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01 NOVEMBER 2013

d.school: Design Thinking Bootcamp

"The Bootcamp Bootleg is an overview of some of our most–used tools. The guide was originally intended for recent graduates of our Bootcamp: Adventures in Design Thinking class. But we've heard from folks who've never been to the d.school that have used it to create their own introductory experience to design thinking. The Bootcamp Bootleg is more of a cook book than a text book, and more of a constant work–in–progress than a polished and permanent piece. This resource is free for you to use and share – and we hope you do."

(d.school at Stanford University)

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CONTRIBUTOR

Neal White
23 MARCH 2012

Autumn 2012: Design and Social Innovation

"There is a growing interest in the role that design can play in catalysing, harnessing, spreading and scaling social innovation around the world. This is expressed in two key ways:

> by a growing number of professional designers and design disciplines applying their skills to addressing social issues; and

> by the adoption of design tools, techniques and methods by a growing number of other disciplines focused on developing social innovation.

Perhaps the most recognisable facet of this interest has been the rise of 'design thinking' not only in business, but increasingly in public service and policy fields. Fuelled by design agencies such as IDEO in the US, non–profit bodies such as the Design Council in the UK, and education institutions such as Stanford's 'd.school', design thinking has begun to be recognised as a key ingredient underpinning innovation (whether that be social innovation or not). Indeed, according to Sir George Cox, past chairman of the Design Council, design is what bridges creativity (the generation of new ideas) and innovation (the successful implementation of new ideas). In other words, design could be described as:

'the human power to conceive, plan, and realize products that serve human beings in the accomplishment of any individual or collective purpose' (Richard Buchanan, 2001)."

(Ingrid Burkett, Knowledge Connect)

Fig.1 AT.AW [http://www.at–aw.com]

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TAGS

2012action learning • catalysing social innovation • change observercitizenshipcivil societyclients • collective purpose • community services • conceive ideas • constituents • consumersCourtney Drake • critical insight • critical literature • critical thinking • cross-sector • d.school • deign approaches • design agenciesdesign approaches • design bridges creativity and innovation • Design Council (UK)design disciplinesdesign fielddesign innovationdesign methodsDesign Observer (magazine)design techniquesdesign thinkingdesign toolsdesignersdifferent perspectives • diversity of disciplines • education institutions • George Cox • harnessing social innovation • idea generationIDEO • individual purpose • Jacqueline Wechsler • Joanne Hutchinson • logframe • logframe analysis • long-term change • NESTAnew ideas • Open Book of Social Innovation • plan ideas • political reactionism • previous learning • professional designersprototypingpublic policy • public service • public services • real change • realise products • Richard Buchanan • scaling social innovation • School of Management • School of Visual Arts in New York • service implementation • serving human beings • significant change • social design • social ills • social innovation • Social Innovation Branch in DEEWR • social interventionsocial issuessocial policysocial sciencesocial sector • spreading social innovation • Stanford Universitystrategic planning • strategy and planning • successful implementation • the role that design • underpinning innovation • User-Centred Design (UCD)users • Vera Sacchetti • William DrenttelYale University • Young Foundation

CONTRIBUTOR

Simon Perkins
16 JULY 2011

How and When Prototyping Practices Affect Design Performance

"How does the structure of prototyping practice affect learning, motivation, and performance? In this talk, I will describe research on iteration and comparison, two key principles for discovering contextual design variables and their interrelationships. We found that, even under tight time constraints when the common intuition is to stop iterating and start refining, iterative prototyping helps designers learn. Our results also demonstrate that creating and receiving feedback on multiple prototypes in parallel – as opposed to serially – leads to more divergent concepts, more explicit comparison, less investment in a single concept, and better overall design performance. This talk highlights relevant research in cognitive and social psychology and shares the results of our preliminary design studies."

(Steven Dow, 19 November 2009, Google Tech Talk)

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TAGS

applied researchcognitive psychology • common intuition • conceptualisation • contextual design • creative problem solvingd.school • Dan Schwartz • design performance • design studiesdesign thinkingdesignersdivergent conceptseggenquiryexperimentation • functional fixedness • Georgia Institute of Technology • GoogleTechTalk • HCIhuman-centred computinghuman-computer interactionhypothesisindustrial engineeringintuitioniteration • iteration and feedback • iterative designiterative prototyping • Karl Duncker • learning • parallel prototyping • problem solving researchproblem-solvingprototyping • prototyping practices • psychologyreal-world design • refinement • Scott Klemmerserial prototypingsocial psychologyStanford University • Steven Dow • theory buildingUniversity of Iowa

CONTRIBUTOR

Simon Perkins
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