DESIGN THINKING IN EDUCATIONAL ADVANCES.

It is group assignment and it has 2000 word report as well as PowerPoint presentation (15-20 slides).You need to follow the details down here. You need to us 10 design thinking tools (For selected problem regarding service, commercial, social, digital nature ) which are following assumption testing, concept development, journey mapping, brain storming, ideation, value chain analysis, mind mapping, persona, 5 whys, visualisation, spotting the obvious, Rapid prototyping, Story telling. I need 12-15 in text references and that references must need to be in reference list for both presentation and report 1.identify a problem that could be addressed/improved through Design Thinking (the problem may be of a social, service, commercial or digital nature); 2.use Design Thinking tools, techniques and mind-set to develop ideas for innovations that address/improve the problem you have identified; 3.consider future steps to launch potential innovative solutions to your chosen problem; 4.present

DESIGN THINKING IN
EDUCATIONAL ADVANCES

DESIGN THINKING
 Refers to the strategic and the practical
processes by which concepts are
designed.
 Key concepts of design thinking have
been identified across various design
domains.
 Design thinking is associated with
prescriptions for the innovations of
product and service within business and
social arenas.

DESIGN THINKING IN
EDUCATIONAL DOMAINS
 Helps the students to understand that
they can design their own future by
referring to the frameworks from other
areas.
 Enables students to design their own
participation.
 Design thinking helps in pedagogy. The
collaborative actions aid the teachers to
teach the concepts in a better way to the
students.

DESIGN THINKING
TOOLS
 The various design thinking tools are
visualization, prototyping, journey
mapping, value chain analysis, mind
mapping, concept development,
assumption testing and many more.
 Effectively inculcate empathy in the
organizations.
 Restructure and resolve problems
aligning to its human centric nature.

DESIGN THINKING TOOL-
VISUALIZATION
 Considered as the source of all the available design
thinking tools.
 The visual tools, which can be made use of for
understanding the problem are personas, mind map
and many more.
 In the educational sector, visualization has enabled
the students to get a better understanding of the
subject matter.
 Pedagogues can use interactive displays in order to
help the students acquire a clear conception of the
subject.

DESIGN THINKING TOOL- JOURNEY
MAPPING
 Tool that visualizes the process in which the person
maps his way to accomplish the set target.
 Refers to the process of compiling steps related to
the actions of the user into a specific timeline.
 Combines the quantitative and qualitative data
from the various stakeholders in the campus.
 Transfers these data to insights, which help reshape
the experience of the student.

DESIGN THINKING TOOL-
VALUE CHAIN ANALYSIS
 Associated with the distribution of
the newly developed methods.
 Analyzes the supply chain of the
educational framework.
 Bridges the gap between the
students and educational
packages information related to
the entities.

DESIGN THINKING TOOL-
MIND MAPPING
 Helps to think and analyze
the ideas and their
corresponding topics.
 Breaks down complicated
tasks into simpler fragments.
 Applications in the education
sector include improving
the word stock,
understanding grammar,

DESIGN THINKING TOOL-
BRAINSTORMING
 Effective in generating ideas
by enhancing the collective
thinking .
 Helps students to express
their point of view.
 Ensuring that that team
members communicate.

CONCEPT DEVELOPMENT
 Concept development is a
method of developing the
ideas used to resolve various
design issues.
 It is a design thinking tool
that develops concepts in
phases from ideas that do
not have definite forms.
 It includes understanding the

ASSUMPTION TESTING
 Assumption testing focuses on the
process of recognising the assumptions
related to the new ideas of the business
and the data available to analyze the
likelihood of the assumptions.
 The assumptions are tested via
experiments followed by field
experiments. The critical assumption
amongst all is determined that relates to
the potential of the concept.

PROTOTYPING
 Prototyping is a vital experience user
design as it allows testing of ideas
and making relevant improvements
on the ideas in a specific time.
 Prototyping helps in avoiding
wastage of resources by supplying
the necessary tools and appropriate
approaches for testing and exploring
the ideas properly.

CUSTOMER CO-CREATION
 This tool deals with the technique
incorporation that is associated with
permitting the managers to get
engaged with the clients during the
generation of a format or to develop
a new business policy that includes
multiple interests.
 It is effective in reducing risks and
enhancing growth and innovation.

LEARNING LAUNCH
 This is designed for testing the key value-
generation underlying the assumptions
related to the potential initiative related to
new-growth in the marketplace.
 In case of full introduction of the new
product a learning launch is to be conducted
which is a learning experiment that helps in
quick and inexpensive gathering of the
market-driven data.
 The purpose of this design thinking tool is to
learn.

CONCLUSION
 Implementation of the design thinking tool in the educational
sector will put emphasis on human potential and talents.
 It is a completely new concept and if it is successfully brought
into force will change the structure of the educational
institutions.
 It has proved its skills in inculcating values in the spheres it
has been implemented, encouraging educational institutions to
adopt design thinking tools.
 Design thinking motivates to strengthen ‘creative muscle’. It
enhances growth of mind and promotes an alignment towards
actions.
 In order to change the way of finding solutions design thinking
requires being active, engaging and experimenting more often.

REFERENCES
 Kolko, J. (2015). Design thinking comes of age.
 Liedtka, J. (2015). Perspective: Linking design thinking with innovation outcomes through cognitive
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 Andrews, D. (2015). The circular economy, design thinking and education for sustainability. Local
Economy, 30(3), 305-315.
 Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., ... & Trott, J.
(2016). Using design thinking to improve psychological interventions: The case of the growth
mindset during the transition to high school. Journal of educational psychology, 108(3), 374.
 Glen, R., Suciu, C., Baughn, C. C., & Anson, R. (2015). Teaching design thinking in business
schools. The International Journal of Management Education, 13(2), 182-192.
 Brenner, W., & Uebernickel, F. (2016). Design thinking for innovation. Research and Practice.
 Köppen, E., & Meinel, C. (2015). Empathy via design thinking: creation of sense and knowledge.
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 Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. Y. (2015). Design thinking for education: Conceptions
and applications in teaching and learning. Springer.
 Stephens, J. P., & Boland, B. J. (2015). The aesthetic knowledge problem of problem-solving with
design thinking. Journal of Management Inquiry, 24(3), 219-232.
 Chasanidou, D., Gasparini, A. A., & Lee, E. (2015, August). Design thinking methods and tools for
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Springer, Cham.