Design Thinking Research: Interrogating the Doing (Understanding Innovation)

✍ Scribed by Christoph Meinel (editor), Larry Leifer (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 421
• Category: Library

✦ Synopsis

Extensive research conducted by the Hasso Plattner Design Thinking Research Program at Stanford University in Palo Alto, California, USA, and the Hasso Plattner Institute in Potsdam, Germany, has yielded valuable insights on why and how design thinking works. The participating researchers have identified metrics, developed models, and conducted studies, which are featured in this book, and in the previous volumes of this series.

This volume provides readers with tools to bridge the gap between research and practice in design thinking with varied real world examples. Several different approaches to design thinking are presented in this volume. Acquired frameworks are leveraged to understand design thinking team dynamics. The contributing authors lead the reader through new approaches and application fields and show that design thinking can tap the potential of digital technologies in a human-centered way. In a final section, new ideas in neurodesign at Stanford University and at Hasso Plattner Institute in Potsdam are elaborated upon thereby challenging the reader to consider newly developed methodologies and provide discussion of how these insights can be applied to various sectors.

Special emphasis is placed on understanding the mechanisms underlying design thinking at the individual and team levels. Design thinking can be learned. It has a methodology that can be observed across multiple settings and accordingly, the reader can adopt new frameworks to modify and update existing practice. The research outcomes compiled in this book are intended to inform and provide inspiration for all those seeking to drive innovation – be they experienced design thinkers or newcomers.

✦ Table of Contents

Foreword
Contents
Introduction
1 UN-Learning, UN-Biasing, UN-Assuming, UN-Covering, UN-Thinking
1.1 UN-Learning
1.2 UN-Biasing
1.3 UN-Assuming
1.4 UN-Covering
1.5 UN-Thinking
2 Road Map Through This Book
Theoretical Foundations of Design Thinking. Part III: Robert H. McKim's Visual Thinking Theories
1 Robert H. McKim as an Artist of Integration and Practical Experimentation
2 Experiences in Visual Thinking: Training Basic Skills for Creativity
3 A Theory of Creativity
3.1 Personal Challenge as a Creativity Requirement
3.2 Productive Information Processing as a Creativity Requirement
3.3 Flexibility as a Creativity Requirement
4 Creativity as Embodied Cognition
4.1 A Theory of Relaxed Attention
4.2 A Theory of Attention
4.3 A Theory of Memory
4.4 A Theory of Representation Systems
5 The Concept of Ambidextrous Thinking
6 The ETC Model for Creative Work: Express, Test, Cycle
6.1 Express
6.2 Test and Cycle
7 The Importance of Places: Or—Embedded Cognition
7.1 Environments to Facilitate Externalized Thinking
7.2 Prototyping Materials and Space-Design
7.3 Facilitating Flexibility with Spatial Designs
References
Part I Effective Design Thinking Training and Practice
Designing as Performance: Bridging the Gap Between Research and Practice in Design Thinking Education
1 Introduction
1.1 The Research-Practice Gap
2 Theoretical Foundations
2.1 The Three Learning Outcomes: Affective, Cognitive and Skill-Based
3 Extended and Distributed Cognitive Models: Beyond Cartesian Thinking
3.1 Training in Performative Disciplines
4 Designing-as-Performance
4.1 Performative Patterns
4.1.1 MEDGI
4.1.2 Dimensions of Engagement
4.1.3 Analytic Questions/Answers and Generative Questions/Answers
4.1.4 Media Models
5 Iterative Development and Evaluation
5.1 Preliminary Evaluation
5.1.1 Faculty and Staff European University Workshop
5.1.2 Professional Workshop: Train the Trainer
5.1.3 Legal Design Workshop: Redesigning Contracts
5.2 Evaluation of Designing-as-Performance and Performative Patterns
5.2.1 Master Class 2019: Advanced Coaching Strategies for Teams (1-Day Workshop)
5.2.2 Evaluation
5.2.3 Digital Health Design Lab, Summer Semester (15 Weekly Sessions)
5.2.4 Evaluation
6 Discussion
7 Conclusion
References
Developing a Tool to Measure the Transfer of Design Practice from Training Contexts to Applied Contexts
1 Introduction
1.1 Reflective Design Practice
1.2 Environmental Variables
2 Study 1: Using Reflective Design Practice to Categorize and Measure Aspects of Student Learning
2.1 Background
2.2 Participants
2.3 Methods
2.4 Initial Results
3 Study 2 (Pilot): Using Reflective Design Practice to Capture Applied Design Practice
3.1 Background
3.2 Participants
3.3 Methods
3.4 Future Analysis
4 Study 3: Capturing Environmental Variables in Applied Contexts
4.1 Background
4.2 Participants
4.3 Methods
4.4 Future Analysis
5 Study 4 (Pilot): Using Reflective Design Practice to Measure Initial Transfer
5.1 Background
5.2 Participants
5.3 Methods
5.4 Future Analysis
6 Conclusion
References
Using `Space' in Design Thinking: Concepts, Tools and Insights for Design Thinking Practitioners from Research
1 Introduction
2 Theoretical Background
2.1 The Understanding of Space
2.2 Design Thinking Coaching
3 Preparing the Workshop Space
3.1 Elements and Zones of a Design Thinking Space (Functional Jobs of the Space)
3.1.1 Team Space
3.1.2 Share Space
3.1.3 Prototyping Space
3.1.4 Social Space
3.1.5 Four Spaces vs. All In One
3.2 Creating the Right Atmosphere in a Design Thinking Space (Emotional and Social Jobs of the Space)
3.2.1 Creating Ownership
3.2.2 Inspiration from Within and Without
4 Using the Workshop Space from a Coach's Perspective
4.1 Creating Spatial Awareness
4.2 Reflection
5 Using and Transforming the Workshop Space from a Participant's Perspective
5.1 The Use of Space: Evidence from Reflections
5.1.1 Space Use and Awareness
5.1.2 Triggers for Space Chance
5.1.3 Inhibitors of Space Change
5.2 Learnings and Tools Based on Students' Reflection
5.2.1 Lessons Learned from Students
5.2.2 60 s for Space (Check-In and Check-Out)
5.2.3 Space Configurator
6 Discussion
References
Video Capture Interface Prototype for Design Knowledge Capture and Pedagogical Implications
1 Background
1.1 Project Context
1.2 Course Context
2 Users and Stakeholders
2.1 Current Students
2.2 Future Students
2.3 Course Assistants
2.4 Coaches
2.5 Teaching Faculty
3 Benchmarking
3.1 Tang and Leifer
3.2 Yang and Cutkosky
3.3 WorkSpace Navigator
3.4 ActiveNavigator
4 Design Vision
4.1 Critical Experience Prototype
5 Testing
5.1 Video Capture
5.2 Video Coding and Analysis
6 Findings and Future Directions: Design Methodology Learning Goals
6.1 Benchmarking
6.2 Reflection
6.3 Contextualization
A.1 Appendix
References
Razors for Arctic VIP Travelers: Using Warm-Up Games in MOOCs
1 Introduction
2 Context of Discussion Forum Warm-Ups Games
2.1 Onboarding
2.2 Discussion Forums
2.3 Warm-Up Games in Design Thinking and Improvisational Theatre
2.4 Warm-Ups and Improvisational Techniques in Physical Classrooms
3 Warm-Up Games in Three Design Thinking MOOCs
4 Results
5 Conclusion and Recommendations
References
Part II Understanding Design Thinking Team Dynamics
Design Team Performance: Context, Measurement, and the Prospective Impact of Social Virtual Reality
1 Introduction
1.1 Performance: Design Team Behavior
1.2 Context: Role of Environment
1.3 Measurement: Scientific Challenge
1.4 Promise: Social Virtual Reality
2 Guiding Question
3 Study Design and Experimental Setup
3.1 Experiment: Preparation
3.2 Experiment: Physical Setup
3.3 Experiment: Virtual Setup
3.4 Experiment: Participant Recruitment
3.5 Experiment: Procedure
4 Experiment: Data Collection
4.1 Video Data of Participant Interactions
4.2 Screen Capture of the First-Person View in VR
4.3 Body Tracking Data
4.4 Questionnaire Data
4.5 Verbal Debrief Video
5 Experiment: Preliminary Data Analysis
6 Discussion and Summary of Analysis
7 Synthesis
7.1 Prototype #1
7.2 Provisional Resolution of the Clumsiness of Prototype #2
8 Conclusion
References
The Neuroscience of Team Cooperation Versus Team Collaboration
1 Cooperation Versus Collaboration
2 Understanding Cooperation/Collaboration: Measurable Constructs
2.1 Neuroscientific Construct: Hyperscanning
2.2 Distinction Between Cooperation and Collaboration in Neuroscience
2.3 Functional Near-Infrared Spectroscopy (fNIRS) for Assessing IBS
3 Methodology
4 Planned Analysis and Conclusion
References
Organizational Learning Through a Process of Framing Orientations in Group Discourses
1 Organizational Learning on Group Discourses
2 Framing Orientations in Group Discourses
3 Data Collection
4 Three Ways of Framing Orientations Exemplified
5 Conclusion
References
Did It Have to End This Way? Understanding the Consistency of Team Fracture
1 Introduction
2 Related Work
2.1 Interaction Patterns, Viability, and Fracture in Online Teams
3 Method
3.1 Tasks
3.2 Measures
3.3 Participants
4 Results
4.1 Manipulation Check
4.2 How Consistent Is Fracture?
4.3 Do Individuals Contribute to Fracture?
4.4 Is Fracture Evident from Discussion?
4.5 Behavior Under Fracture
5 Discussion
5.1 Limitations
5.2 Implications for Design
6 Conclusion
References
Part III Design Thinking in Practice: New Approaches and Application Fields
Design Thinking at Scale: A Multi Team Design Thinking Approach
1 Introduction
2 Related Work
2.1 Integrated Design Thinking and Software Development Approaches
2.2 Scaled Agile Approaches
3 DT@Scale: Design Thinking at Scale Concept
3.1 Scaled Design Thinking Phase
3.2 Prototype Development Phase
3.3 Product Development Phase
3.4 Conclusion
4 Case Study: Improving the Software Development Experience
4.1 General Setup and Concept Adaptations
4.2 Scaled Design Thinking Seminar
4.3 Follow-Up Projects
4.3.1 Seminar Project: Immediate Feedback
4.3.2 Student Project: Data Generator
4.3.3 Student Project: What Information Does a Developer Need?
4.3.4 Bachelor Project: Data and Performance Aware Development
5 Discussion
5.1 Benefits and Challenges
6 Summary and Outlook
References
Design Guidelines for Early Childhood Computer Science Education Tools
1 Introduction
2 Method
2.1 Participants
2.2 Interview Procedure
2.3 Observation Procedure
2.4 Data and Analysis
3 Findings
3.1 Accessible
3.2 Approachable
3.3 Engaging
4 Discussion
4.1 Use Widely Accessible Hardware
4.2 Limit Literacy
4.3 Leverage Interdisciplinary Topics
4.4 Make It Personal
4.5 Support Collaboration
4.6 Jump Right In
4.7 Provide Explicit Scaffolding
4.8 Let Kids Be Creative or Physical (or Both)
5 Conclusion
References
Towards a Theory of Factors that Influence Text Comprehension of Code Documents
1 Motivation: Code Documents for Participatory Design
1.1 The Challenges of Code as a Communication Artifact
1.2 Overview of the Theory and a First Example
1.3 Running Example
2 Factors Resulting from the Features of Source Code
2.1 Discoverability of Grammar
2.2 Familiarity of Semantics
2.3 Decomposed Versus Linearized
2.4 Representation of Domain Knowledge
3 Factors Related to Visual Appearance
3.1 Document Layout
3.2 Formatting and Styling
4 Factors Independent Off the Document
4.1 Reader
4.2 Domain
5 Conclusion
References
Presenting and Exploring Challenges in Human-Robot Interaction Design Through Bodystorming
1 Introduction
2 Background
3 Case Study: Needfinding for HRI Design
4 Designing Methods for Sharing HRI Needfinding Results
5 Bodystorming for Sharing Needfinding Results
6 Conclusion
References
Part IV Outlook: Emerging of Neurodesign
NeuroDesign: From Neuroscience Research to Design Thinking Practice
1 Introduction
2 Neuroscience Experiments to Research Design Thinking
3 Disciplinary Gaps Between Neuroscience and Design
3.1 Question Gap
3.2 Culture Gap
3.3 Reasoning and Thinking Gap
3.4 Approach Gap
3.5 Practical Gaps
4 Practice of Learning to Bridge the Gap of Neuroscience and Design
4.1 Learning by Practicing
4.2 Learning from Research
5 A Framework to Address the Gaps
5.1 Bridging the Question Gap
5.2 Bridging the Culture Gap
5.3 Bridging the Reasoning and Thinking Gap
5.4 Bridging the Approach Gap
5.5 Bridging the Practical Gap
6 Conclusion
References
Neurodesign Live
1 Neurodesign Education
1.1 Introduction to Neurodesign
1.2 Social Neuroscience and Teamwork
1.3 Interbrain-Synchrony During Collaboration
1.4 Sonification of Brain Data for Seizure Detection
1.5 Shared Responsibility in Collective Decisions
1.6 Psychology of Design: Evolution of the Intersection of Two Inseparable Fields
1.7 Attentional Mechanisms in the Creative Thinking Process: Insights from Psychophysiology
1.8 We Feel Therefore We Are? About Emotions and Cooperation
1.9 Creativity and Cognitive Control
1.10 Normative Aspects in Creativity, Collaboration and Culture Development
1.11 The Use of Artificial Intelligence to Facilitate Human Creativity: Entrepreneurial and Artistic Approaches
1.12 Examining Social Influences on Brain and Behaviour Across Development
1.13 Seminar Topics
2 Neurodesign Projects
2.1 Neurodesign Tests
2.2 Measuring Creativity with an Online Game
2.3 Neurodesign Cards
2.4 Sonification of Brain Data
2.5 Brainwave Sonification Toolbox
2.6 Real-Time EEG Sonification with the BITalino Platform
2.7 From EEG Data to 3D Sound Spatialization
2.8 Brainwave Sonic Instrument for Sound, Multi-channel Sound Installation and Live Performance
2.9 Measuring Creative Flow in Real-Time Using Consumer-Grade EEG and a Neural Network
2.10 Deep Learning on EEG Data of Team Collaboration
2.11 The Impact of Remote vs. Face-to-Face Collaboration on Team Performance
2.12 Healthcare as a Domain of Neurodesign
2.13 Neurogaze: Exploring the Potential of Eye Tracking in Digital Engineering
3 Neurodesign Missions
3.1 Understanding Innovation Beyond Fragmentation
3.2 Professional Bridges Between Theory and Practice
3.3 Inspiration from Nature for Digital Engineering
3.4 More Digital Engineering in Neuroscience
3.5 An “Embodied Cognition Perspective”
3.6 Novel Career Models for Neuroscientists
3.7 Merging Science, Engineering, Philosophy and Art
4 Outlook
References