Ambrose Hans G.

Aggabao, PhD
Ruby L. Mamauag
Koni Bernadette C. Tarayao
Jaylord P. Manaud
Institutional Elective 2 - Critical and Creative Thinking Page |i

CCT is a course designed for the development of critical and creative thinking skills among
students. It uses the design thinking process as a platform for meaningful and effective
innovation and entrepreneurship. CCT is offered as a 2 unit course (1 unit lecture and 1 unit
laboratory (innovation lab) that guides students in the exercise of CCT as they pursue specific
problem solutions over the regular 18-week semester.

The University in addition to promoting the university for people and nature, now focuses its
efforts on developing graduates to become innovators and entrepreneurs. CCT and
Entrepreneurship course responds to this call and is inspired by the departure from the usual
notion that graduates are designed to be employed. Rather, graduates must equally be prepared
to become employers themselves and contribute to the alleviation of unemployment and
poverty.

Authors:

Ambrose Hans G. Aggabao, PhD

Ruby L. Mamauag
Koni Bernadette C. Tarayao
Jaylord P. Manaud

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

Institutional Elective 2 - Critical and Creative Thinking P a g e | ii

TABLE OF CONTENTS

Module 1 Social Innovation 1

Module 2 Design Thinking 3

Module 3 PIPE Model of Design Thinking

Phase 1 Purpose-Empathetic Understanding 7

Module 4 PIPE Model of Design Thinking

Phase 2 Ideation-Generate Large Set of Solutions 15

Module 5 PIPE Model of Design Thinking

Phase 3 Prototyping 20

Module 6 PIPE Model of Design Thinking

Phase 4 Enhance-Continuous Improvement 24

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Institutional Elective 2 - Critical and Creative Thinking Page |1

Module 1. Social Innovation

LEARNING OUTCOME

In this module, you will learn about the concept of social innovation. After completing this module,
you should be able to:

1. write a reflection paper to explain how critical thinking and creative thinking are applied in
social innovation.

LEARNING CONTENT

Social Innovation

Social Innovation is about creating solutions that addresses the user’s needs. You cannot serve the
community to improve their lives if you do not understand them and work together with them. The key
words here is working WITH the community, immersing yourselves into the lives of the community to
understand what is needed.

Key Processes of Innovation

The innovation space is built from the four process elements: Critical thinking, Creativity, and
Design. The design process serves as a platform for critique and value creation that yields to
innovation.

Figure 1. Key Processes of Innovation.

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

Institutional Elective 2 - Critical and Creative Thinking Page |2

ACTIVITY

To better understand social innovation, watch the ‘Hand in the Mist’ clip using the YouTube link:
https://www.youtube.com/watch?v=nUJ11id6oFo and the video clip: KUBO- the Disaster Relief
House using the Facebook link: https://www.facebook.com/watch/?v=827249224305892

a. Based in the video clips, what did you learn about social innovation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________

b. Summarize what you have watched through a concept map.

RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR SUPPLEMENTARY

READINGS

https://innovationforsocialchange.org/en/social-innovation/

https://iupe.files.wordpress.com/2015/11/tepsie-research_report_final_web.pdf

ASSESSMENT TASK

Write a reflection paper to explain how the key processes: critical thinking, creative thinking and design
are applied in social innovation.

REFERENCES

https://innovationforsocialchange.org/en/social-innovation/

https://iupe.files.wordpress.com/2015/11/tepsie-research_report_final_web.pdf

https://www.youtube.com/watch?v=nUJ11id6oFo

https://www.facebook.com/watch/?v=827249224305892

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

Institutional Elective 2 - Critical and Creative Thinking Page |3

Module 2. Design Thinking

LEARNING OUTCOME

In this module, you will learn about the concept of design thinking and ISU PIPE model of design
thinking. After completing this module, you should be able to:

1. relate the PIPE model of design thinking to collaboration and innovation.

LEARNING CONTENT

Design Thinking

Design thinking is a human-centered approach to innovation that draws from the designer's toolkit to
integrate the needs of people, the possibilities of technology, and the requirements for business success
(Brown, IDEO).

Design thinking is a deep human process that taps into abilities we have that maybe overlooked by more
conventional problem-solving practices. It relies on our ability to be intuitive, recognize patterns, and
construct ideas that are emotionally meaningful as well as functional.

A concept is innovative if it meets human needs (Desirability), is implementable (Feasibility) and can
sustain the business (Viability). A concept is innovative if we combine together what is desirable from
a human point of view with what is technologically feasible and economically viable.

Figure 2. What makes a concept innovative?

Desirability

Feasibility Viability

Design thinking requires collaboration.

The success of a Design Thinking project is often credited to the way the project team is formed. It often
involves getting people from multi-disciplinary backgrounds and engaging users early in the project.

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Institutional Elective 2 - Critical and Creative Thinking Page |4

Design Thinking Framework

The phases of design thinking based on IDEO can take you from a blank slate to a new, innovative
solution using these steps:

1. Frame a Question—Identify a driving question that inspires others to search for creative
solutions.
2. Gather Inspiration—Inspire new thinking by discovering what people really need.
3. Generate Ideas—Push past obvious solutions to get to breakthrough ideas.
4. Make Ideas Tangible—Build rough prototypes to learn how to make ideas better.
5. Test to Learn—Refine ideas by gathering feedback and experimenting forward.
6. Share the Story—Craft a human story to inspire others toward action.

PIPE Model of Design Thinking of Isabela State University (Aggabao, 2019)

The PIPE Model design thinking (DT) process is built from the stand point of continuous improvement.
In this lens, innovation is not a terminal process. Rather, every innovation is considered best product
that is subject to enhancement.

The model uses attitudes and dispositions based on critical and creative thinking to create innovation.
It has 4 phases:

1. Purpose- empathetic understanding

2. Ideation- generate large set of solutions
3. Prototype- modelling of best solution
4. Enhance- continuous improvement through feedback.

It offers a need-based approach towards innovation guided by the use of the following principles:
Exploration, Ideation, Reflective Judgement and Self-regulation to come up with the best product or
solution to a problem.

Figure 3. PIPE model of Design Thinking

Innovation and design may well serve as a platform to the learning process and an extension delivery
modality through systematic collaboration, partnership, and immersion. This organization maximizes
participation of institutions, faculty, students, and communities.

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

Institutional Elective 2 - Critical and Creative Thinking Page |5

Institution

Students
Faculty

Communities

Figure 4. Partnerships, Collaboration and Innovation.

Social Innovation programs that use design thinking to address problems in a community:

For Singapore Polytechnic- Learning Express Programme

For Isabela State University- Design Express Program

ACTIVITY

How does the PIPE model of design thinking promote collaboration and contribute to innovation?

RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR SUPPLEMENTARY

READINGS

https://www.ideou.com/blogs/inspiration/what-is-design-thinking

https://podcasts.apple.com/us/podcast/creative-confidence-series/id1231685425

https://podcasts.apple.com/us/podcast/learning-to-embrace-tensions-heather-currier-
hunt/id1231685425

Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based Approach. University
of UAE.

The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.

Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in collaboration with
Singapore Polytechnic.

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

Institutional Elective 2 - Critical and Creative Thinking Page |6

ASSESSMENT TASK

Write down your thoughts about design thinking. Incorporate in your reflection the concept of social
innovation learned in Module 1, the PIPE model of design thinking and on the readings on the link
provided.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________

REFERENCES

https://www.ideou.com/blogs/inspiration/what-is-design-thinking

https://podcasts.apple.com/us/podcast/creative-confidence-series/id1231685425

https://podcasts.apple.com/us/podcast/learning-to-embrace-tensions-heather-currier-
hunt/id1231685425

Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based Approach. University
of UAE.

The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.

Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in collaboration with
Singapore Polytechnic.

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

Institutional Elective 2 - Critical and Creative Thinking Page |7

Module 3. PIPE Model of Design Thinking

Phase 1. Purpose- Empathetic Understanding

LEARNING OUTCOME

In this module, you will learn more about the 1 st Phase of the PIPE model of Design Thinking: Purpose
-Empathetic Understanding. After completing this module, you should be able to:

1. craft problem statement;

2. identify the needs of your user/community; and
3. present Persona

LEARNING CONTENT

THE Phase 1- Purpose BUILDS ON exploration phase that takes off from the quest to dig on for what
inspires people to get engaged in the innovation process. It employs the designer’s CRITICAL
THINKING on the design space for problem recognition, problem definition, and as the designers get
high level of empathetic understanding of the problem, guide exploration into the solution space by
enacting the ideation phase of the design process.

Learning to think in critically, analytical and evaluative ways means using mental processes such as
focusing, categorizing, selecting, and judging. It is an analytic-evaluative process to support informed
decision making.

Critical thinking requires a predisposition to be critically analytic in the process of making sense of
arguments and logic and rendering informed decisions and judgments in an effort to make a well-
reasoned, clear and responsive conclusion.

The quest for purpose involves ability to get to know the user (community), recognize and define their
problem using critical thinking and empathetic understanding. An innovation is bound to be useless
unless we understand, connect and care for the user (community). This is empathetic understanding.

Essential steps used in this phase:

1. Identification of a problem/ issue in a community

2. Preliminary research- through books, internet
3. Ethnographic Research- to gain deeper understanding and connection with the user
4. Analyzing Data
5. Creation of Persona

NOTE: The class will be divided into teams with 10 members each, preferably
members coming from same area/barangay/town to work on your projects.

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Step 1. Identification of a Problem/Issue

In this step you may start looking for possible projects that you will work on. Identify a problem or
issue in your community that is close to your heart. Who do you want to help? Why do you want to
help them? Describe using the graphics below.

PROBLEM/ISSUE

What is currently
What factors What is the
being done to
contribute to the problem/issue
address the
problem? about?
problem?

Who needs help?

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Step 2. Preliminary Research

Conduct an online research to gather preliminary information about the problem and issue. Is this
problem happening in other places? Take note, you are not supposed to think of any solution at this
point. You are doing this to understand more the problem/ issues around your user.

Combine the information you gathered from Step 1 and Step 2. At this point, you are now ready to
identify the problem and craft your problem statement!

How to craft a problem statement:

Identify the Verb+ Identify the User+ Problem to be tackled

Sample:
How can we help the students of ISU to become more effective self-directed learners?
How can we encourage the Cabaguenos to reduce plastic wastes?

ACTIVITY 1

Craft your problem statement.

Problem Statement:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________

Step 3. Ethnographic Research—Empathy Study

The main goal of this process is to gain deeper understanding and connection with the community.
How do you get to know the people involved in the issues/problems in the community? How can you
connect with them?

Have this in your mind always: PUT YOURSELVES INTO THE USER’S SHOES.

Experience their everyday life. How do they think and feel?

You may use the following methods:

1. Observation
2. Interview

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Observation

The purpose of this method is to use AEIOU and POEMS observation technique as tools for empathy
study. During field observation, record observations under appropriate headings.

AEIOU Technique:

What to observe: Observations

Activities

Environment

Interactions

Objects

Users

POEMS Technique:

People Objects Environment Message Services

Interview

Use interview as a technique to clarify observations and assumptions. This is your opportunity to dig
deeper into the inner thoughts and feelings of the user.

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It is best to conduct face-to-face interviews to discover your user and their needs. During the
interview:

 Probe to uncover the truths behind their human story

 Observe their non-verbal cues as well as pick out observations of their natural setting
 Record all the interview data for analysis (word for word)

You may conduct interviews in pairs or groups of three. Decide on the role each member is to play
(interviewer, note-taker, observer).

A mix of both Type A & B questions are important during interviews. Type A questions helps to keep
your interviewees at ease while you build rapport with him/her before moving into ‘tougher’ Type B
questions which unravels deeper information. Type B questions will aim to evoke stories and explore
emotions. Conclude with Type A questions as you end your conversation.

Interviews are not surveys. Do not ask a list of questions. Build on the answers of your interviewees.

ACTIVITY 2

1. Prepare your guide questions prior to the conduct of your interview using the template below:

Empathy Study Plan Who will be interviewed?

Demographics Personal Motivations
Questions: Questions:

Areas Related to the Problem

Questions:

2. Conduct an ethnographic research/empathy study.

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Step 4. Analyzing Data Gathered: Identifying and Prioritizing Needs

In this particular step, your primary goals are to:

1. cluster the important data; and

2. identify the user needs.

Process 1. Identifying Useful Data (Individual Power)

 From the interview data, write down points you think are interesting or significant.
 Write one data point in one sentence. Do not summarize or interpret. Use word for word,
as supplied by the interviewee.

Note: Team Leader may split the team into 3 after this step to create 3 micro-groups before
proceeding to Process 2.

Process 2. Share the data points. (within each micro-group)

 One team member will exchange data points to another team member.
 The partner will highlight the most useful data by putting an asterisk (*) to the data point.
 Each data point with an asterisk will be used in the next step.

Process 3. Cluster similar data together (Team Effort)

 Each micro-group are required to turn in their asterisked data points.

 Cluster asterisked data points (*) according to common pattern/ learning points from the
interviewees.
 From each cluster, write a general theme/cluster head.

Activity 3

1. Describe in 1-2 sentences the clustered information based on data points. This will be the
insight.

INSIGHT: Reflection of each cluster (what does the clustered information tell you?)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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2. From the insights, derive the users’ needs.

NEED: From the insight, what do you think your interviewee/user need?

Need 1:_________________________________________________________________
Need 2:_________________________________________________________________
Need 3: _________________________________________________________________

WHAT MAKES A GOOD NEED STATEMENT:

• It is NOT a solution.
Bad example: I need money for internet connection to study during the new normal.

Better example: I need flexible learning opportunities to study during the new normal.

• It addresses a gap.
• It addresses your project statement.

Remember, you are now identifying the needs which will be addressed/ given solution in the next
phase (IDEATION).

Step 5. Creation of Persona

Persona is a profile which will serve as a reference & inspiration throughout the solution
development. It represents the community/ users you are working with.

Personas are more than just demographic information, a persona needs to capture the person’s
behavior, beliefs, motivations & pain points.

Sample Persona

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Sample Persona Template:

Persona Name: Motivation Defining Quote

Demographic Profile Social/Family Lifestyle Challenges/ Pain Top 3 Needs

Age: Points
Gender:
Job:

Hobbies/Likes/Dislikes Deep Need

Statement

ASSESSMENT TASK

1. Create your own persona based on the information and data you gathered. You may use the
sample template as your reference.
2. Present the Persona to the class via the prescribed videoconferencing platform.

REFERENCES

Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based Approach. University
of UAE.

The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.

Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in collaboration with
Singapore Polytechnic.

https://www.youtube.com/watch?v=TiD33_6-NAM- Empathy

Design Thinking Toolkit- Singapore Polytechnic (2018)

DT Teaching Slides- Singapore Polytechnic

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

 Institutional Elective 2 - Critical and Creative Thinking P a g e | 15

Module 4. PIPE Model of Design Thinking

Phase 2. Ideation-Generate Large Set of Solutions

LEARNING OUTCOME

In this module, you will learn about the concept of generating large set of ideas as solution to your
problem statement. After completing this module, you should be able to:

1. Generate large volume of ideas that will meet the needs of the users.
2. Present a one big concept that is feasible, desirable, and sustainable to the users.

LEARNING CONTENT

WHAT IS IDEATION?

The third stage of the design thinking process is focused on generating ideas and identifying possible
solutions through sessions of brainstorming. The aim of this stage is to generate a large quantity of
ideas that the team can then filter and cut down into the best, most practical or most innovative ones
in order to inspire new and better design solutions and products.

1 2 3
Revisit your Brainstorm and generate
Cluster ideas to concept
Persona’s Needs ideas around each other

WHAT IS BRAINSTORMING?

Brainstorming is an activity that helps a group, organization or team to generate more innovative ideas.
It is one of the most effective way of ideation. The main purpose of brainstorming is generate large
volume ideas within a group setting. It provides a quick means for tapping the creativity of a limited
number of people to produce large number of ideas or concepts.

Problem Statement: How can we help the students of ISU to become more effective self-
directed learners?
User Needs Think about the parameters Ideas

Help Strong Suping have

internet access Create Learning
I need flexible learning Management System
opportunities to study Give Strong Suping various that can be used
during the new normal. ways of accessing Learning online and Offline
Materials

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How to do Brainstorming:

Think Write Slap

Rules of Effective Brainstorming 1 Idea per post-it

1. Defer Judgement
2. Go for Quantity
3. Encourage wild ideas
4. Build on others people’s ideas
5. Stay Focused
6. Do not dwell
7. Be visual
8. Stand Up.

SCAMPER Technique

You may use SCAMPER technique as a guide to generate ideas.

S Substitute What might you substitute? What parts/what materials will I use?

C Combine What might I combine this object with? Can I combine ideas, objects,
function?
A Adapt What might I copy? What will I retain?

M Modify How might I change it?

P Put to Other Use Are there other uses of this object? What happens if I change the
function or purpose?
E Eliminate What can I do without? What can I take away or remove?

R Rearrange What if I turned it upside down? Backwards? Inside out? What if I

rearrange any parts, function or objectives?

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From ideas to concepts:

Your concept should be a seamless integration of different elements. Make all the elements work together
to form a new and improved experience for your Persona!

Clustering of Ideas into concepts

After gathering and generating large volume of ideas as possible solutions and turning these into
concepts, you may now cluster these ideas according to the following:

1. Related ideas
- Place similar or related ideas together to form clusters
- Develop one cluster in to concepts
2. “best persona” ideas
- Place team’s choices of what works best for Persona together
- Develop cluster into a concept
3. “forced associations
- Randomly select ideas and place them together
- Develop cluster into a concept

Activity 1:

1. Describe in 1-2 sentences the ideas generated during brainstorming this will be the cluster
head.
CLUSTER HEAD: the summary of ideas

___________________________________________________________________________
___________________________________________________________________________
2. From the cluster head, derive the concept.
CONCEPT: from the cluster of ideas, what do you think is the solution that it suggests?

1. ______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________

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One Big Concept. You have to select one concept that you think is the best in solving the problem
statement. Choose this concept using the following guidelines.

1. Does the concept address the Persona’s Needs?

2. Is it a breakthrough?
3. Does the concept enhance the user’s experience?

In addition, consider the following questions,

DESIRABLE
Will your user want it?
FEASIBLE.
Can it be done now or in 5-10
Does your user feel positive using
years? it?
MY
GREAT Is it easy to use?
IDEA!
SUSTAINABLE
Will your idea last?

Are there short-term and long-

term gains?

ASSESSMENT

1. Present the One Big Concept to the class via the prescribed videoconferencing
platform.

SUPPLEMENTARY VIDEO

https://www.youtube.com/watch?v=UAinLaT42xY&feature=youtu.be&fbclid=IwAR0fl4yZf3zcAfJA
zXPox5nq-HAsaKwLzhQXsC6qYw586AnBvxffZuODKtk

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

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REFERENCES

Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based Approach. University
of UAE.

The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.

Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in collaboration with
Singapore Polytechnic.

Design Thinking Toolkit- Singapore Polytechnic (2018).

DT Teaching Slides- Singapore Polytechnic

https://www.interaction-design.org/literature/article/what-is-ideation-and-how-to-prepare-for-
ideation-sessions

https://www.ideou.com/pages/brainstorming-rules-and-techniques

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

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Module 5. PIPE Model of Design Thinking

Phase 3. Prototyping

LEARNING OUTCOME

In this module, you will learn about modelling the best solution from the concept as a solution to the
Problem Statement. After completing this module, you should be able to:

1. Bring ideas to life

2. Present a prototype to the class

LEARNING CONTENT

WHAT IS PROTOTYPING?

Prototyping is about communicating your concept in the form of a user’s experience. The concept of
rapid prototyping is being able to create the model or visual representation of the product so that it can
be better evaluated – critiqued, opened for suggestions, and other observation which would feed to its
further improvement. It helps visualize possibilities. It usually answers the question, what should you
create to explain how your user will experience and benefit for your solution?

WHY DO WE PROTOTYPE?

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We prototype so we can save time and cost or error in our projects. The earlier we identify the problems
our product may encounter, the earlier that we can improve it. It is better for us to fail in the earlier
part of the testing and succeed sooner than failing in the later part where time and cost has been wasted.

WHAT CAN BE PROTOTYPED?

Anything. We can create prototyped any concept that we want to show. Prototypes can be really simple
(cardboard) or relatively involved (semi working model) in various fidelity.

Look & Feel Experiences Processes

Prototypes should be “quick and dirty”. This means that prototypes should not cost much and should
be very beautiful, rather, it must be simple and quickly done. It is not polished nor a functional one.
Prototypes must let the users experience its function.

Quick ‘n’ dirty


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Types of Prototypes

1. Physical Models - these are the models created to showcase the physical product. It is like a
paper cardboard version of the product.

2. Storyboards – use to show or illustrate the details of the user experience

3. Role Play - The EMOTIONAL EXPERIENCE with a product or service is sometimes BEST
EXPRESSED BY ACTING IT out with team members taking on the role of the target user or
customer.

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ASSESSMENT

1. Present the Prototype to the class via the prescribed videoconferencing platform.

REFERENCES

Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based Approach. University
of UAE.

The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.

Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in collaboration with
Singapore Polytechnic.

Design Thinking Toolkit- Singapore Polytechnic (2018).

DT Teaching Slides- Singapore Polytechnic

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

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Module 6. PIPE Model of Design Thinking

Phase 4. Enhance- Continuous Improvement

LEARNING OUTCOME

In this module, you will learn about the importance of the 4 th Phase- Enhance - Continuous
Improvement. After completing this module, you should be able to:

1. gather feedback from the users and non-users;

2. revise prototype based on the feedback gathered; and
3. present final prototype in the Young Innovators’ Congress (online platform).

LEARNING CONTENT

The primary goal of the Enhance Phase of the PIPE model of the Design Thinking is to gather feedback
from both users and non-users of the project for continuous improvement. The users and non-users at
this phase are your innovation partners to add value to your project and come up with a better project.

How will you Gather Feedback

At this point, you will set an appointment for non-users and users (community) for the following
purposes:

1. present your concept:

a. Problem/Issue to be tackled
b. Persona & Need Statement
c. Concept & Prototype
2. seek feedback:
a. What works for you?
b. What doesn’t work for you?
c. How could this be better?

ACTIVITY

Gathering Feedback

1. Gather a group of 5-10 non-users and gather feedback based on the guide questions provided.
Write down their recommendations and suggestions. Based on their feedbacks, revise your
prototype.
2. After revising your prototype based on the non-users’ feedback, go back to your users and
present your prototype. Write down their recommendations and suggestions. Based on their
feedback, revise your prototype.

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

Institutional Elective 2 - Critical and Creative Thinking P a g e | 25

ASSESSMENT TASK

Present your final prototype in the Young Innovators’ Congress organized by your
College/Department. Again, gather feedback for continuous improvement of your project.

REFERENCES

Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based Approach. University
of UAE.

The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.

Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in collaboration with
Singapore Polytechnic.

Stay Cool: How to Take Design Feedback Strategically

https://www.toptal.com/designers/prototyping/taking-design-feedback-strategically

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020