Design Thinking for Innovation

Start Date: 02/23/2020

Course Type: Common Course

Course Link: https://www.coursera.org/learn/uva-darden-design-thinking-innovation

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About Course

Today innovation is everyone's business. Whether you are a manager in a global corporation, an entrepreneur starting up, in a government role, or a teacher in an elementary school, everyone is expected to get lean – to do better with less. And that is why we all need design thinking. At every level in every kind of organization, design thinking provides the tools you need to become an innovative thinker and uncover creative opportunities that are there – you're just not seeing them yet. In this course, we provide an overview of design thinking and work with a model containing four key questions and several tools to help you understand design thinking as a problem solving approach. We also look at several stories from different organizations that used design thinking to uncover compelling solutions.

Course Syllabus

Welcome to the course -- we're excited you're here! We will begin by unpacking what we mean by design thinking and why it is more effective than traditional methods when the goal is innovation. By looking at the case history of The Good Kitchen, a Denmark program for providing meals for the elderly, we will explore how the mindset and practice of the innovation team that partnered with innovation consultant Hatch & Bloom enabled them to achieve innovation and growth. We’ll also examine what kinds of challenges are best-suited for design thinking and learn about the Visualization tool, which helps bring ideas to life. By the end of this module, you'll have a better understanding of what we mean by design thinking, when to use it, and how to use the Visualization tool.

Deep Learning Specialization on Coursera

Course Introduction

Design Thinking for Innovation This course is designed to help you think through and design innovative technologies for products and services. We'll focus on three key areas: product design, cost effectiveness, and customer satisfaction. You'll learn how to think through and design a new product or service from a series of initial steps, and you'll also get a set of ideas to carry forward to a higher level of analysis and design. To start, we recommend taking a few minutes to explore the course site. Review the material we’ll cover each week, and preview the assignments you’ll need to complete to pass the course. Click Discussions to see forums where you can discuss the course material with fellow students taking the class. Be sure to introduce yourself to everyone in the Meet and Greet forum! By the end of this course, you’ll be able to: -Design a new product or service; -Conduct cost analysis of a new product or service; and -Design a higher level analysis and design of a new product or service. To pass the course, you'll need to complete the assignments and complete the “Explorations in Design” component of the project. After studying the course material, you’ll have another opportunity to apply these concepts in a hands-on project. This time around, you’ll use your coding skills to implement a simple design in a real project. The assignments in

Course Tag

Strategic Thinking Design Thinking Innovation Management Design Management Innovation

Related Wiki Topic

Article Example
Design thinking There are currently many researchers exploring the intersection of design thinking and education. The REDLab group, from Stanford University's Graduate School of Education, conducts research into design thinking in K-12, secondary, and post-secondary settings. The Hasso Plattner Design Thinking Research Program is a collaborative program between Stanford University and the Hasso Plattner Institute from Potsdam, Germany. The Hasso Plattner Design Thinking Research Program's mission is to "apply rigorous academic methods to understand how and why design thinking innovation works and fails."
Design thinking Christoph Meinel and Larry Leifer, of the HPI-Stanford Design Thinking Program, laid out four principles for the successful implementation of design thinking:
Design thinking Taking Design Thinking to Schools identifies the following design thinking process:
Design thinking By employing this process, the Stanford team and Taking Design Thinking to Schools participants collaborate to develop coursework that students will find engrossing and "hands-on." Thus, the program at Stanford combines both design thinking for teachers who must create alternative curriculum and students who must complete the design thinking-based projects.
Design thinking Although design is always influenced by individual preferences, the design thinking method shares a common set of traits, mainly: creativity, ambidextrous thinking, teamwork, user-centeredness (empathy), curiosity and optimism. These traits are exemplified by design thinking methods in "serious play".
Design thinking The notion of design as a "way of thinking" in the sciences can be traced to Herbert A. Simon's 1969 book "The Sciences of the Artificial", and in design engineering to Robert McKim's 1973 book "Experiences in Visual Thinking". Bryan Lawson's 1980 book "How Designers Think", primarily addressing design in architecture, began a process of generalising the concept of design thinking. A 1982 article by Nigel Cross established some of the intrinsic qualities and abilities of design thinking that made it relevant in general education and thus for wider audiences. Peter Rowe's 1987 book "Design Thinking", which described methods and approaches used by architects and urban planners, was a significant early usage of the term in the design research literature. Rolf Faste expanded on McKim's work at Stanford University in the 1980s and 1990s, teaching "design thinking as a method of creative action." Design thinking was adapted for business purposes by Faste's Stanford colleague David M. Kelley, who founded the design consultancy IDEO in 1991. Richard Buchanan's 1992 article "Wicked Problems in Design Thinking" expressed a broader view of design thinking as addressing intractable human concerns through design.
Design thinking Design thinking has been outlined as a meaningful approach for facing wicked problems. The adoption of a design mindset helps understand that there can be many solutions for a given situation and that any design requires testing. From this perspective, bringing design thinking to learning design and design expertise to the development process of technological learning solutions can contribute to the creation of more holistic solutions in learning through ICT.
Design thinking The limits of the first kind of design thinking in business are also being explored. Not all problems yield to design thinking alone, where it may be a "temporary fix". Design thinking companies including IDEO and Sense Worldwide are responding to this by building business thinking capabilities.
Design thinking Design thinking calls for considering the given user case from various perspectives, empathizing with users, and addressing various stakeholders.
Design thinking The Design Thinking for Educators toolkit was developed in 2011 by the design firm IDEO in partnership with the PreK-12 independent school Riverdale Country School. The Design Thinking for Educators toolkit that is currently offered to the public for free download is the second version. The Design Thinking for Educators toolkit is a comprehensive resource for educators to use, which includes a "walk-through of the design thinking process complete with examples and a downloadable workbook". The toolkit has been used in academic research to aid in the creation of an "iPad learning Ecosystem". to help design a program to aid at-risk youth in the transition from elementary to secondary school, as well as to redesign libraries.
Mayo Clinic Center for Innovation The guiding discipline used by the CFI is design thinking, an innovation technique used by many U.S. businesses outside of health care to improve customer service and to invent new paradigms of value. The CFI is testing the hypothesis that design thinking, a proven successful innovation discipline in U.S. business and industry, can be successfully applied to health care innovation.
Design thinking Another organization that works with integrating design thinking for students is the corporation NoTosh. NoTosh has a design thinking school to teach instructors how to implement design thinking into their curriculum. One of the design thinking techniques NoTosh adopted from the corporate world and applied to education is hexagonal thinking. Hexagonal thinking consists of gathering cut-outs in hexagon shapes and writing a concept or fact on each one. Students then connect the hexagons by laying related ideas or facts together. The visual representation of relationships helps students better conceptualize wicked problems. Another concrete example of design thinking in action is NoTosh's "Googleable vs NonGoogleable Questions" exercise. Given a specific topic, students brainstorm questions on that issue and divide their questions into "Googleable and NonGoogleable." Students research the Googleable questions and present their findings to the class while the NonGoogleable questions are used to create a project.
Design thinking Design thinking has been suggested for use in schools in a variety of curricular ways, as well as for redesigning student spaces and school systems.
Design thinking The process is characterized by the alternation of divergent and convergent thinking, typical of design thinking process.
Design thinking The accountability to succeed on high-stakes standardized tests in K-12 environments prevents the implementation of design thinking curriculum. Educators feel that focusing on classic curriculum will better prepare their students to perform well on these exams. Resistance to design thinking also springs from concerns about the appropriateness of applying design thinking to an educational setting. It has been argued that design thinking is best applied by professionals who know a field well. Therefore, K-12 students who are limited by their reduced understanding of both the field and their still developing intellectual capacities may not be best suited to design thinking activities.
Design thinking Even for institutions that see the value of design thinking, there is the issue of implementing these new approaches to education successfully. Admittedly "creating an effective thinking and successful team learning experience is a sticky wicked problem."
Design thinking Design thinking has two common interpretations in the business world:
Design thinking In the K-12 arena, design thinking is used to promote creative thinking, teamwork, and student responsibility for learning. The nonprofit Tools at Schools aims to expose students, educators, and schools to design thinking. The organization does this by facilitating a relationship between a school and a manufacturing company. Over a minimum of six months, representatives from the manufacturing company teach students the principles of design and establish the kind of product to be designed. The students collaborate to design a prototype that the manufacturer produces. Once the prototype arrives, the students must promote the product and support the ideas that lead to its design.
Design thinking Design thinking is currently being taught in "workshops, supplemental training, courses, or degree programs" in over 60 universities and colleges. Design thinking is used by colleges as a way to instruct students on the phases of design, and to help develop innovative solutions to existing problems. The d.school at Stanford University is a well-known design thinking program in higher education, with students from Stanford's departments of engineering, medicine, business, law, and education utilizing the d.school to develop innovative solutions to problems. The University of Kentucky also has formalized instruction on design thinking through its dLab. The dLab serves a multitude of functions from helping schools resolve their issues with design thinking to conducting empirical experiments on design thinking to collaborating with outside organizations to provide issues that plague their organization. Radford University, located in Radford, Virginia, currently offers a Master of Fine Arts (MFA) degree in design thinking. The MFA degree offered is a completely online degree that emphasizes design thinking, design history, design research, design management, and design doing.
Design thinking AIGA has implemented a movement, DesignEd K12, to take designing thinking to schools. This movement is guided by volunteers and there is not a specific program to follow; instead volunteer designers introduce students to the design field and consequently, design thinking. DesignEd K12 intends to motivate students to use design thinking to solve problems; to create a network where designers, students, and educational professionals share best practices; to shape a recommended approach to teaching design; and to cultivate a passion for design among young people. Across the nation, many of AIGA's chapters are working with school districts. The programs range in scope; some mentor students who have shown an interest in design, while other programs offer students the opportunity to explore design and participate in design thinking projects within scheduled classed or through an after-school activity.