learning from the experts: design school faculty perspectives on design thinking
TRANSCRIPT
LEARNING FROM THE EXPERTS: DESIGN SCHOOL FACULTY PERSPECTIVES ON DESIGN THINKING
Panelists
2
Jeremy AlexisIllinois Institute of Technology (IIT)
Nathan ShedroffCalifornia College of the Arts
Moderator: Jeanne Liedtka, UVA Darden School
Question 1
3
What are the core lessons that you want to leave your students with about the design approach?
Start with a narrow user group and a broad activity
4
Button on the kiosk
Check in experience
Air Travel
Mobility
Lead UserUniversal Design:
Pick a sufficiently abstract activity: Pick a “seed” customer group:
Sketch to think, prototype to test
5
There are many forms of sketching: Prototyping can reduce uncertainty:
Framework: Lauren Braun / Paul Keck / John Shin / Stephanie Smith 2012
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We learn as much by making as thinking—and different things.
Product Dev. Isn’t just another check box.
Reframing is the critical step.
Everything should be designed, including business models, strategies, and plans.
Design is fiction—but so is business.
“MAKE” is the new “THINK”
RIGHT BRAIN(EXPERIENTIAL)
LEFTBRAIN(ANALYTICAL)
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No one creates great things by themselves(Everyone is needed)
Critique ≠ Testing
Design Research ≠Market Research
Critique is Necessary and Positive (when done well).
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Meaning can be evoked strategically
Product experiencesand customer relationshipsare narratives.
Meaning is the Most Important Offer
Question 2
9
What do you see as the big obstacles facing non-design faculty as they introduce design thinking into the curriculum?
Case learning versus project learning
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VS.
Develop alternatives (brainstorming and sketching)
DED
UCT
ION
INDU
CTIO
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Frame the start
Observe and get inspired
Abstract and restate opportunity space
Make recommendations
Prove or disprove hypotheses
Generate hypotheses
You need to love ambiguity
There is no “recipe” (though there is a process).
Numbers don’t tell the whole story.
Design thinking leads you places you don’t expect (and to better solutions).
Cooperation is as important as competition.
Business Administrators won’t “get it.”
Design Thinking Disturbs Analytical Thinkers
Question 3
13
What advice would you give Business School faculty interested in teaching design thinking?
Question 3
14
• Develop your point of view
• Practice critique
• Break as many rules as feasible
• Don’t teach using PPTs with bullet points
Partner with others who already know the process (faculty, professionals, etc.).
Mix students from different backgrounds.
Get students to suspend their disbelief.
Find or build a “studio:” large open spaces instead of lecture halls.
Write on the walls (and everything else).
You Can’t Teach Design in a Lecture Hall
Un-teach Students Traditional Business
“The business of business is business.”“Corporations are people, my friend.”“Free Markets”“Leadership follows authority.”“The Founding Fathers were pro-business.”“You need to protect your ideas.”
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