This reflective report discusses the lessons learned from Design Thinking, including problem-solving skills, empathizing, ideating, defining, prototyping, and testing. It also covers the importance of gathering data, analyzing a business, and thinking creatively. The report includes personal experiences and group activities.
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Running head: REFLECTIVE REPORT1 Reflective Report on Design Thinking Lessons Student’s Name Institution Affiliation
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REFLETIVE REPORT2 Reflective Report on Design Thinking Lessons Some of the main reasons why people go to school include the fact that school equips a student with the skills that help unlock various opportunities necessary for improving the living standards. The lessons students go through in school, whatever the level of education, are aimed at making the student be a responsible member of the society when he or she grows into adulthood (Bennett, Agostinho, & Lockyer, 2016). Different subjects instil different skills in learners and help them achieve varying steps in life even though skills from some parallel areas of studies overlap. Proper application of such skills enable learners become professionals in related fields and industries. With such skills, a learner makes huge steps towards improving his or her living standard and those of people who depend on him or her (Ding, 2018). Design Thinking is one of the popular concepts learned in schools and its application in real life situation helps in finding solutions to various problems and challenges we face in daily operations. The skills and knowledge acquired from a given subject are obtained gradually along the course of the learning process. As in my case, the concepts I have acquired from the Design Thinking lessons, discussions and workshops have been gained over a gradual continuous process covering the weeks in term (Bhardwaj, Crocker, Sims, & Wang, 2018). The activities covered during the period introduced new and life changing skills and knowledge that have improved my perception on the process of finding a solution to challenges I face at personal level and in the society. For instance, the first three weeks included the introduction of the concept of Design Thinking (Bower, 2016). Discussions that were held in the workshop changed how I view the concept of finding solution; that we should always subject a situation to some questions such what, why, when, and how? Having such kind of Cartesian Doubt mind helps in helps in broadening the way we understand
REFLETIVE REPORT3 problems. The questioning makes we think and the conversion of our thoughts into action breaks a barrio and helps us achieve a practical real life result. The concept breaks down various aspects of life that may seem complicated into simple skills that help achieve a successful process. The various stages of Design Thinking include empathizing, ideating, defining, prototype, and test, and these stages illustrate that every process needs to be handled with a creative mindset. Interesting discussion in the workshop aboutWhat is? What if? What wows? What works? Made my thinking out of my box and have a very broad way of understanding things. This gave a clear idea what creativity is which made me understand Creativity is something what no one else had ever thought (Ding, 2018). Research in any field can be conducted by questioning oneself What is, What if, What wows, What works which will find the solution of the Research. The pictorial thinking of the words leads to the realistic solution. Conversion of words into pictures breaks down the barrier and achieves a practical real life outcome. Design process leads to the next step ofinnovation in a constructed manner. It breaks down various aspects to a successful process with Empathize, Define, Prototype, and Test. Form this I understood that every process should be constructed along with the creative mindset. Before class I had no idea how to convert what we think in mind into action. But after these three weeks class I understood a good design is a clear thinking made visual. This was quite interesting and challenging in the beginning. Actions lead to result, then thinking and action leads to a better result. I understood that this is a loop which shifts the way we think. Furthermore thinking how we see ourselves and implementing the actions will lead to creative andinnovative results more than the expectations. During the activities in class I had the opportunity to involve with the other members of the class which has given me ideas and thoughts from their point of view and thinking. I
REFLETIVE REPORT4 had a feel that I developed my thinking skills to a next step which I have never experienced in my past. I started to think more and more expecting a better outcome. After the activity I felt so new that my mind was thinking a way beyond my capabilities. This feel gave me a confidence to do more and think more eventually. From this activity I have learnt to develop my critical thinking and spontaneous thinking a little better more than before. Design the thoughts with several researches to get a good outcome with minimum risks. I have to be honest that before attending the classes I had no idea that how to convert my thoughts into action, but I later on understood that a good design is made of clear thoughts brought into action. The lessons made me learn that it is only actions that lead to results and that to realize good results one needs to think then put the thoughts into action. The knowledge was a game changer that shifted how I see myself and my thoughts before the implementation (Bennett, Agostinho, & Lockyer, 2016). Another vital lesson that I learned was the fact that interacting with other people help in gaining more information as they will tell their views how they see and perceive the situation. The events helped me gain confidence in myself and increased the urge to think more before making any decision; this would lead me into making rational decisions. Learning the five stages of Design Thinking in details boosted my knowledge on how to seek solutions to problems. Empathizing and defining the problem gave me a clear way to approach a given challenge I face. The concept that one needs to first identify the problem Empathize, Define, Ideate, Prototype and Test in a business perspective. This was entirely dependent on time. This teaches the various stages of the product lifecycle. It is also meant to be for a problem where it has to be identified, defined, create ideas, examine and then bring it into action. All these are a factor of time.
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REFLETIVE REPORT5 Identifying the problems and coming up with creative and statistical solutions to the problems was the main idea of the session. We were given a group activity to engage ourselves in the first two steps i.e empathize and define for various situations. We were asked to look at few pictures and were asked to analyze the image by just looking at the pictures.The activity’s images were focusing on the various situations on a beach. First we identified the problems in the given images. We as a group listed out various problems in each image. Later we chose a particular topic or image and tried to evaluate solutions for the problems. Our group came up with various solutions for our image. We had a brainstorming session where we discussed all the possible outcomes in different possible ways (Ding, 2018). Each group came up with very different practical ideas. Now this became so interesting because we had the opportunity to hear various solutions which we had never thought from our side. We had the experience of participating and observing all the other possible solutions apart from our solutions. I have personally learnt that every problem has various solutions depending on one’s thinking and time. Most importantly, to deal every problem or situation with a broad thinking. Listening to all the solutions we chose the best solution for every the problems in the image. At the end of the session I have learnt thatIf we keep an open mind, too much is likely to fall into it and It is increasingly important to be open-minded. This will lead to generation of several distinct ideas which can be implemented. We had a clear discussion about gathering data for solving any problem. Gathering data for a particular problem will be the best result for solving a problem in a very effective way. I have learnt that data is incomplete, contradictory and keeps on changing. Therefore a various load of data can be collected to solve a particular problem. We need to empathize on the data collected and further proceed with defining and experimenting. There is an
REFLETIVE REPORT6 intervention between defining and implementation. Actions should be taken to solve a particular problem to get a final implementation. This week we had an activity to find the various possibilities of our thinking capacity. We were given a paper with lots of circles in it. Further we were asked to think what comes in mind just by looking at the circles in the paper. We were able to gain ideas and think laterally about what comes in mind imagining the circles. We came up with lot of ideas imagining the different ideas with the circles. We empathized the ideas on looking at the circle (Bennett, Agostinho, & Lockyer, 2016). Our team had a huge compilation of ideas withwith different ways of approaching the circles. We had lots of objects in our mind with nearly represented a circle. We even discussed our thoughts and had the opportunity to listen to all the our teams view on the same scenario. This helped us to have a wider thinking and the identify the different ways of approaching any case. I was also able to learn that every case will have a different way of thinking and approach depending on every individual's perspective. In week 6 session we had discussions about Analyzing a business.First of all the basic requirement to start a Business is to have a targeted set of Customers. Analyzing a business involves Research & Development as an initial stage. Later it is carried over to the production level where the company focuses on the manufacturing of products based on their targeted customers needs and requirements. According to Bower (2016) these activities are categorized into two types of activities which include Primary and Secondary of a business. The primary process involves the major steps like Research & development of the business and further goes to Production of the desired product.Sales and marketing of the product is done after the production stage. Customer services are done in order to improve the products performance by customers getting feedback from customers. After all these the product is delivered to the customers.
REFLETIVE REPORT7 The secondary activities involve the infrastructure , material management of the product. Here technology and human resource management plays a major role in the development of the product thereby the Business. From this session i have learnt that Business is a chain of activities which will be useful for the success of the business. A value chain is the set of activities which includes design, production, marketing and distribution. For companies that produce goods, the value chain starts with the raw materials used to make their products.Value chain is a process where a business will need to identify its primary and support or secondaryactivities that add value to its final product and then analyze these activities to reduce costs or increase differentiation in all aspects In this session we had a quite interesting activity. As my point of view the activity thought me to think way beyond my capability, to think out of thebox. The activity was to connect nine consecutive dots within 4 or fewer lines.This was achieved only when the lines are drawn out of the dots. This activity is used to develop ideas out of the box and have a broad and creative thinking. From this week discussion we had a better understanding of the problems through listening and seeing the problems in every possible ways. I had a clear idea on how to face a problem from various perspective. This also thought me on how to look at the problems on behalf of the people involved in the problem and also to other people who will be involved in the problem in future. The activity we had in class involved identifying problems on a video played and discuss in class. The main problem on the video as identified is rain and various effects of the rain. There was heavy rain which created lots of problems to the common people and the environment (Bower, 2016). We were asked to identify the variousproblems from each group and discuss in the class. Each group came up with various solutions and
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REFLETIVE REPORT8 identical unique solutions. This helped us to look at a problem from various views and perspective in order to come up with different solution for the issues. In this class we had a discussion about the various factors needed for our Assessment 2. We as a team had a clear Idea of what the problem is and to find a better solution for the chosen problem. We also were able to identify the various why's of our Idea and to proceed further with the Assessment criteria. the session helped us to narrow down the broad way of thinking about the idea. This made us to break down few irrelevant concepts which we had in mind and to get to the exact appropriate point . This week we had the opportunity to attend the presentations of our neighboring groups as well as we had to present on the same day. By attending the session we got an idea on what the presentation focused on and to give a better way of our ideas. This made us understand the ultimate need of the presentation and to discuss it effectively (Ding, 2018). We were able to understand a few areas where we went wrong. The evidence of the problem statement was the most important aspect of the presentation. The way we use our design thinking tools in order to evaluate the problem and solution. Each and every tool was a reflection of each week’s lecture session which helped to go ahead with the report.
REFLETIVE REPORT9 References Bennett, S., Agostinho, S., & Lockyer, L. (2016). Investigating University Educators’ Design Thinking and the Implications for Design Support Tools.Journal of Interactive Media in Education, (1), 1–10.https://doi.org/10.5334/jime.404 Bhardwaj, G., Crocker, A., Sims, J., & Wang, R. D. (2018). Alleviating the Plunging-In Bias, Elevating Strategic Problem-Solving.Academy of Management Learning & Education,17(3), 279–301.https://doi.org/10.5465/amle.2017.0168 Bower, M. (2016). A Framework for Adaptive Learning Design in a Web-Conferencing Environment.Journal of Interactive Media in Education, (1), 1–21. https://doi.org/10.5334/jime.406 Ding, J. Z. (2018). The spread and impact of Cartesian philosophy in China: historical and comparative perspectives.Asian Philosophy,28(2), 117–134. https://doi.org/10.1080/09552367.2018.1467818 Fasse, L., Flahault, C., Vioulac, C., Lamore, K., Van Wersch, A., Quintard, B., & Untas, A. (2017). The decision-making process for breast reconstruction after cancer surgery: Representations of heterosexual couples in long-standing relationships.British Journal of Health Psychology,22(2), 254–269. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=s3h&AN=122251097&site=ehost-live Hossain, M. A. R., Ahmed, M., Ojea, E., & Fernandes, J. A. (2018). Impacts and responses to environmental change in coastal livelihoods of south-west Bangladesh.Science of the Total Environment,637, 954–970.https://doi.org/10.1016/j.scitotenv.2018.04.328
REFLETIVE REPORT10 Huang, T.-C., Jeng, Y.-L., Hsiao, K.-L., & Tsai, B.-R. (2017). SNS collaborative learning design: enhancing critical thinking for human-computer interface design.Universal Access in the Information Society,16(2), 303–312.https://doi.org/10.1007/s10209- 016-0458-z Keum, B. T., Hill, C. E., Kivlighan, D. M., Jr., & Lu, Y. (2018). Group- and individual-level self-stigma reductions in promoting psychological help-seeking attitudes among college students in helping skills courses.Journal of Counseling Psychology,65(5), 661–668.https://doi.org/10.1037/cou0000283. Kitts, H. (2015). Being, Knowing, Teaching: Possibilities for post-Cartesian inquiry in mass compulsory education in the United States.Interdisciplinary Humanities,32(2), 79– 92. Retrieved fromhttp://search.ebscohost.com/login.aspx? direct=true&db=aph&AN=112209579&site=ehost-live Kleinsmann, M. M. s. kleinsmann@tudelft. n., Valkenburg, R., & Sluijs, J. (n.d.). Retrieved fromhttp://search.ebscohost.com/login.aspx? direct=true&db=aft&AN=125138524&site=ehost-live Kurtmollaiev, S., Pedersen, P. egil, Fjuk, A., & Kvale, K. (2018). Developing Managerial Dynamic Capabilities: A Quasi-Experimental Field Study of the Effects of Design Thinking Training.Academy of Management Learning & Education,17(2), 184–202. https://doi.org/10.5465/amle.2016.0187 Larson, J. R., Foster-Fishman, P. G., & Keys, C. B. (1994). Discussion of shared and unshared information in decision-making groups.Journal of Personality and Social Psychology,67(3), 446–461.https://doi.org/10.1037/0022-3514.67.3.446
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REFLETIVE REPORT11 Maunu, A. (2018). A sound Cartesian Argument from Doubt for dualism.Inquiry,61(4), 461–465.https://doi.org/10.1080/0020174X.2016.1210020 Nagarathinam, D., & Lakshmanan, L. (2016). The Importance of Group Discussion and the Role of Participants.Language in India,16(4), 169–178. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=ufh&AN=115224283&site=ehost-live Orthel, B. D. . (n.d.).https://doi.org/10.1111/joid.12046 Pauwels, P., De Meyer, R., & Van Campenhout, J. (n.d.). Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=aft&AN=86890602&site=ehost-live Shively, K., Stith, K. M. ., & Rubenstein, L. D. (2018). Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process.Gifted Child Today,41(3), 149– 158.https://doi.org/10.1177/107621751876836 Wahlin, W., & Paulovich, B. (2017). The What, Who, How & Why: Building interpretive support models for the design of pediatric health education materials.Information Design Journal (IDJ),23(2), 162–172.https://doi.org/10.1075/idj.23.2.05wah Wenngren, J., Ericson, Å., & Parida, V. (2016). Improving Team Activities in the Concept Development Stages: Addressing Radical Development and Open-Ended Problems.Journal of Promotion Management,22(4), 496–510. https://doi.org/10.1080/10496491.2016.1190223 Zulfah, & Senam. (2018). Problem-Solving Ability of Students with Disciplinary Literacy Instruction.International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE),6(2), 81–87.https://doi.org/10.5937/ijcrsee1802081S