This document discusses the design thinking experience of a student in a collaborative process for a creative designing activity. It explores the journey map phase and other associated processes in the group-work. The student reflects on the experience and discusses the scope of improvement for future projects.
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Running head: DESIGN THINKING EXPERIENCE Design Thinking Experience Name of the Student Name of the University Author note
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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 this design thinking project I had the golden opportunity to be involved in a collaborative process of my colleagues for a creative designing activity. The purpose of this workshop for Design Thinking was to solve the problem most of the graduate students are facing regarding their professional career choice. It has been found that approximately 80% of undergraduate students experience confutation regarding their career choice where 25% of them develops anxiety or depressive behaviour and another 40% students select a wrong career path for themselves (Chason et al., 2013).The aim of our team where we were 3 members was to design a problem solving tool that can identify the personality and intellectual traits of the students while presentingthe most suitable careers in front of them where they could have their best experience in development process of their professional career.We were deeply involvedin the design thinking workshop and had incredible chances of working together while exploring new opportunities of implementing design thinking tools.We all team members really enjoyed the creative approach of this design thinking workshop because the learning we have gained from thisprocess has made the whole experience of mine very enjoyable. In this reflective paper I am going to present my experience throughout the design thinking workshop while focusing on a major phases considering the beneficial and time wasting activities. Experience in Journey Map phase and other associated processes in our Group-work Our team has done a great job of building collaborative working processes involving perfect people in perfect role inthis workshop.The values of this project stand with the perception of bringing many different voices to the table, and a group of teachers with a wide variety of roles was useful. At the very beginning of this workshop we have failed reputedly in many sub-activities. However, we always made encouraged one another to try again and
4DESIGN THINKING EXPERIENCE not to lose hope of achieving target. In this section the overall experience will be goingto presented while taking the most difficult and essential phase as prime focus. In design thinking process the journey map is the procedure where an individual needs to perceive the problem as a journey of experiencing all the associated consequences as well (Kavousi, Miller & Alexander, 2019). Hence, perceiving is the key to pointing out the potential problems and way outs to resolve the problems. As a natural part of the learning process, we celebrated our errors and normalizing failure. A quick challenge has been completed by our partners to help them redesign their morning routines by taking each step of the design process of thinking. At the very beginning of this workshop we developed the core plan for the framework of observational design, where visualization is a key element in the way that very complex issues are dealt with. It needs the skills of different types of problem solving are introduced that have to do more than logic.I have developed an initial phase of my partner's design thinking work to help her celebrate small wins and get her pumped up in the morning. An alarm clock was arranged by one of my team members to help us begin the day with proper planning and coordination. We not only had the opportunity of learning with the whole design thinking process, We also got a better understanding of the value of the JournyMapping tool as a key problem in identified the tool for thinking about designs. A journey map represents a diagram or several diagrams depicting steps in which the students interacts with their experiences and difficulties while learning new academic milestones and perceiving a large variety of choices to make their professional career (Atli, 2017). I did not only have the chance to learn by engaging with the entire design process, but also I became more conscious of the journey mapping tool as a core problem to find a tool for design thinking. It is a service design approach that identifies the key functional alignment elements with diverse aspects of
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5DESIGN THINKING EXPERIENCE perceiving a problem. During the execution of the journey mapping we have also experienced major conflict. Each individual of our team perceived the career associated confusions from different angle. In this phase, activity of journey mapping was proved as a very efficient way to get information from and into logical concepts. This process was a creative and logical way to write and note the key ideas are literally "mapped" (Butler & Roberto, 2018). It has been discovered that a large number of undergraduate learners are confused about their career decision, where another large section of them are developing anxieties or depression and significant sections are choosing their own incorrect route. Throughout the journey map the goal was to perceive the journey of an individual graduate student who are currently facing problem regarding their career choice while. The journey map was one of the first major steps to solve the problem which can also open up the opportunity to identify the personality and intellectual characteristics of the students while presenting their most appropriate careers in front of them. Allofourteammembershavealsofoundthatbrainstormingevenmoreco- operational process than journey map.However, the journey map enabled us to take the the initialproblemidentificationprocesswheretheteammembersparticipatedunderthe supervision and guidance of each other. The journey map was even the pillar of presenting thoughts in the stage of brainstorming, which is a way to generate ideas for solving a group design problem led by a facilitator (Kavousi, Miller & Alexander, 2019). From the entire experience of this project, a major conclusion that I have come across is that journey map is a visualization of the process a individual is going through to achieve a objective. Journey mapping begins in its most basic form by compiling a series of usage actions. The next step is to create a narrative, flavored by user thoughts and emotions. This story is condensed and polished, which leads ultimately to a visualisation.
6DESIGN THINKING EXPERIENCE Following the brainstorm, we continued to develop the key solution idea, which was a portable application to help learners manage time. Conceptual design allows fresh, innovative and creative thoughts and tries to balance all the different variables which influence the objectiveoutcome(Mahmoud-Jouini,Midler&Silberzahn,2016).Afterconcept development, we have developed several field-based experimental plans for examining the outcome of the chosen plan by engaging with the assumption testing process. This process was based on identifying the assumptions that underlie the effectiveness of a new problem solving plan and on evaluating the likelihood of the assumptions. We decided to start prototyping after having a list of possible results. When the rapid process of prototyping took place, the time constraints exacerbated it. They helped me to develop several new concepts and ideas while allowing me to how the "user" of this system can be involved in this building process. As we were reminded by the leaders of our workshop, the aim is to "reveal a sense" and not create an individual product (Valentim, Silva & Conte, 2017). The purpose and procedure of the design thinking process significantly helped us to change our individual view on the usefulness of this processes in different problem solving situations. After creating the primary prototype, our workshop has engaged a few potential customers who can share ideas about the product and its usefulness. Customer CoCreation incorporates techniques that enable managers to engage the client while developing new ideas of mutual interest (Davis, Abererty & Dowling 2016) in the process of generation and development. After this step, we entered the final and final phase of design which was the beginning of learning. Contrary to a complete new product deployment, a learning start is a quick and inexpensive learning experiment to collect data from the market. For the whole workshop, we have divided into different goals in order to meet our design challenge: help university students with choosing proper career path.We began the task with the stage of empathy and went to a collage campus to interview people as both students and individuals
7DESIGN THINKING EXPERIENCE about their perceptions and experience regarding their decision making process. In the interviews, we decided to define our task in terms of feedback. Scope of improvement in future We have created errors in our design thinking project when we select and use the suitable instruments systematically.We concentrate on thenext design job, which underlines the significance of mistakes as an essential part of the programming process. Instead of concentrating on an idea, we broadened our view to think of a large variety of concepts and emotions based on (perceived) requirements of the user. One of the greatest surprises was the broad implementation of design thought in education. After the workshop I realized that I could further enhance my application of the instruments of design thinking by changing my viewpoint from the workshop. In our later design job, we haveto integrate several intuitive methods that are codified and coupled into a strong tool like storytelling from our daily life. The procedure enables me to finish a critical stage without taking any measures in the entire design process. Beside, involving more creative design thinking tools in problem solving and creative designing workshop could be more helpful in future. From the experience that I have gained from the journey map phase, allowed me to understand that even in prototyping and Consumer Co-creation processwe could use the journey map to understand the perspective of the consumers perfectly. In future, at the beginning of the project we will decrease the fast design difficulties through the collaborative effect of individual team members.We could also help todesign the application as a more user-friendly tool to select optimum career for a graduate student. The workshop and the upcoming faculty meeting still inspire me. We can use even more capability of design thinking tools by participating in the design process with more structured ideas and shifting the time allocation. Because of the powerful and relevant design method, storyboarding could
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8DESIGN THINKING EXPERIENCE also be used as a sticky concept in the next stage. In this process, my team and I will consider how I can behave as a cooperative team member separately. Conclusion: I appreciate the enthusiasm of my team members and I want to know how valuable it is to solve problems and experiment with solutions for my team members. All of our team members wouldlike to utilise the design thinking process by eliminating the complexity of activities, testing while being aware of major situation in next project of design thinking. I have learned that along with creative thinking and problem solving ability to collaboratively work is a major skill to execute a design thinking project successfully. I believe that by generating radical ideas for projects while expanding the perspective, I could increase the creativity and experimentation. At the same time, I am also really looking forward to a next project. I must admit I am still working on project details. The objective was to develop a tool to solve the career oriented problems and to identify the students ' personalities and intellectual traits while presenting them with the best professional development experiences. In my opinion, this workshop is a first platform for designing new concept, eliminating error, reducing failure while enhancing the rational problem solving and creativity. Those concepts are not only valid for the team members of this project, but also valuable for making positive social change. These components can be also helpful for my daily life. Working with a fascinating teacher who brought their passion was such a privilege. Being able to work in a collaborative process I was surprised by realising how the collaborative components of team members can increase the integration of the problem solving process. I am always grateful to be able to work andto work with unbelievable people in such a safe environment.
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10DESIGN THINKING EXPERIENCE Bibliography: Atli, A. (2017). Five-Factor Personality Traits as Predictor of Career Maturity.Eurasian journal of educational research,68, 151-165. Brenner, W., & Uebernickel, F. (2016). Design thinking for innovation.Research and Practice. Butler, A. G., & Roberto, M. A. (2018). When Cognition Interferes with Innovation: Overcoming Cognitive Obstacles to Design Thinking: Design thinking can fail when cognitive obstacles interfere; appropriate cognitive countermeasures can help disarm the traps.Research-Technology Management,61(4), 45-51. Chasanidou, D., Gasparini, A. A., & Lee, E. (2015, August). Design thinking methods and tools for innovation. InInternational Conference of Design, User Experience, and Usability(pp. 12-23). Springer, Cham. Chasanidou, D., Gasparini, A., & Lee, E. (2014). Design thinking methods and tools for innovation in multidisciplinary teams.Innovation in HCI: What can we learn from Design Thinking, 27-30. Chason, A. K., Bullock-Yowell, E., Sampson Jr, J. P., Lenz, J. G., & Reardon, R. C. (2013). Relationships among career thoughts, career interests, and career decision state.The Canadian Journal of Career Development/Revue canadienne de développement de carrière,12(1). Davis,J.,Docherty,C.A.,&Dowling,K.(2016).Designthinkingandinnovation: synthesisingconceptsofknowledgeCo-creationinspacesofprofessional development.The Design Journal,19(1), 117-139.
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11DESIGN THINKING EXPERIENCE Johansson‐Sköldberg, U., Woodilla, J., & Çetinkaya, M. (2013). Design thinking: past, present and possible futures.Creativity and innovation management,22(2), 121-146. Kavousi, S., Miller, P. A., & Alexander, P. A. (2019). Modeling metacognition in design thinkinganddesignmaking.InternationalJournalofTechnologyandDesign Education, 1-27. Mahmoud-Jouini, S. B., Midler, C., & Silberzahn, P. (2016). Contributions of design thinking to project management in an innovation context.Project Management Journal,47(2), 144-156. Patton,W.,&McMahon,M.(2016).Constructivism:Whatdoesitmeanforcareer counselling?. InCareer Counselling(pp. 21-34). Routledge. Seidel, V. P., & Fixson, S. K. (2013). Adopting design thinking in novice multidisciplinary teams: The application and limits of design methods and reflexive practices.Journal of Product Innovation Management,30, 19-33. Valentim, N. M. C., Silva, W., & Conte, T. (2017, May). The students' perspectives on applying design thinking for the design of mobile applications. InProceedings of the 39th International Conference on Software Engineering: Software Engineering and Education Track(pp. 77-86). IEEE Press.