Principles Of Design Thinking Research Articles

Book Review: Summer Matters: Making All Learning Count

With the help of the Museum of Science and Industry, the Chicago Public Library now offers young patrons the opportunity to participate in an innovative summer program called Rahm’s Readers Summer Learning Challenge. The program uses the principles of STEAM education (science, technology, engineering, arts, and mathematics) and design thinking to encourage the development of twenty-first-century skills. In Summer Matters: Making All Learning Count, Elizabeth M. McChesney of the Chicago Public Library and Bryan W. Wunar of the Museum of Science and Industry explain why and how they created their Summer Learning Challenge, and how readers can implement similar programs at their libraries.

A Design Thinking Mindset Beyond the Public Health Model

In the era of precision medicine, where sequencing genome technology is emerging and extending to the general public, a question remains unclear: Can we bridge policies and programs to foster a human‐centered focus on public health and wellness using personalized medical technology? Public health wellness is a byproduct of the social determinants of health and genetic factors. Research has shown that our epigenetic influences impact our health and well‐being more significantly than what is in our genetic code. How might we design our health and wellness efforts to achieve a healthier population? This commentary highlights the application of design thinking as a driver toward a human‐centered approach in developing policy by maximizing our understanding of genetic code and new technology in the context of human needs and values for population health. Using the parameters of a design thinking theoretical approach, this paper suggests using a logic model framework to assess and evaluate the impact of precision medicine initiatives on public health and public wellness. By applying the core principles of design thinking: (i) empathy, (ii) observation, (iii) ideation, (iv) prototyping, and (v) experimentation in a system framework, we can foster a collaborative, collective approach to transforming public health.

Designing a Programmatic Digital Learning Environment: Lessons From Prototyping

Promoted as a way to enhance learning and improve efficiencies, the steady rise of technology adoption across higher education has created both new opportunities and new challenges. Borrowing principles of design thinking and related user- or learner-centered design practices, this descriptive case study offers an example of how institutions of higher education might rethink their overreliance on learning management systems and consider an online environment for program-level learning from students’ perspectives.

Preparing Managers for Turbulent Contexts: Teaching the Principles of Design Thinking

Design thinking is a creative practice that sparks managers’ thinking and acting in response to the challenges of shifting consumer preferences, emerging new technological possibilities, and changing business models. The issues for management education, that is, preparing students for future management roles, is how one can teach design thinking to management students to prepare them for turbulent contexts. This article presents a conceptual approach with empirical illustrations for teaching the core principles of design thinking: user focus, problem framing, visualization, experimentation, and diversity. To help future managers develop a design-thinking attitude, we present a structured 1-hour approach that, first, introduces the design-thinking process (understand, observe, define point of view, ideate, prototype, and test); second, links design-thinking principles to the phases of the design-thinking process and the management of turbulences; and, third, zooms in on each of the six phases. We focus on how design-thinking principles—the common denominator of different design-thinking approaches—can foster students’ creativity and innovation as key elements of managing in turbulent times. In addition to presenting the process itself, the article contains instructions for conducting the exercise.

Seven strategies to apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Design-Thinking: The Answer to the Impasse between Innovation and Regulation

San Francisco is the home of the platform economy. Uber and Airbnb—the poster children of that economy—launched their initial products in the city and used the feedback garnered from Bay Area users to perfect their business models. These and other platform companies also started to build their loyal user bases with Bay Area consumers. But, if San Francisco nurtured Uber and Airbnb, New York helped them grow. Based on news stories of what was happening in San Francisco and New York, the tech community and others nationwide began to catch wind of the disruption that was heading their way. This disruption would not just involve new products and services affecting existing businesses. It would also serve as notice of the regulatory challenges that followed the entry of Uber and Airbnb into each new market. Government officials in California and the state of New York made national headlines as they struggled to apply existing consumer protections and licensing fees to these innovative services. In many ways, the states of California and New York and the cities of San Francisco and New York became crucibles for the development of regulatory policies to govern companies such as Uber and Airbnb. These solutions were often used as templates in other jurisdictions. Nevertheless, it has been anything but a smooth process for government officials, entrepreneurs, or consumers. Headlines about the ongoing battles fill news feeds even now, almost 10 years after Uber and Airbnb were founded. This article begins by examining how the different characteristics and cultures of Silicon Valley and City Hall set the scene for the confrontations to come. With that context in mind, we dive into the specifics of the battles between Uber and Airbnb on one side and California and New York regulators on the other. Those specifics help to illuminate why and how the current regulatory system is ill-equipped to achieve its goals—consumer safety, competitive fairness, and nondiscrimination, among others —while also supporting innovation and technological change. These regulatory struggles have harmed everyone involved. Consumers have not been fully protected as they try out platform company services; regulators and policymakers have spent untold hours and government funds attempting to enforce existing regulations; and Uber and Airbnb have paid huge fees, penalties, and litigation costs as their battles have moved to the courts. Moreover, society in general is harmed as important policy and economic goals are often lost on the battleground of innovation versus regulation. These issues are not new. Regulatory history is replete with examples of innovative businesses in high demand by consumers—think railroads, telephone, and airlines —that regulators took “command” of to ensure consumer safety and prevent price gouging and other unfair business practices. After decades of use, many of these regulations failed to function effectively as business and society changed. In response, all these industries were ultimately deregulated, creating another set of problems. Is there no other path for innovative, high-growth businesses other than strictly regulated or unregulated? In this article, we posit that there is. In Part I, we discuss how regulators and platform companies arrived at this point of tension. In Part II, we detail how regulators’ attempts to control Uber and Airbnb resulted in harm to both sides. In Part III, we suggest a better way to regulate innovative companies. We know that new disruptive technologies are just around the corner, whether they are autonomous vehicles, smart contracts on blockchain platforms, ambient artificial intelligence systems in our homes and cars, or something yet to be envisioned. How do we prepare to regulate technology we do not really understand yet? We argue that this can be achieved by creating a collaborative, flexible, nimble process of regulation that involves all industry and regulatory stakeholders. In current models of regulation, this is not possible, but, in Part III, we explore whether there is a way to create a different regulatory process by utilizing principles of design thinking, a method that has proven its worth in product design, system design, infrastructure design, and is now making its way into the processes of government. We provide an understanding of design thinking in general and then detail the steps involved to create a new regulatory process using design thinking. By putting such a regulatory process in place, consumers and innovative businesses will know that both society’s best interests and innovation will be supported regardless of when the next disruption appears.

Apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. It's a style of thinking for the 21st century. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Seven strategies to apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. It's a style of thinking for the 21st century. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Seven strategies to apply design thinking in higher education

You may have heard of the term design thinking and wondered how it differs from regular thinking. Design thinking is intentional, creative, and supercharged. It's a style of thinking for the 21st century. Applying the principles of design thinking in higher education can help you to solve intransigent problems, generate new models and partnerships, and add an element of playfulness to your work.

Design thinking in the scope of strategic and collaborative design

The aim of this paper is to present a reflection from a design perspective, regarding the importance of collaborative work among higher education students, in different cultures and context realities, using as a starting point a design thinking workshop. The goals of the workshop were, by introducing the principles of design thinking to a focus group of university students, in Finland, implement and develop the ability to experiment the design thinking process, and to realize how the interaction of different perspectives can lead to innovative solutions, as to the promotion of interdisciplinary work. Design thinking is a flexible methodology, which can be used in any work field, since it has valuable elements, such as iterating frequently based on continuous feedback from all the intervenient. Through rapid low-resolution prototyping, ideas are continuously tested with the potential users. “Fail early in order to succeed sooner” is the design thinking principle that helps to maximize learning and insights, crucial for human centred innovation. Collaborative work in a small groups scenario map leads to the discussion of solutions, and to the innovation that emerges from the different perspectives given by each person. Our main goal was to find business opportunities that emerge from underestimated issues from everyday life, but also to understand that exploring, understanding, and prioritizing areas can be crucial to ideating solutions. Keywords: design thinking, collaborative methodologies, collaborative work, identity.

Value-Based Assessment of Radiology Reporting Using Radiologist-Referring Physician Two-Way Feedback System-a Design Thinking-Based Approach.

In the era of value-based healthcare, many aspects of medical care are being measured and assessed to improve quality and reduce costs. Radiology adds enormously to health care costs and is under pressure to adopt a more efficient system that incorporates essential metrics to assess its value and impact on outcomes. Most current systems tie radiologists' incentives and evaluations to RVU-based productivity metrics and peer-review-based quality metrics. In a new potential model, a radiologist's performance will have to increasingly depend on a number of parameters that define "value," beginning with peer review metrics that include referrer satisfaction and feedback from radiologists to the referring physician that evaluates the potency and validity of clinical information provided for a given study. These new dimensions of value measurement will directly impact the cascade of further medical management. We share our continued experience with this project that had two components: RESP (Referrer Evaluation System Pilot) and FRACI (Feedback from Radiologist Addressing Confounding Issues), which were introduced to the clinical radiology workflow in order to capture referrer-based and radiologist-based feedback on radiology reporting. We also share our insight into the principles of design thinking as applied in its planning and execution.

The Laboratory of Museum Studies: Museality in the Making

Kent State University School of Information, kflatham@kent.edu As makerspaces and hackerspaces pop up in libraries and museums, one little lab sits in the middle of an Information School, but it is not a maker-space, a gallery, or a museum. The MuseLab, at the Kent State School of Information, is something else, something new—or perhaps something familiar, but situated in a different context, making it less easy to define. The MuseLab is a laboratory for museum studies, where museality—the characteristic of something that in one reality documents another reality—is at the heart of all our activities. Created around design thinking principles and propositions of emergence and openness, the MuseLab is truly a space for experimentation, practice, and breaking rules in the interest of learning, innovating, and discovery. As more and more higher education courses go online, face-to-face creative group activities are becoming scarce. The story of the lab’s genesis and development may be of interest for other LIS schools, programs, teachers, and information practitioners.

Developing Students’ Creative Self-Efficacy Based on Design-Thinking: Evaluation of an Elective University Course

The development of novel and useful ideas is a process that can be described in multiple steps, including information gathering, generating ideas and evaluating ideas. We evaluated a university course that was developed based on design thinking principles which employ similar steps. Our results show that the course was not effective in enhancing students' creative self-efficacy, the belief that they are able to generate novel and useful ideas. Comparison to previous training approaches lead to conclusions on how to improve the course, and to implications for future research.

GiveMe Shelter: a people-centred design process for promoting independent inquiry-led learning in engineering

ABSTRACTIt has become increasingly common for tasks traditionally carried out by engineers to be undertaken by technicians and technologist with access to sophisticated computers and software that can often perform complex calculations that were previously the responsibility of engineers. Not surprisingly, this development raises serious questions about the future role of engineers and the education needed to address these changes in technology as well as emerging priorities from societal to environmental challenges. In response to these challenges, a new design module was created for undergraduate engineering students to design and build temporary shelters for a wide variety of end users from refugees, to the homeless and children. Even though the module provided guidance on principles of design thinking and methods for observing users needs through field studies, the students found it difficult to respond to needs of specific end users but instead focused more on purely technical issues.

Leveraging design thinking to build sustainable mobile health systems

Mobile health, or mHealth, technology has the potential to improve health care access in the developing world. However, the majority of mHealth projects do not expand beyond the pilot stage. A core reason why is because they do not account for the individual needs and wants of those involved. A collaborative approach is needed to integrate the perspectives of all stakeholders into the design and operation of mHealth endeavours. Design thinking is a methodology used to develop and evaluate novel concepts for systems. With roots in participatory processes and self-determined pathways, design thinking provides a compelling framework to understand and apply the needs of diverse stakeholders to mHealth project development through a highly iterative process. The methodology presented in this article provides a structured approach to apply design thinking principles to assess the feasibility of novel mHealth endeavours during early conceptualisation.

Teaching Innovation Through Empathy

Innovation is a crucial component for the growth and competitive advantage of organizations. Organizations today require effective processes of idea generation and implementation to remain relevant and competitive and, as a result, now search less for workers with highly specialized knowledge and more so for the ability to innovate. Students, especially business students who will lead the next generation of organizations, need to be better prepared with innovation skills to meet these requirements and to sustain successful careers. One promising approach for realizing these goals is design thinking. This article shows how design thinking can be incorporated through an adaptation of a design project experience created by Stanford University’s “d.school” into the undergraduate business classroom. This 1-hour, in-class exercise allowed students to apply design thinking principles that can contribute to their fluency in the design process and their skills in innovative thinking.

Exploring Design Thinking Practices in Evaluation

Background: Design thinking is the process by which the core principles of design are used to problem solve and identify innovative solutions that enahance user experience. Purpose: The purpose of this article is to introduce the concept of design thinking and explore the basic principles of design thinking within the context of the evaluation. Setting: The design thinking process has been used in various fields to enhance innovation and consumer experience. This article explores how the concepts of design thinking can enhance evaluation practice. Intervention: This article did not require an intervention Research Design: Not applicable Data Collection and Analysis: Not applicable Findings: We present ideas for adopting design thinking principles into everyday evaluation practice

Reimagining Teacher Education through Design Thinking Principles: Curriculum in the Key of Life

Inspired by Arendt’s (2009) “task of renewing a common world” (p. 193), a team of ten instructors took on the challenge of reimagining a teacher preparation course entitled Curriculum II - Arts & Humanities. Through the dominant discourses of management, accountability and technique-driven preparation, the act of teaching is interpreted as a “service rendered” (Pinar, 2012, p. 36), measured “objectively” by demonstrable deliverables and pre-determined outcomes. Our team provoked these discourses by asserting that human beings are inherently attuned to deeper learning through wonderment, interpretation, ideation and experimentation (Whitehead, 1929). The principles of design thinking – a problem-based process which, through curiosity, empathy and interdisciplinary thinking, generates playful and collaborative creative experimentation – offered a space within which to open up deeper educational conversations with pre-service teachers.
 Invoking the metaphor of a choral performance, this series of miniature musical movements “in the key of life” express the challenging, enlivening and multivocal nature of curriculum and pedagogy enacted through Design Thinking principles. From contemplating the power of self-reflection and collective action, to meeting challenges and resistance with courage, to listening with heart to people and places, and to responding with joy and hope in the face of our place and circumstances, each individual movement gives voice to the echoes that linger long after the official coursework is complete. Together, these voices join together in a chorus of authentic and responsive curriculum renewal.

Research of Multidimensional Dynamic Web Report

In order to meet the current needs of the report dealing with large volumes of data, operation difficulties of data sources, fixed form and other issues, The paper raises that basing on principles of modular and hierarchical design thinking, preprocess various data sources in dimension, store in special data base, then dynamically generate report through a combination of different dimensions in the hierarchy. The report system in this paper is designed 4-layer architecture in hierarchical relationship, ensuring that coupling value of each part of the system is a minimum, and this improves system module’s universality and the efficiency of dynamic report system’s deployment and execution.

Avoiding Conflicting Requirements: Development of Home Healthcare Devices Through an Interdisciplinary Approach

<i>Avoiding Conflicting Requirements:</i> Development of Home Healthcare Devices Through an Interdisciplinary Approach