C.S. Durão, Luiz Fernando, Kelly, Kevin, Nakano, Davi N., Zancul, Eduardo, and McGinn, Conor L.
Procedia CIRP; 2018, Vol. 70, p265-271, 7p
Product development processes require prototypes to materialise ideas and share concepts. Prototypes’ nature can be classified as convergent or divergent. Converging prototypes represent an evolution of a concept, while diverging ones seek to cover different solution paths. The diverging group includes the “Dark Horse” prototype, which calls for the exploration of other, high-risk high-return ideas. This paper examines the “Dark Horse” influence on final design concepts. Fifty-nine projects developed by multi-disciplinary student teams following a Design Thinking approach were studied. Comparison criteria and statistical analysis were implemented to understand the effects of the “Dark Horse” on the final solution. In particular the influence of the “Dark Horse” characteristics and its level of radical innovation on the quality and nature of the final solution of the project were examined. [ABSTRACT FROM AUTHOR]
ARTIFICIAL intelligence, DESIGN thinking, DESIGN services, DISRUPTIVE technologies, and ORIGINALITY
Design Thinking (DT) is spreading out in the managerial community as an alternative way to innovate products and services respect to the classical stage-gate model mostly linked to technology-push innovative patterns. At the same time few disruptive technologies - like Artificial Intelligence (AI) and machine learning - are impacting the ways companies manage their knowledge and activate innovation and design processes. What is the impact that AI is exerting on DT practices? What are the main changes that DT is undergoing? These questions are analyzed in this paper, where the aim consists in increasing the understanding of the transformation that is occurring in DT and more general in innovation practices. Through a qualitative case study analysis made on startups offering AI based solutions supporting multiple or individual DT phases, the article pinpoints few main changes: i) a facilitation in blending the right mix of cultures and creative attitudes in innovation teams; ii) the empowerment of the research phase where statistical significance is gained and user analysis are less observer-biased; iii) the automatization of the prototyping and learning phases. [ABSTRACT FROM AUTHOR]
This study focuses on the two main design approaches applied to the guidance of student product development during capstone design courses through a comparison of two major approaches: traditional design process (TDP) and design thinking (DT). The objective of this paper is to discuss the impact of these design approaches on student activities, outcomes, and learning. Our research, conducted over three years, compared two courses offered at the same university, one applying TDP and the other DT. The research method consisted of three phases: (1) a comparison of the course structures and materials; (2) an analysis of deliverables from 50 design projects developed by 274 students, which was based on documentation and prototypes; and (3) a quantitative survey of the students. Results show that the DT-based course characteristics, such as extended time dedicated to prototyping cycles, limited the possibility of addressing some of the TDP methods (e.g. Quality Function Deployment) in the course timeframe shared by the two approaches. Results also suggest that, despite the shortcomings related to documentation, the DT-based course led to more innovative prototypes when compared to the TDP-based course. It was also notable that the DT course led to increased student self-efficacy in terms of innovation and increased technical knowledge. The results of this study are applicable for supporting the selection of design approaches and the definition of course activities in capstone design project courses. [ABSTRACT FROM AUTHOR]
AT-risk youth, DESIGN thinking, and CREATIVE teaching
"Design thinking" is a creative teaching and learning approach that prioritizes observation, problem-framing, and hands-on prototyping. Compared to conventional methods of classroom instruction, design thinking has been shown to boost students' comprehension of complicated problems. Yet, few studies have examined its potential to support at-risk students in analyzing the complex environmental challenges disproportionately impacting their lives and neighborhoods, such as urban water availability. Using Los Angeles' drought as a case study, this field report outlines and evaluates a design thinking initiative for equipping high-school-age, at-risk students with an ability to understand and propose solutions to the city's water challenges. [ABSTRACT FROM AUTHOR]
DESIGN thinking, STRATEGIC planning, and FEEDBACK control systems
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. [ABSTRACT FROM AUTHOR]
Fleury, Andre Leme, Stabile, Henrique, and Carvalho, Marly M.
International Journal of Engineering Education; 2016, Vol. 32 Issue 4, p1704-1718, 15p, 6 Diagrams, 6 Charts, 1 Graph
DESIGN thinking, META-analysis, LITERATURE reviews, BIBLIOMETRICS, and SEMANTICS
This paper discusses the findings of a systematic review of the literature on Design Thinking from 1980 to 2014. A multimethods approach combining bibliometrics, content analysis and semantic analysis was applied. The findings indicate that Design Thinking projects share a common set of phases; however, there is no consensus about the most relevant tools and methods to be applied in each project phase. A definition of Design Thinking is proposed. Some Design Thinking characteristics are highlighted: the centrality of the user in a human-centered approach; an iterative prototyping method; exploring wicked and ill-structured problems; applying problem-solving concepts; the reasoning approach is divergent-convergent thinking based on abductive logic; the use of visual techniques to explore ideas; and the importance of interdisciplinary and multidisciplinary team collaboration. [ABSTRACT FROM AUTHOR]