design thinking and innovation course - day 4 - synthesis

TEK495 - Design & Innovation

Day 3Introduction to Synthesis

A crash course on how to make meaning out of data

TEK495

Jan SchmiedgenSeptember 14, 2015

Course conceptualization, and previous versions developed with Ingo Rauth, Kira Krämer


Comic by Tom Chalklay in the December 1982 issue of THE FUTURIST - right is granted by courtesy of the World Future Society Society, 3220 N Street NW, Suite 161, Washington, DC 20007. http://www.wfs.org

http://www.wfs.org


CHEWING GUM

https://en.wikipedia.org/wiki/Chewing_gum




Reflection#2 Interviewing

Think about one reflection you want to share in 30 sec.

4-5x share reflection in 30 sec, the others try to sketch the main idea.

Reflect upon your reflections

1min

5min

5min


Design Thinking ProcessIntroduction to Synthesis

5

Source: Stanford University, d.school

EMPATHIZE

DEFINE

IDEATE

PROTOTYPE

TEST

EMPATHIZE

DEFINE

IDEATE

PROTOTYPE

TEST

http://dschool.stanford.edu


PROBLEM SPACE

Wrestle with the problem from different angles#1 Synthesis


Challenging client’s challenge#1 Synthesis

BEST PRACTICE

“General anaesthesia should be preferred in

preterm or small children as safety and

success are predictable.

For optimal performance trained, experienced

and certified personnel, appropriate drugs for

the individual patient risk profile and sufficient

monitoring equipment are essential.”

Anaesthesia or sedation for MRI in children.

(2010), Schulte-Uentrop L1, Goepfert MS.

Image Source: Background -wikimedia.org, child - wikimedia.org

http://www.ncbi.nlm.nih.gov/pubmed/?term=Schulte-Uentrop%20L%5BAuthor%5D&cauthor=true&cauthor_uid=20531170

http://www.ncbi.nlm.nih.gov/pubmed/?term=Schulte-Uentrop%20L%5BAuthor%5D&cauthor=true&cauthor_uid=20531170

http://www.ncbi.nlm.nih.gov/pubmed/?term=Goepfert%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=20531170

http://www.ncbi.nlm.nih.gov/pubmed/?term=Goepfert%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=20531170

https://upload.wikimedia.org/wikipedia/commons/1/1b/Big_MRI.jpg

https://upload.wikimedia.org/wikipedia/commons/3/3d/Preoxygenation_before_anesthetic_induction.jpg


Reframe the challenge#1 Synthesis

User: Kids which need to undergo an MRI scan.Need: Want to play and have fun.Insight: Kids voluntarily participate in things they perceive as fun and adventure

“How might we turn MRI scans into an fun adventure?”

TEK495 - Design & Innovation 12

#1 SynthesisGE

Video: Pittsburg Chidrens Hosptial Makes Visits Fun for Kids

https://www.youtube.com/watch?t=293&v=hnSPmcZjEqs


Challenging client’s challenge#1 Synthesis

BRIEFING & BACKGROUND INFORMATION

Physical Activity

● Only one in three children are physically active every day.1

● Less than 5% of adults participate in 30 minutes of physical activity each day;2 only one in three adults

receive the recommended amount of physical activity each week.3

● Only 35 – 44% of adults 75 years or older are physically active, and 28-34% of adults ages 65-74 are

physically active.4

● More than 80% of adults do not meet the guidelines for both aerobic and muscle-strengthening

activities, and more than 80% of adolescents do not do enough aerobic physical activity to meet the

guidelines for youth.5

● In 2013, research found adults in the following states to be most likely to report exercising 3 or more

days a week for at least 30 minutes: Vermont (65.3%), Hawaii (62.2%), Montana (60.1%), Alaska

(60.1%). The least likely were Delaware (46.5%), West Virginia (47.1%) and Alabama (47.5%). The

national average for regular exercise is 51.6%.6

● Children now spend more than seven and a half hours a day in front of a screen (e.g., TV, videogames,

computer).7

● Nationwide, 25.6% of persons with a disability reported being physically inactive during a usual week,

compared to 12.8% of those without a disability.3

● Only about one in five homes have parks within a half-mile, and about the same number have a fitness

or recreation center within that distance.5

● Only 6 states (Illinois, Hawaii, Massachusetts, Mississippi, New York and Vermont) require physical

education in every grade, K-12.22

● 28.0% of Americans, or 80.2 million people, aged six and older are physically inactive.23

● Nearly one-third of high school students play video or computer games for 3 or more hours on an

average school day.24

Nutrition

● Typical American diets exceed the recommended intake levels or limits in four categories: calories from

solid fats and added sugars; refined grains; sodium; and saturated fat.2

● Americans eat less than the recommended amounts of vegetables, fruits, whole-grains, dairy products,

and oils.2

● About 90% of Americans eat more sodium than is recommended for a healthy diet.8

● Reducing the sodium Americans eat by 1,200mg per day on could save up to $20 billion a year in

medical costs.8

● Food available for consumption increased in all major food categories from 1970 to 2008. Average daily

calories per person in the marketplace increased approximately 600 calories.2

● Since the 1970s, the number of fast food restaurants has more than doubled.2

● More than 23 million Americans, including 6.5 million children, live in food deserts – areas that are

more than a mile away from a supermarket.9

● In 2008, an estimated 49.1 million people, including 16.7 million children, experienced food insecurity

(limited availability to safe and nutritionally adequate foods) multiple times throughout the year.10

● In 2013, residents of the following states were most likely to report eating at least five servings of

vegetables four or more days per week: Vermont (68.7%), Montana (63.0%) and Washington (61.8%).

The least likely were Oklahoma (52.3%), Louisiana (53.3%) and Missouri (53.8%). The national

average for regular produce consumption is 57.7%.6

Problem:

Teenagers need to eat nutritious foodbecause vitamins are vital to good health.

#1 Synthesis

http://www.fitness.gov/resource-center/facts-and-statistics/#footnote-1






















“Garbage in garbage out” …#1 Synthesis#1 Synthesis

superficial good ideas

superficial good insights

superficial good data

IMAGE: DESPOSITPHOTOS


Analysis Synthesis

Unpackwhat you heard and observed

Exploreyour data

Connecthow data and information

points relate to each other

Modelcurrent reality, what you want

to find out

Conceivepossible futures / what might be

Ideation


ANALYSIS1#


Unpack your data round#1 Analysis


Unpack your data round 1#1 Analysis

What to share:

Whom did you meet?

What was the most memorable / surprising information?

What motivated or frustrated him/her?

How to share:

One after another shares findings

Team members write down key information

Already aggregate similar data points (post-its) on the board.

Everyone listens & adds.


Unpack your data round 1#1 Analysis

Prepare. Which interesting things did you learn?

Tell you team! Capture notes.

Share in the group!We are curious to know.

2min

5x5min

5min


BREAK

20


Explore

Form cluster of similar information.10min

#1 Analysis


(RE) FRAMINGTHE PROBLEM

2#


[Sense-making is] a motivated,continuous effort to understand connections (which can be among

people, places, and events) in order to anticipate their trajectories and act effectively.

Klein, G., Moon, B., & Hoffman, R. R. (2006).


Explore & Connect#2 (Re) Framing the problem

Interesting or surprising details.Makes you go “huh.”

NUGGETS

NEEDS

INSIGHTS

“Sophomore year was a really good time. One time we all skipped history and went to McDonalds.”

“If you don’t eat the fries at lunch, everyone thinks you’re anorexic, but if you do, you get fat.” → You can’t win.”

“She needs to feel socially accepted while eating healthy food. Social risks are more dangerous to her than health risks.”

What’s beneath the need?Why do you think this user has this needor why does the user have thisneed in this context?

Unmet needs revealed by the nugget. A verb, not a noun.


Explore & Connect#2 (Re) Framing the problem


Explore & Connect

Explore relations, contradictions and interdependencies. What surprised you?

Select an important problem to work on.

Share in the group!Who has the problem? Why?What surprised you (insight)?Why did you choose it?

10min

5min

5x1min

#2 (Re) Framing the problem


BREAK

27


MODEL / PERSONAS

3#


Persona examples

Due to copyright reasons, we were not allowed to share the

examples we used in the lectures. We showed three

example, from simple (what we did) to complex.

1) sketched persona

2) complex persona created for industry brief

3) a physical room designed with a life size cardboard

person who lived in it.

#3 Model / Personas


Choose the right problem statement

A teenager needs to eat nutritious foodbecause vitamins arevital to good health.

#3 Model / Personas

A 9th grade girl at a new school needs to feel socially accepted when eating healthy food because in her life a social risk is more damaging than a health risk.


Choose the right problem statement#3 Model / Personas

A 9th grade girl at a new school

needs to feel socially accepted when eating healthy food

because in her life a social risk is more damaging than a health risk.

USER+

NEED+

INSIGHT


Persona & POV template

Fill out forms in pairs.

Share and discuss in the group.

Reformulate 1 joint persona & pov.

Share in group.

10min

6min

4min

#3 Model / Personas

5min


“Forced” Framing#3 Model / Personas


HOW MIGHT WE …?4#


HMWs and user, need and insight#4 How might we … ?

User: Kids which need to undergo an MRI scan.Need: Want to play and have fun.Insight: Kids voluntarily participate in things they perceive as fun and adventure

“How might we turn MRI scans into an fun adventure?”


POV to HMW...#4 How might we … ?


needs to feel socially accepted

when eating healthy food

because in her life a social risk is

more damaging than a health

risk.

… make healthy eating the norm?

… help Anna feel the long-term

effects of her everyday choices?

… help Anna feel more comfortable

being herself?

… make Anna’s social risks disappear?

… magnify health risks for Anna?

… make eating healthy the

coolest thing to do?


POV to HMW...#4 How might we … ?


needs to feel socially accepted

when eating healthy food

because in her life a social risk is

more damaging than a health

risk.

… make healthy eating the norm?

… help Anna feel the long-term

effects of her everyday choices?

… help Anna feel more comfortable

being herself?

… make Anna’s social risks disappear?

… magnify health risks for Anna?

… make eating healthy the

coolest thing to do?

5min


Persona & POV template

TEAM: each individual presents his/her TOP3 HMWs

Discuss, select or distill your toptwo HMW questions.

3min

4min

#4 How might we … ?


IDEATE &BRAINSTORMING

5#

TEK495 - Design & Innovation TEK495 - Design & Innovation

Video Source: https://www.youtube.com/watch?v=ttWhK-NO4g8

https://www.youtube.com/watch?v=ttWhK-NO4g8

http://www.youtube.com/watch?v=ttWhK-NO4g8


Brainstorm

Brainstorm HMW question 1

Brainstorm HMW question 2

6min

6min

#5 Ideate


Select ideas#5 Ideate


Present user, problem and idea#5 Ideate

1

2

3

TEK495 - Design & Innovation 44

“Show, don’t tell.”Stanford d.school


ReferencesAlexander, C. (1974). Notes on the Synthesis of Form (Auflage: Revised.). Cambridge: Harvard Univ Pr.

Cooper, A., & Reimann, R. M. (2003). About Face 2.0: The Essentials of Interaction Design (0002 Aufl.). Indianapolis: Wiley & Sons.

Dorst, K. (2015). Frame Innovation: Create New Thinking by Design. Cambridge, Massachusetts: The MIT Press.

D.School - Bootcamp-Bootleg - Methodcards.pdf. (o. J.). Abgerufen von http://dschool.stanford.edu/wp-content/uploads/2011/03/BootcampBootleg2010v2SLIM.pdf

Duarte, N. (2008). Slide:ology: The Art and Science of Creating Great Presentations (1. Aufl.). Beijing ; Sebastopol, CA: O’Reilly and Associates.

Duarte, N. (2010). Resonate: Present Visual Stories that Transform Audiences (1. Auflage). Hoboken, N.J: John Wiley & Sons.

Gumienny, R., Dow, S. P., & Meinel, C. (2014). Supporting the Synthesis of Information in Design Teams. In Proceedings of the 2014 Conference on Designing Interactive Systems (S. 463–472). New York, NY, USA: ACM. http://doi.org/10.1145/2598510.2598545

http://dschool.stanford.edu/wp-content/uploads/2011/03/BootcampBootleg2010v2SLIM.pdf



http://doi.org/10.1145/2598510.2598545

http://doi.org/10.1145/2598510.2598545

http://www.humantific.com/origins-of-how-might-we/


ReferencesGumienny, R., Lindberg, T., & Meinel, C. (2011). Exploring The Synthesis Of Information In Design Processes – Opening The Black-Box. DS 68-6: Proceedings of the 18th International Conference on Engineering Design (ICED 11), Impacting Society through Engineering Design, Vol. 6: Design Information and Knowledge, Lyngby/Copenhagen, Denmark, 15.-19.08.2011.

Hasso Plattner Institute of Design Stanford. (2010). D.School Bootcamp - Bootleg 2010. Bootleg Collection of Design Thinking Methods, University of Stanford.

Hey, J. (2007, Juli 24). Recording Ethnographic Observations: Six Useful Frameworks [Blog]. Abgerufen von http://palojono.blogspot.de/2007/07/recording-ethnographic-observations.html

HMW - How three words make design better. (2011). MX 2011 | Charles Warren. Abgerufen von http://www.youtube.com/watch?v=mTpa-bJiMp4&feature=youtube_gdata_player

Humantific. (2002, 2012). SenseMaking for ChangeMaking. Abgerufen 7. September 2014, von http://issuu.com/humantific/docs/humantific_sensemaking4changemaking

Klein, G. (2013). Seeing What Others Don’t: The Remarkable Ways We Gain Insights (First Trade Paper Edition). PublicAffairs.

http://palojono.blogspot.de/2007/07/recording-ethnographic-observations.html

http://palojono.blogspot.de/2007/07/recording-ethnographic-observations.html

http://www.youtube.com/watch?v=mTpa-bJiMp4&feature=youtube_gdata_player



http://issuu.com/humantific/docs/humantific_sensemaking4changemaking




ReferencesKlein, G., Moon, B., & Hoffman, R. R. (2006). Making Sense of Sensemaking 1: Alternative Perspectives. IEEE Intelligent Systems, 21(4), 70–73. http://doi.org/10.1109/MIS.2006.75

Kolko, J. (2010). Exposing the Magic of Design: A Practitioner’s Guide to the Methods and Theory of Synthesis (Auflage: 1). Oxford University Press, USA.

Kumar, V. (2012). 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization (1. Auflage). John Wiley & Sons.

Madsbjerg, C., & Rasmussen, M. B. (2014). The Moment of Clarity: Using the Human Sciences to Solve Your Toughest Business Problems. Boston, Massachusetts: Harvard Business Review Press.

Martin, B., & Hanington, B. (2012). Universal Methods of Design. Beverly, MA: Rockport Publishers.

Segel, E., & Heer, J. (2010). Narrative Visualization: Telling Stories with Data. IEEE Transactions on Visualization and Computer Graphics, 16(6), 1139–1148. http://doi.org/10.1109/TVCG.2010.179

Spradlin, D. (2012). Are You Solving the Right Problem? Harvard Business Review, 90(9), 84–93.

VanPatter, G. K. (2012, September 20). Origins of How Might We? Abgerufen von http://www.humantific.com/origins-of-how-might-we/

http://doi.org/10.1109/MIS.2006.75

http://doi.org/10.1109/MIS.2006.75

http://doi.org/10.1109/TVCG.2010.179

http://doi.org/10.1109/TVCG.2010.179




design thinking and innovation course - day 4 - synthesis

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