Goal

The goal of this exer­cise is to devel­op­ing an expe­ri­ence with a num­ber of design frame­works for research­ing and doc­u­ment­ing a ques­tion, prob­lem or challenge.

Objective

The objec­tive of this exer­cise is to doc­u­ment the process of solv­ing a com­mon design prob­lem using a design framework.

Background Reading

• O’Grady, Ch 2
• The Big Six https://​the​big6​.org
• Design Coun­cil Inno­va­tion Frame­work https://​www​.design​coun​cil​.org​.uk/​n​e​w​s​-​o​p​i​n​i​o​n​/​w​h​a​t​-​f​r​a​m​e​w​o​r​k​-​i​n​n​o​v​a​t​i​o​n​-​d​e​s​i​g​n​-​c​o​u​n​c​i​l​s​-​e​v​o​l​v​e​d​-​d​o​u​b​l​e​-​d​i​a​m​ond
• IDEO Design Think­ing https://​design​think​ing​.ideo​.com
• 5 Stages in the Design Think­ing Process https://www.interaction-design.org/literature/article/5‑stages-in-the-design-thinking-process
• Get Started with Design Think­ing  https://​dschool​.stan​ford​.edu/​r​e​s​o​u​r​c​e​s​/​g​e​t​t​i​n​g​-​s​t​a​r​t​e​d​-​w​i​t​h​-​d​e​s​i​g​n​-​t​h​i​n​k​ing
• The sci­en­tific method https://​www​.khanacad​emy​.org/​s​c​i​e​n​c​e​/​h​i​g​h​-​s​c​h​o​o​l​-​b​i​o​l​o​g​y​/​h​s​-​b​i​o​l​o​g​y​-​f​o​u​n​d​a​t​i​o​n​s​/​h​s​-​b​i​o​l​o​g​y​-​a​n​d​-​t​h​e​-​s​c​i​e​n​t​i​f​i​c​-​m​e​t​h​o​d​/​a​/​t​h​e​-​s​c​i​e​n​c​e​-​o​f​-​b​i​o​l​ogy
• The sci­en­tific method (video) https://​www​.khanacad​emy​.org/​s​c​i​e​n​c​e​/​h​i​g​h​-​s​c​h​o​o​l​-​b​i​o​l​o​g​y​/​h​s​-​b​i​o​l​o​g​y​-​f​o​u​n​d​a​t​i​o​n​s​/​h​s​-​b​i​o​l​o​g​y​-​a​n​d​-​t​h​e​-​s​c​i​e​n​t​i​f​i​c​-​m​e​t​h​o​d​/​v​/​t​h​e​-​s​c​i​e​n​t​i​f​i​c​-​m​e​t​hod

Exercise

Using a sim­ple, and fairly com­mon activ­ity pro­vided by the course instruc­tor, sur­vey, research, out­line, test and record the process of solv­ing a design prob­lem using a design frame­work. A final report and pre­sen­ta­tion will review the activ­ity and record the find­ings to dis­trib­ute to a wider audi­ence. Groups will be assigned for the prob­lem, but each stu­dent will com­plete the fol­low­ing Parts and Submission

Part One

Gen­er­ate ideas on the prob­lem pre­sented in class. The abil­ity to cre­ate a plan is essen­tial. Make deter­mi­na­tions as to the back­ground of the prob­lem. What is search­able via web queries, and what needs to be dis­cov­ered. Cre­ate a 250–500 word descrip­tion and include any notes, dia­grams, brain­storm­ing and source materials.

Part Two

Using the plan devel­oped in Part One, begin solv­ing the prob­lem, tak­ing care­ful notes and records of all events. Feel free to use images, videos, inter­views or other means to document.

Part Three

Cre­ate a short pre­sen­ta­tion with your find­ings from Parts One and Two, focus­ing on what was learned from the exer­cise. Sup­ple­ment the find­ings with any dia­grams, charts or dynamic media nec­es­sary to clar­ify and visu­al­ize dis­cov­er­ies or data.  The pre­sen­ta­tion should be 2–3 min­utes in length and may have up to 5 slides. Pre­sen­ta­tion for­mat is impor­tant, but no lim­i­ta­tions on media, author­ing soft­ware or design. Com­bine all notes and mate­ri­als from Parts One and Two into a sin­gle PDF.

• The fol­low­ing rubric posted on D2L will deter­mine exer­cise score: Exer­cise Grading

Techniques

cre­ative think­ing, exper­i­men­ta­tion, process, abstract thought

Supplies

com­puter, soft­ware, paper, pencil