Thinking Tracks for Integrated Systems Design

The paper investigates systems thinking and systems engineering. After a short literature review, the paper presents, as a means for systems thinking, twelve thinking tracks. The tracks can be used as creativity starter, checklist, and as means to investigate effects of design decisions taken early in the process. Tracks include thinking about time, risk and safety, and different types of life-cycles. The thinking tracks are based on literature, teaching experience and practice as a system designer. By using the tracks a more complete picture of the system under design, the issue to be solved, the context, stakeholders and the rest of the world is created

Giving voice to equitable collaboration in participatory design

An AHRC funded research project titled Experimenting with the Co-experience Environment (June 2005 – June 2006) culminated in a physical environment designed in resonance with a small group of participants. The participants emerged from different disciplines coming together as a group to share their expertise and contribute their knowledge to design. They engaged in storytelling, individual and co-thinking, creating and co-creating, sharing ideas that did not require justification, proposed designs even though most were not designers …and played. The research questioned how a physical environment designed specifically for co-experiencing might contribute to new knowledge in design? Through play and by working in action together the participants demonstrated the potential of a physical co-experience environment to function as a scaffold for inter-disciplinary design thinking,saying, doing and making (Ivey & Sanders 2006). Ultimately the research questioned how this outcome might influence our approach to engaging participants in design research and experimentation

ANALYSIS AND DESIGN OF USER INTERFACE/USER EXPERIENCE WITH THE DESIGN THINKING METHOD IN THE ACADEMIC INFORMATION SYSTEM OF JENDERAL SOEDIRMAN UNIVERSITY

User Interface/User Experience (UI/UX)  design is very important because with a good design that meets user needs, it can make users feel comfortable when using a product. One example is the Academic Information System (SIA), if the design of the SIA is not user friendly, it will have an impact on both the user and the system. Such as input errors, missing information, difficulties in using it. The purpose of conducting UI / UX analysis and design at SIA Universitas Jenderal Soedirman is to solve the problems experienced by users today. Users involved in this research are students. Design is made using the Design Thinking method and for the testing using Usability Testing

Exploring Design Thinking Practices in Evaluation

Background: Design thinking is the process by which the core principles of design are used to problem solve and identify innovative solutions that enahance user experience.   Purpose: The purpose of this article is to introduce the concept of design thinking and explore the basic principles of design thinking within the context of the evaluation. Setting: The design thinking process has been used in various fields to enhance innovation and consumer experience. This article explores how the concepts of design thinking can enhance evaluation practice. Intervention: This article did not require an intervention Research Design: Not applicable  Data Collection and Analysis: Not applicable Findings: We present ideas for adopting design thinking principles into everyday evaluation practice

An exploration of design thinking across educational domains

To teach design effectively foundational design thinking needs to be understood. Treating the design process as a mysterious mental talent provides little scope for teaching the subject. This study explores the origin of designs and how experience impacts the sophistication of design ideas across educational domains. Secondary and tertiary students were given a common architectural brief and students’ outcomes were compared and contrasted to seek commonalities or differences in their approaches to solving design problems. Additionally, interviews were conducted with participants and a panel of design experts to further explore the students’ design practices. The results provide insight into design cognition from multiple viewpoints. We argue that designs come from various forms of copying; metaphors, analogies and icons are used as preconceptions by which a design problem is understood. Moreover, experience had a direct link to expertise which is evident across educational domains

Empathetic Design Thinking to Fuel your Learning Experience Design

Based on the workshop, “Empathetic Design Thinking to Fuel your Learning Experience Design” presented at the OLCwELD Spring 2017 Conference, this emerging trends article looks to define design thinking and share a model that educators, instructional/learning designers, and other stakeholders can reproduce and adapt in their respective organizations and institutions

Design Thinking + User Experience = Better-Designed Libraries

This article provides an overview of design thinking as a component of, and contributor to, great library user experiences. When design thinking is used to shape the environment in which users connect with library spaces and personnel, the result is a better library experience—by design

Participatory healthcare service design and innovation

This paper describes the use of Experience Based Design (EBD), a participatory methodology for healthcare service design, to improve the outpatient service for older people at Sheffield Teaching Hospitals. The challenges in moving from stories to designing improvements, co-designing for wicked problems, and the effects of participants' limited scopes of action are discussed. It concludes by proposing that such problems are common to participatory service design in large institutions and recommends that future versions of EBD incorporate more tools to promote divergent thinking

Why bad ideas are a good idea

What would happen if we wrote an Abstract that was the exact opposite of what the paper described? This is a bad idea, but it makes us think more carefully than usual about properties of Abstracts. This paper describes BadIdeas, a collection of techniques that uses ???bad??? or ???silly??? ideas to inspire creativity, explore design domains and teach critical thinking in interaction design. We describe the approach, some evidence, how it is performed in practice and experience in its use.published or submitted for publicationis peer reviewe

Teaching the YouTube generation: exploring the benefits of an interactive teaching approach in sustainable product design

This paper presents findings from a doctoral study, which investigated effective methods for teaching social sustainability within product design courses in British and Irish universities. Specifically exploring, how to foster a holistic understanding of the social aspects of sustainable product design amongst undergraduate and postgraduate students, through design thinking. Perceived relevance is considered as a fundamental aspect in enabling students to engage deeply with sustainability [1]. Authors [2;3;4] note that 'Net Generation' learners have specific learning preferences that can be targeted in order to improve the students learning experience. Through the careful design of materials which build upon the students tendency towards visual learning and seeking increase relevance and motivation, by offering opportunities for collaborative learning and learning through discovery. Three 'Rethinking Design' workshops were designed and developed as part of a doctoral study to introduce students to the wider social aspects of sustainability and these were conducted in five universities in Britain and Ireland. The workshops featured visually rich audio visual introductions followed by collaborative group based mind mapping activities, which were successful in fostering deep learning by facilitating learning through discovery, critical reflection, peer learning and creativity leading to an exploration of design thinking solutions