinking. The camp uses design thinking to help students address challenges through defining problems, ideating solutions, and prototyping ideas. Key aspects include having students assume a beginner's mindset, state a challenge question, define the problem through research, brainstorm many solutions, create prototypes, and present their ideas. Students document their process and ideas on a wiki for sharing.
Design leader's cookbook -Building high-performing and happy creative teamsJuho Paasonen
My materials from the UX Bucharest 2017 workshop. Thanks for joining! :)
I'd like to also invite anyone else leading a design team (or aspiring to lead one) to take a look! If nothing else, you should be able to enjoy the dozens of memes. ;)
The document provides resources for integrating design thinking and STEAM into K-12 education. It lists ways to connect with the K12 Lab Network like signing up for their mailing list or following them on social media. It also shares information on projects and initiatives like School Retool and SparkTruck. The document then lists toolkits, curricular resources, and places to find materials for hands-on projects. Finally, it recommends books, documents, and TED talks for learning more about design thinking in education.
Building Accessibility into your Design SystemsResolute
Accessibility is transforming from a mere buzzword to a crucial design principle, essential for creating inclusive experiences that cater to all users, including those with disabilities. Overlooking accessibility can alienate potential users, highlighting the importance of incorporating it to ensure equality and a seamless user experience. At the heart of ensuring consistent, quality experiences lies the concept of a design system, defined by Diana as "the single source of truth" for all teams involved in product development.
Integrating accessibility within design systems from the outset is not only more efficient and cost-effective but also fosters a cohesive and inclusive digital environment across design, development, and product management, ensuring that products serve everyone's needs right from the beginning.
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1. HCD WEEK 2Re-cap of Week 1 and summary of Week 2 Readings (10 minutes)
Choose a DESIGN CHALLENGE (15 minutes)
Discuss the challenge and refine it. (10 minutes)
Plan your Research (15 minutes)
Build a Question Guide (15 minutes)
Conduct your Research (to be determined)
Prepare for Week 3 (5 minutes)
Prepared by: TEAM DEUS EX(Philippines)
4. DISCOVERFoundation of ideas
Inspiration
Deeper
understanding of
one’s needs
Select a design
challenge and refine
it.
Review the +/-.
Refine the challenge.
Choose your challenge
1
Plan your Research
Methods
Plan how you will
learn.
Individuals. Experts.
Context. Analogous
Settings.
2
Identify topics.
Create question guide.
Build conversation
strategy.
Confirm plans.
Assign Roles.
Build your question
guide
3 Capture your Learnings
Document thoughts.
Share realizations.
Discuss your notes.
Visualize. Write.
4
5. Choose Your
Design Challenge
COLLECT YOUR THOUGHTS
What is our design challenge?
REVIEW CONSTRAINTS AND BARRIERS
What will prevent us from tackling the design challenge? What are workarounds?
REVIEW WHAT YOU ALREADY KNOW
Build on what you know and discover what you don’t know yet.
REFINE THE DESIGN CHALLENGE
Finalize the details of the design challenge.
1
6. Plan your research
methods2LEARN FROM PEOPLE LEARN FROM EXPERTS IMMERSE YOURSELF IN
CONTEXT
SEEK INSPIRATION IN
ANALOGOUS SETTINGS
• Who are we going to
meet?
• Choose extremes.
• Where to meet them?
• What to do?
• What do they need to
show?
• How long’s the
activity?
• Invite them.
• Create trusted
atmosphere.
• Photograph.
• Take notes.
• Choose participants
based on objectives.
• Are you looking for
radical opinion?
• Carefully plan how to
execute the
conversation.
• Online conversation is
okay.
• Observe the world
around you.
• Plan your observations.
• Capture the emotions
you feel during the
immersion.
• What are your
challenges?
• Take notes!
• Capture your
observations thru
picture.
• Explore different
context.
• Find a new perspective.
• How will you reinvent
your design challenge?
• Absorb the experience.
• Capture each
observation.
• Coordinate with the
establishment’s
personnel/manager
prior activity.
7. Build your question
guide3WHAT IS THE TOPIC?
WHAT ARE THE OBJECTIVES?
ORGANIZE YOUR QUESTIONS
1. Demographics
2. Begin with comfortable
questions.
3. Go deeper with the
questions.
4. Focus on OPEN ENDED
QUESTIONS.
5. Let people tell the whole
story.
CREATE A QUESTION GUIDE.
1
2
3
BUILD CONVERSATION STARTERS
1. Be visual.
2. Create a sketch.
3. Express yourself and the concept you will talk
about thru images or drawings.
4
CONFIRM ACTIVITY PLANS AND DETAILS
1. When? What time?
2. Where to conduct the research?
3. Transportation?
4. When is our Week 2 session?
5. Who will lead the conversation?
6. Who shall take notes?
7. Who shall photograph?
5
8. Capture your
Learnings4 FIND SPACE AND TIME
Post-mortem.
Where? Coffee Shop?
1
SHARING
1. Who did you meet?
2. What was the most
interesting story you heard?
3. Memorable quotes?
4. What motivates the subject?
5. What frustrates him?
6. What was her interaction
with the environment?
7. What else to explore?
2
DOCUMENT THOUGHTS
1. Illustrate your thoughts.
2. Write on a post-it or
notebook.
3