DESIGN THINKING Resurrecting the 2015 AIM Programme with Mobile Technology to achieve a wide

reaching, impactful mobile course

By

Sidonie Aangwafor ANGSID001

BUSINESS AND TECHNOLOGY

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1. INTRODUCTION

1.1 Design Thinking Conceptualized

Design thinking in recent times has transcend from simply a set of design-specific activities applied

by designers during a designing process (Visser, 2006), to include a combination of practices,

cognitive approaches, hybrid thinking (drawing upon logic, intuition, imagination and systemic

reasoning) and having the right mindset (solution focused, action oriented) to explore possibilities

and resolve dynamic situations by design (Patnaik, 2009; Hassi et al, 2011; Cross, 2011, Harold et

al 2003).

The term has been coined by Tom Kelley et al (2013; 19-20) as a methodology that combines

empathy for the context of a problem (structuring a clear mental representation of the situation),

creativity in ideating and generating insights (Rolf,1987) and rationality in analyzing and adopting

appropriate solutions from a pull of options ( Schunn et all 2005) that consequently creates an

innovative and desired outcome that will be beneficial to the end user ( Simon, 1996 ) as seen in

figure one below. Tim Brown (2014) asserts that, the myth of design thinking is to align people’s

needs with innovative solutions that are technologically feasible and sustainable as a business

strategy.

According to Kovalskys “cheat sheet”, design thinking is a process that consist of five stages;

Empathize, define, ideate, prototype and test phases (d.school, Guido Kovalskys, 2013). Robert

McKim's (1973) phrase; "Express-Test-Cycle” stands out as a simplified expression of the process

based on the fact that, the steps are far from being linear as they are liable to occur simultaneously

and repeatedly.

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2. DESIGN THINKING STEPS

2.1 Resurrecting the Aim Programme in 2015, with a Mobile Technology to achieve a

wide reaching, impactful mobile course

Tasked with the challenge to resurrect the Aim Programme in 2015, by using Mobile Technology

to achieve a wide reaching, impactful mobile course, I started the project with an idea to provide

end-users like students (current and prospective), lecturers, administration and alumni with a

mobile app that facilitates interaction, involvement, real time support and online campus learning.

To develop an effective end-user focused solution and strategy, the big question that came to my

mind was; what do students need a business school or the AIM programme for? Will students who

are used to the in-class operational system embrace the mobile system of learning? What will

make the mobile technology experience so compelling that the end-users will use the system long

enough to see the learning benefits? And how will the GSB as a whole competitively benefit from

such an innovative IT project?

To visualize the impact of my ideas (from a place of need), and integrate other end-user inputs into

the project development phase, I went through five nonlinear steps as highlighted below:

2.1.1: Learning from my Experience and from People (Research/ Empathizing):

Being fully aware that the mental representation of needs influences which solutions are

considered as relevant; I began by defining my own needs and experience first as an international

student, and believing in the power of collaboration and diversity, I engaged with other end users

(students, lecturers, administration etc.) to unveil their motivations, delights, habits and pain

points with regards to the AIM Programme and what IT can do to satisfy their needs.

The research included students who love different courses within the AIM programme and other

prospective candidates who would love to enroll for the programme in 2015.

It was unveiled that, most students apply for the AIM programme or the business School in general,

to either enrich their careers and climb the corporate ladder in their companies, acquire a bunch

of vital business skills or become entrepreneurs in the long run. Being flexible with myriad skills in

a fast changing and demanding global era was the main idea captured.

It also turned out that; the most valued learning logs were centered on; communications,

team/group dynamics, cross-cultural and multiple disciplines, sustainability and profitability via

value adding activities, self-discovery and personal growth. The depth and intensity of the learning

process was closely linked to the modular nature of the programme that helps students directly

implement what they learnt from the programme to the immediate benefit of their organizations

and vice versa.

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2.1.2. Step two: Finding Patterns (developing point of view statement):

From the observations captured from research; learning trends, benchmarking with other business

schools, stories from end-users and from an audit of the current GSB learning model that looks at

learning purely from a traditional operating lens, I critically analysed the data to make sense of

what I learnt. Based on inform intuition, I glanced through patterns that points to opportunities

(especially from the research oriented study nature of AIM); from the different salient learning

ideas and constraints cited by end users and my experience, I become more focused on the areas

that were perceived to be distinctive.

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2.1.3 Step three: Defining Design Principles (Ideation & Co-creation):

From the feedback captured grid (end user needs and insights), point of view statement and the

design/mind mapping patterns, some design principles came to mind that helped generate some

design concepts as seen below;

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I then proceeded to merge the above concepts with a central theme to provide a collaborative

learning experience from Learner to content, Learner to instructor, and Learner to learner

interactions (Moore, 1989) that I felt confident will resonate with most end-user needs, with easy

Mobile initiative packages content from across the AIM Programme.

2.1.4. Iterative Prototyping and Concept Optimization (Converging)

To breach the gap from the above design principles to specific ideas and then turn the best of them

(mental representation) into rough prototypes, I asked myself how can I create a strategic mobile

initiative to package content from across the entire AIM Programme and the business school for

display on mobile devices? I resorted to checking other online programmes, brainstormed on the

idea and the end result. I then drew images of how I wanted the mobile app to look like which

stimulated innovation and enabled me to generate more and better ideas quickly. I twisted and

developed the concept of an open, distance and eLearning functional mobile app that will have a

built-in applications for Native Android and HTLM 5 operating systems, as well as a mobile web

application accessible to any web-enabled smartphone and a tablet-optimized version that could

be downloaded from the iTunes App Store and the Android Marketplace.

2.1.3 Testing

To test and refine the prototype while ensuring the ease of use in content delivery and that it

speaks directly to end-user needs and most probably will instill a positive user experience that

encourages interactivity, increases knowledge transfer/retention, drive higher adoption for

learning regardless of location as well as be fun and engaging. As an end user, I previewed the AIM

mobile app on the app market machine live, and invited other course mates and potential users to

experience and react to the app and the arsenal of tools. As an amateur in the field of design

thinking, the mobile web application which is accessible at http://h.fanapp.mobi/aimprogramme

was then sent to the B&T lecturer for review.

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3. REVIEW OF THE FINAL PRODUCT ( AIM PROGRAMME MOBILE APP)

3.1 AIM Mobile initiative packages content from across the AIM Programme

It is an AIM Programme initiative with a number of functional and

content platforms that will offer real time mobile learning

experiences to students, lecturers, staff and onlookers who

interact with the GSB campus and community while responding to

the “mobile-first” culture of information consumption. This

initiative is a move towards offering an online version of the AIM

Programme as a whole. This will enable the GSB to position itself

with a flexible and scalable open-source approach that makes

learning more sociable and enjoyable.

To sidestep the risk of students not having direct access to

feedback and recognizing the need from a collaborative effort

amongst the 2014 AIM Class for a relevant, optimized delivery of

“content in context” to end-users, the AIM mobile app has been

designed to facilitate dialogues, networking and on-the-go

interactions (bringing classroom experience online). This app will

provide an easy access to course catalogs (outlines), directories,

bookshelves, admission details, lecture videos, schedules, as well as GSB news and events. A

product that will be linked to search engines, YouTube and enable life chats on Facebook, twitter

and social wall interactions. It will also allow students to learn and interact with lecturers, peers,

celebrate their accomplishments and also leave the GSB with work they can publicly share.

For the GSB to stay competitive and prevent limiting itself from reaching wider areas by looking at

learning purely from a traditional learning lens, in a global arena wherein, the mobile technology

revolution is acting as a catalyst for economic growth and opening up access to information and

services that were previously inaccessible to cross sections of the population, this app will enable

the GSB to leverage the collective power of the Internet community by operating as a multichannel

organization. By taking advantage of students, staff members, guest speakers and alumni carrying

the Internet in their wallets, the GSB can strategically integrate the mobile technology learning

model (online classroom discussions/courses, video conferencing, electronic dialog) within its

operating system that impersonates the interactive classroom setting and allow even staff and

alumni to interact and collaborate-with virtual classroom technology.

This unified AIM mobile experience will enable the GSB to provide 24hrs/7days real time learning

opportunities and information to individuals within and beyond its community and geographical

reach.

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4. HOW THE DESIGN THINKING PROCESS ADDED VALUE TO THE AIM MOBILE APP PROJECT

4.1 How the Design thinking process strategically added value and purpose to the Aim

Mobile app project;

The design-led thinking process was like a visual communication toolkit that fueled my grit to

deeply connect with users by transforming needs, insights and data into actionable ideas that

uncovered opportunities for innovation. The process inspired me to think widely about the effects

of change, to forecast into the future and build on desires. (See mental picture below)

Via ideation, prototyping and collaboration,

I was able to generate/co-create ideas and

transform design into analytic, goal-setting

activities that led to the AIM Programme

mobile app innovation, clarity,

improvement and attraction. It gave me an

insight to think far beyond a designer but as

an innovator by intuitively visualizing the

project through multiple lenses in the quest

to create value for the end-users.

During the process I had to use Edward de Bono’s (1999) six thinking hats from drawing meaning

from seemingly disparate points of data (white hat), to looking at problems using intuition (red

hat), to looking at the pain points of the solution (black hat), to using an optimistic view point

(yellow hat) to thinking and acting creatively (green hat) and to engaging in disciplined processes

(blue heart). It gave me a different way of thinking, an aesthetic way of tackling issues/problems.

The process offered me a visible learning clout to reach far beyond matching needs with what is

technically feasible like an innovative and physically attractive product but to make use of hybrid

thinking and consciously blend different fields of thought from GSB learning model,

channel/business strategy to uncover and develop opportunities for disruptive innovation.

The process facilitated the definition of the project brief and ensured its relevance; from the

context and laid down objectives, I leaped out to understand the GSB’s operational model, the

various users and stakeholders (students, lecturers, alumni, staff etc.) in the GSB community who

will be affected by the project, to identifying what other heavy weighted business schools

(Stellenbosch Business School, Wits Business School) are offering and the evolving global trends.

At specific moments during the process, particularly during the empathizing, brainstorming and

ideating phase, I was able to fine-tune chaotic ideas by interacting with targeted end-users and

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major stakeholders (outside the box thinking); this enabled me to incorporate their observations,

cultural insights and happening trends. It lured me towards using a solution and action design

mindset to approach the problem-solving phase and consequently enabled me to not only match

problems with solutions but to convert needs into demand. This balance strategically created a

disruptive innovation that resonated with stakeholder needs.

The deep qualitative research combined with real-time data that revealed user behavior, was the

secret to discovering unmet needs. Yes positive learning experiences stood out as the most sort

after need, but bringing the experience of the classroom online that closely looks like the in-person

experience spiced with a more sociable, convenient and enjoyable learning innovation appears

more plausible to benefit multiple audiences; from time constraint students, to faculty members

who need a unified platform for team meetings, forums or collaborative projects that mimics the

environment in which they are accustomed to interacting with students, to considering invited

guest speakers ability to participate and present in the virtual class as well as enabling alumni’s to

participate in continuing education courses and classes, and organizing fund raising events in a

familiar and collaborative manner.

The essential part of the project innovation, was my ability to tap into technology to uncover how

individuals and groups could think and act based on their needs and insights as well as identify

how the AIM Mobile App could align with the GSB business model to deliver “full coloured thinking

on-the-go”.

To innovate and win, the process took me through a set of mindsets: a form of thinking that is

rooted in how knowledge advances from one stage to another; from something I couldn’t explain

to heuristic patterns (a rule of thumb that guided me towards the solution) to algorithm

(formulating design principles) to code (when the main idea became so glaring). As knowledge

advanced across the stages, I came to a breakthrough innovative idea to settle for an AIM Mobile

initiative packages content from across the AIM Programme with an arsenal of tools that will offer

real time mobile learning experiences to targeted end users and stakeholders.

A holistic solution, that will bring the physical (offline) campus atmosphere online with the latest

secured and scalable open-standards-based mobile technologies that will optimize and prioritize

content in real time and provide an easy to use sociable and enjoyable platform.

In a nutshell, the designed empowered innovative process enabled me to think wildly; to freely

learn from the project as it evolved and tap into consumer needs, insights and data but with an

innovative mind. At specific moments during the innovative journey chaotic and free creativity was

mobilized which switched on my mind to reach its true potential with the support of a robust real-

time-innovative learning framework; striving to create a user-centered solution through a mobile

app that speaks to learning and interactive needs on the go (improving quality of experience with

beauty and functionality), the insights gained from finding simplicity in complexity were extremely

richer and more valuable.

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