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Design Thinking Lab Experiments

The document outlines 8 experiments for students to complete as part of a design thinking lesson, where they will work in groups to design a product through interviewing each other, analyzing relevant factors, researching user needs, testing prototypes, and evaluating the process in order to understand design thinking. The experiments involve tasks like questioning group members, identifying data sources, exploring market opportunities, and performing tests and surveys.

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srinivas gangishetti
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227 views

Design Thinking Lab Experiments

The document outlines 8 experiments for students to complete as part of a design thinking lesson, where they will work in groups to design a product through interviewing each other, analyzing relevant factors, researching user needs, testing prototypes, and evaluating the process in order to understand design thinking. The experiments involve tasks like questioning group members, identifying data sources, exploring market opportunities, and performing tests and surveys.

Uploaded by

srinivas gangishetti
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Class is divided into groups of 6 members each.

Experiments:
Various experiments are carried out in a phased manner to complete the
process of design thinking for a chosen product.
List of products that can be used are: Sharpener, Eraser, Pencil, Pen,
Chair, Table, Spectacles, Mobile, Fan, book, Watch, Wall clock.

Students can also choose to develop an App or Webpage for a


particular task.
I. Lesson title, subject and grade level

The lesson title: Introduction to Design thinking

Subject Matter: This lesson helps the student in understanding the importance of Design
thinking in professional life.

Grade level: “O” for the best performance in the tasks and “F” little or no
participation in the tasks.

II. Objectives

1. To make the student understand the importance of design thinking in professional life.
2. To help the student in understanding the importance of thinking out of the box.

III. Virtual Components/Activities

A total of eight activities are planned for the students.

IV. Assessment

The understanding of the student is assessed by giving a real time example and ask the
students to use their creative skills and come out with a solution. The best possible solution
will be given the O grade followed by the other grades.
Experiment 1:
Each member of the group has to ask (vocally) the group members different
questions about a product that they would like to design. Write down the
questions and answers and submit as a word or pdf document.
Project:

Interviewer Name: Interviewee Name:

Interviewer Pin No.: Interviewee Pin No.:

Team: Date:

Introduction: (Define the questions)

1
Get to know the entire story: (Which questions help to understand the hopes, fears and motivations of the interviewers)

2
Conclusion: (Explain what happens with the answers and thank the Interviewee for the discussion)

3
Experiment 2:
Each member of the group must ask (vocally) the group members questions
about the product chosen in the previous experiment. This helps to gain in-
depth insights as well as new findings and information in order to grasp the
problem or situation holistically or simply to find relevant questions for an
interview. Write down the questions and answers and submit as a word or pdf
document.
Project:

Interviewer Name: Interviewee Name:

Interviewer Pin No.: Interviewee Pin No.:

Team: Date:

Who? What? When? Where? Why? How?


Experiment 3:
➢ Identify relevant factors of influence that constitute the basis for a new or
improved product or offer; then analyze it in a targeted manner.
➢ Make sure that you are sufficiently creative in the analysis process,
because the focus is on technical “details”.
➢ Boost the efficiency of the analysis process by avoiding empty runs.
➢ Make use of a standardized procedure in order to examine the problem
and solution space again with the help of data.
Define the Questions: Data Sources:
Experiment 4:
➢ Do research, talk with people, and have empathy to formulate profound
stories.
➢ Summarize the results from the “understand” and “observe” phases and
discuss with the team.
➢ Highlight unexpected results and generate new perspectives.
➢ In general, share insights, ideas, and results (solutions) with others.
Experiment 5:
➢ Explore untapped market opportunities.
➢ Provide differentiated and new offers based on the user needs.
➢ Adapt a strategy to new market needs by understanding the competitive
edge.
➢ Establish the right vision for the design challenge or a road map for step-
by-step implementation and control mechanisms.
BLUE OCEAN TOOL & BUYER UTILITY MAP
Experiment 6:
➢ Find out at an early stage whether the basic need is satisfied and the
product attracts interest on the market.
➢ Find out through iterative testing whether the user need is met with a
minimally functional product and how the product should be enhanced.
➢ Find out through user feedback how much demand there is for the
product before developing further details and features.
➢ Minimize the risk of investing in a solution for which there is little demand
on the market, thus saving time, money, and energy.
Experiment 7:
➢ Perform a true A/B test or several variants of a prototype in the
form of a multi-variants test or as split testing.
➢ Do a quantitative evaluation.
➢ Carry out a qualitative survey and evaluate the number and
content of feedbacks.
➢ Compare individual variants of a function or a prototype (e.g.
buttons, visuals, arrangement).
Experiment 8:
➢ Collect and appraise experiences made in the project in a
structured manner.
➢ Learn from experience and make use of it in the next project.
➢ Facilitate a positive attitude toward mistakes and appreciate
progress.
➢ Identify and document the findings; make them applicable and
usable.

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