INV 701: DESIGN THINKING

ROGELIO O. LADIERO
Names ELMA PANUNCIO
Section: GROUP 5
of Scholar: EMIL RIODIL
ARNOLD RELATOR

Date of
Program: INV_701: DESIGN THINKING
Submission:

DESIGN THINKING PROCESS

Group Activity 1

INSTRUCTIONS

● Watch the videos by clicking/copying and pasting the URLs below.

Video 1: https://www.youtube.com/watch?v=uxIAa2MIvXo
Video 2: https://www.youtube.com/watch?v=Q6S0syM0OFc&t=2s
Video 3: https://www.youtube.com/watch?v=xlX4HAPEY-s&t=2s

Make a reaction for each of the videos.

Use the guide questions below.
1. What does Design Thinking look like in action?
2. Explain the process they have used.
3. How do you relate the process to your own workplace?

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 INV 701: DESIGN THINKING

Video 1https://www.youtube.com/watch?v=uxIAa2MIvX

Design thinking is a non-linear and iterative process that teams use to understand users, challenge assumptions, redefine problems, and create
innovative solutions. It involves five phases—empathize, define, imagine, prototype, and test—and is most useful to tackle problems that are ill-defined or
unknown.

Here's a description of each phase of design thinking in action:

Empathize

The first step in the design thinking process is to empathize with users. This involves understanding their needs, wants, pain points, and expectations. In
the video "How to Finish 3D Prints," the presenter empathizes with viewers by acknowledging that 3D prints can sometimes be boring and need to be
finished in order to be more appealing.

Define

Once you have a good understanding of your users, you can start to define the problem you are trying to solve. This involves framing the problem in a
QUESTION 1 way that is clear, concise, and actionable. In the video, the presenter defines the problem as "how to finish 3D prints so that they are more appealing."

What does Ideate

Design Thinking
With the problem defined, it's time to start brainstorming solutions. This is where creativity comes in. In the video, the presenter brainstorms two different
look like in solutions to the problem: using sharpies to color in 3D prints and using acrylic paint to finish them.
action?
Prototype

Once you have a few ideas, it's time to create prototypes. These are rough models of your solutions that you can test with users. In the video, the
presenter creates two prototypes: one that is colored in with sharpies and one that is painted with acrylics.

Test

Finally, it's time to test your prototypes with users. This is where you get feedback on your solutions and iterate on them until you have a solution that
meets the needs of your users. In the video, the presenter tests her prototypes with viewers and gets feedback on which one they prefer.

Design thinking is a powerful tool that can be used to solve any problem, big or small. By following the five phases of design thinking, you can come up
with innovative solutions that meet the needs of your users.

Resource: https://medium.com/@dittoprasetyo13/ux-study-case-shoe-care-mobile-application-d8aee0e6be34

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 INV 701: DESIGN THINKING

The presenter in the video "How to Finish 3D Prints" uses a design thinking approach to solve the problem of how to make 3D
prints more appealing. She follows the five phases of design thinking:

1. Empathize: He acknowledges that 3D prints can sometimes be boring and need to be finished in order to be more
QUESTION 2 visually appealing.
2. Define: He frames the problem as "how to finish 3D prints so that they are more appealing."
Explain the 3. Ideate: He brainstorms two different solutions: using sharpies to color in 3D prints and using acrylic paint to finish them.
process they 4. Prototype: He creates two prototypes: one that is colored in with sharpies and one that is painted with acrylics.
5. Test: He tests her prototypes with viewers and gets feedback on which one they prefer.
have used.
By following the design thinking process, she is able to come up with two viable solutions to the problem and get feedback
from users to help her choose the best one.

The principles of design thinking can be applied to any problem-solving process, regardless of the context. For example, I could use design
thinking to improve the way I generate text, translate languages, or answer questions.

Here is an example of how I could use design thinking to improve the way I generate text:

Empathize: I would start by understanding the needs of the users who are trying to generate text. This could involve talking to them directly,
observing how they use text generation tools, or analyzing existing data on how people use text.

QUESTION 3 Define: Once I understand the needs of my users, I would define the problem I am trying to solve. This could involve framing the problem in
How do you a way that is clear, concise, and actionable. For example, I could define the problem as "how to generate text that is more creative,
relevant, and engaging."
relate the
process to your Ideate: With the problem defined, I would start brainstorming solutions. This is where creativity comes in. I could brainstorm different ways
own to generate text, such as using different algorithms, training data, or techniques.

workplace?
Prototype: Once I have a few ideas, I would create prototypes. These are rough models of my solutions that I can test with users. For
example, I could create a prototype that generates text using a new algorithm.

Test: Finally, it's time to test my prototypes with users. This is where I get feedback on my solutions and iterate on them until I have a
solution that meets the needs of my users. For example, I could test my prototype by asking users to rate the creativity, relevance, and
engagement of the generated text.

By following the design thinking process, I can improve the way I generate text and make it more useful for my users.

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 INV 701: DESIGN THINKING

video 2https://www.youtube.com/watch?v=Q6S0syM0OFc&t=2s

The Forbes Primary School project exemplifies design thinking in action by empowering young learners to tackle a real-world problem—distinguishing
their identical school bags—through a creative and hands-on learning experience.

Empathize: The project begins by understanding the students' frustration with having identical school bags, which can lead to confusion and misplaced
items.

Define: The problem is clearly defined as the need for students to have easily identifiable bag tags to personalize their belongings.

Ideate: Students are encouraged to brainstorm various designs for their bag tags, fostering creativity and problem-solving skills.
QUESTION 1
What does Prototype: Using Makers Empire's 3D software, students create digital prototypes of their bag tag designs, allowing them to visualize and refine their
ideas.
Design Thinking
look like in Test: The digital prototypes are then translated into physical reality using the school's 3D printer, enabling students to test their designs and make
adjustments as needed.
action?
Throughout the project, students are actively engaged in the design thinking process, fostering their creativity, problem-solving, and critical thinking skills.
They learn to identify problems, generate solutions, and implement their ideas, empowering them to become active learners and innovators.

The collaboration between Makers Empire, the Department for Education and Children Services in South Australia, and Grange Primary School
highlights the power of partnerships in creating impactful learning experiences. By providing access to technology and expertise, Makers Empire supports
the school's efforts to implement design thinking and STEM education.

The Forbes Primary School project serves as a model for incorporating design thinking into K–8 education, demonstrating how technology can be
leveraged to empower young learners and foster their 21st-century skills

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 INV 701: DESIGN THINKING

The Forbes Primary School project employed a design thinking approach to address the challenge of students' difficulty in
distinguishing their identical school bags. The project involved the following steps:

1. Identifying the Problem: The project began by

recognizing the issue of students having trouble identifying their own bags among identical ones, leading to confusion
and misplaced items.
2. Empathizing with Students: The project team
understood the students' frustration and inconvenience caused by the lack of personalized bag tags.
3. Defining the Challenge: The problem was clearly
defined as the need for students to have unique and easily recognizable bag tags to distinguish their belongings.
4. Brainstorming Solutions: Students were
encouraged to actively participate in brainstorming various designs for their bag tags, fostering creativity and
problem-solving skills.
5. Creating Digital Prototypes: Using Makers
Empire's 3D software, students transformed their design ideas into digital prototypes, allowing them to visualize and
QUESTION 2 refine their creations.
6. Testing and Refining Prototypes: Students
Explain the received feedback on their digital prototypes and had the opportunity to make adjustments before finalizing their
process they designs.
have used. 7. 3D Printing: The finalized digital prototypes were
then converted into physical reality using the school's 3D printer, enabling students to see their designs come to life.
8. Evaluation and Reflection: The project concluded
with an evaluation of the overall experience and the effectiveness of the bag tags in helping students identify their
belongings.

Throughout the project, students were actively engaged in the design thinking process, fostering their creativity, problem-
solving, and critical thinking abilities. They learned to identify problems, generate solutions, and implement their ideas,
empowering them to become active learners and innovators.

The collaboration between Makers Empire, the Department for Education and Children Services in South Australia, and
Grange Primary School played a crucial role in the project's success. Makers Empire's expertise and technology enabled the
school to effectively implement design thinking and STEM education, while the department's support and Grange Primary
School's enthusiasm provided a nurturing environment for the project to thrive.

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 INV 701: DESIGN THINKING

The Forbes Primary School project exemplifies the application of design thinking in a classroom setting, demonstrating how it
Formatted[ROGELIO LADIERO]: Font: 10 pt
can empower young learners to tackle real-world problems through creative and hands-on experiences. Similarly, design
thinking can be effectively applied in various workplaces, including software development, product design, and even business
strategy.

Empathize: Just as the Forbes Primary School project involved understanding the students' frustration with identical bag tags,
design thinking in the workplace begins with empathizing with the users or customers. This involves understanding their
needs, wants, pain points, and expectations.

Define: Once the problem or challenge is clearly understood, it needs to be defined in a way that is clear, concise, and
actionable. In the Forbes Primary School project, the problem was defined as the need for easily identifiable bag tags.
Similarly, in a workplace setting, the problem could be defined as the need for a more user-friendly interface for a software
product or a more efficient process for a business operation.

QUESTION 3 Ideate: With the problem defined, the next step is to brainstorm solutions. This is where creativity and collaboration come into
play. In the Forbes Primary School project, students brainstormed various designs for their bag tags. Similarly, in a workplace
How do you setting, employees from different departments can come together to brainstorm innovative solutions to the defined problem.
relate the
process to your Prototype: Just as the students created digital prototypes of their bag tag designs, design thinking in the workplace involves
creating prototypes of potential solutions. This could be a rough sketch of a new product design, a wireframe of a software
own interface, or a simulation of a business process.
workplace?
Test: Once prototypes are created, they need to be tested with users or customers. This is where feedback is gathered to
identify strengths, weaknesses, and potential improvements. In the Forbes Primary School project, students received
feedback on their digital prototypes and made adjustments before finalizing their designs. Similarly, in a workplace setting,
prototypes can be tested through user testing, beta testing, or pilot programs.

Iteration: Design thinking is an iterative process, meaning that the phases may be revisited as new information is gathered
and feedback is received. In the Forbes Primary School project, students may have refined their designs based on feedback
from their peers or teachers. Similarly, in a workplace setting, prototypes may be refined based on user testing results or
market feedback.

The Forbes Primary School project demonstrates the effectiveness of design thinking in empowering young learners to
become creative problem solvers and innovators. By applying design thinking principles in various workplaces, organizations
can foster innovation, improve user experiences, and achieve their business goals.

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 INV 701: DESIGN THINKING

Video 3: https://www.youtube.com/watch?v=xlX4HAPEY-s&t=2s

QUESTION 1
I watched the video and was impressed by the students' creativity and problem-solving skills. They were able to come up with
What does a variety of designs for the leg straps, and they were able to test and refine their designs until they found one that worked
Design Thinking well. I was also impressed by the students' empathy for Casey, and their desire to help her. They took the time to understand
her problem, and they worked hard to find a solution that would help her be more comfortable. Overall, I thought the video
look like in was a great example of how design thinking can be used to solve real-world problems.
action?
The process the students used to design and create leg straps for Casey:

Identifying the Problem: The students began by discussing various problems people encounter in their daily lives. Mrs.
Brown shared her daughter Casey's experience with leg straps, highlighting the discomfort and inconvenience they caused.

Empathizing with Casey: The students demonstrated empathy by acknowledging Casey's discomfort and the limitations the
straps imposed on her ability to play freely.

Brainstorming Solutions: The class engaged in brainstorming to generate ideas for improving the leg straps. They
considered various aspects, such as comfort, functionality, and ease of use.

Designing Solutions: The students put their brainstormed ideas into practice by sketching and creating designs for the
QUESTION 2 improved leg straps. They focused on addressing the identified issues and enhancing Casey's comfort and mobility.
Explain the
Prototyping: The students transformed their design sketches into physical prototypes using available materials like plastic
process they and tape. These prototypes allowed them to visualize and evaluate their ideas.
have used.
Testing and Refining: The students tested their prototypes on Casey, gathering feedback on comfort, fit, and effectiveness
in preventing the straps from slipping off. They used this feedback to refine their designs and make necessary adjustments.

Finalizing the Design: After iterative testing and refinement, the students selected the most effective and comfortable design
for the leg straps. This final design incorporated the feedback gathered from Casey and the class.

Printing the Final Design: The students utilized a 3D printer to create a physical version of the finalized leg strap design.
This allowed them to produce a durable and functional product for Casey.

Testing the Printed Leg Straps: The students evaluated the printed leg straps on Casey to ensure they met the desired
comfort and functionality requirements. They made any necessary adjustments to optimize the design.

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 INV 701: DESIGN THINKING

The process the students used to design and create leg straps for Casey aligns with the principles of design thinking, a
human-centered approach to problem-solving. This methodology emphasizes empathy, user-centeredness, and iteration, and
it can be effectively applied in various settings, including the workplace.

Empathy: The students began by empathizing with Casey, understanding her discomfort and the limitations imposed by the
leg straps. This empathy guided their design process, ensuring that the straps would meet Casey's specific needs and
preferences.

User-Centeredness: The students kept Casey at the center of the design process, involving her in testing and refining the
prototypes. This feedback loop ensured that the final design addressed her needs and provided a comfortable solution.

Iteration: The students embraced iteration, testing and refining their prototypes based on feedback and observations. This
QUESTION 3 iterative approach allowed them to continuously improve their design and identify potential issues early on.
How do you
In the workplace, design thinking can be applied to various challenges, from product development to customer service. By
relate the understanding user needs, empathizing with their experiences, and iterating on solutions, organizations can develop
process to your products, services, and processes that are more user-friendly, effective, and aligned with user expectations.

own Here are some specific examples of how design thinking can be applied in the workplace:
workplace?
Product Development: Design thinking can be used to identify user needs and pain points, generate innovative product
ideas, and create prototypes for testing and refinement.

Customer Service: Design thinking can help organizations understand customer needs and expectations, improve customer
service interactions, and develop empathy-driven solutions to customer issues.

Process Improvement: Design thinking can be applied to identify inefficiencies and bottlenecks in existing processes,
brainstorm solutions, and implement improvements that enhance productivity and user satisfaction.

By adopting design thinking principles, organizations can foster a culture of innovation, customer-centricity, and continuous
improvement, leading to better products, services, and experiences for all stakeholders.

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