Design Thinking Experience

Running head: DESIGN THINKING EXPERIENCE
Design Thinking Experience
Name of the Student
Name of the University
Author note

2DESIGN THINKING EXPERIENCE
Table of content
Introduction:...............................................................................................................................3
Experience throughout the process............................................................................................3
Things that we can change in future..........................................................................................6
Conclusion:................................................................................................................................7
References:.................................................................................................................................8

3DESIGN THINKING EXPERIENCE
Introduction:
In my final job I had the incredible chance to spend some time with a group of my
colleagues in designing a thought based activity. It was a workshop for Design Thinking for
solving the time management problem of university students that was my best experience of
professional development. We have been deeply involved in the design process and had
incredible chances of working together, exploring, brainstorming and learning. Around 90%
of university students are procrastinate and 25% of these are chronic decoyers, many of
whom end up leaving college (Kirillov et al., 2015). The aim of this Design Thinking activity
is to solve the problem of university students ' time management problem. I really enjoyed
the active approach of the workshop because learning made the whole experience very
enjoyable. One week later, I still tackle some of these concepts and think about how I can
integrate elements of design thought into my curriculum, classroom and educational approach
in a profound and meaningful way.
Experience throughout the process
Our team did a great job of creating unique collaboration and cooperation of people to
tackle projects with a fresh approach, bringing many different voices at the table, and it was
useful to have a group of educators that spanned a wide variety of roles. Early activities
encouraged us to “fail forward” and to feel safe making mistakes (Mintrom & Luetjens,
2016). We celebrated our mistakes and normalized failure as a natural part of the learning
process. We completed a rapid design challenge, helping our partners redesign their morning
routines by going through each of the steps of the design thinking process.
Initially we created the core plan of observational design thinking framework.
Visualisation is a core component of the way to deal with very complex problems, where
enacting a different kind of problem solving that has to bring in more than just logic. I