Agile Meets Design Thinking

Start Date: 02/21/2021

Course Type: Common Course

Course Link: https://www.coursera.org/learn/uva-darden-getting-started-agile

About Course

Despite everyone's good intentions, hard work and solid ideas, too many teams end up creating products that no one wants, no one can use, and no one buys. But it doesn't have to be this way. Agile and design thinking offer a different--and effective--approach to product development, one that results in valuable solutions to meaningful problems. In this course, you’ll learn how to determine what's valuable to a user early in the process--to frontload value--by focusing your team on testable narratives about the user and creating a strong shared perspective. As a Project Management Institute (PMI®) Registered Education Provider, the University of Virginia Darden School of Business has been approved by PMI to issue 25 professional development units (PDUs) for this course, which focuses on core competencies recognized by PMI. (Provider #2122) This course is supported by the Batten Institute at UVA’s Darden School of Business. The Batten Institute’s mission is to improve the world through entrepreneurship and innovation: www.batteninstitute.org.

Course Syllabus

The practices that deliver excellent product are well understood, but rarely seen. In this module, we’ll identify what’s hard about creating excellent products and how agile can help. We'll begin with a discussion of the Agile Manifesto, introduce key agile terminology, and explore how agile arose from previous development practices. Then we'll look at what makes implementing agile so challenging and make a case for why it's worth it and how to do it. By the end of this module, you'll have a solid understanding of agile processes and be prepared to use the Venture Design Template to work through project development and drive toward valuable outcomes.

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Course Introduction

Agile Meets Design Thinking In this course you'll learn how agile methods and methodologies are typically applied in order to produce high quality products. You'll learn by example about successful agile methodologies and methods in other disciplines, such as design thinking, project management, and business strategy. You'll also learn key agile considerations and how to evaluate and model agile methodologies. Finally, you'll be exposed to common design thinking methods and approaches used in the design of products, services, and processes. You'll build a solid understanding of agile and design thinking, and become more confident and persuasive in applying agile thinking in the design of products, services, and processes.Module 1: Agile Meets Design Thinking Module 2: Agile In Action: Product, Process, and Product Improvement Module 3: Agile Meets Team Design Thinking American Contract Law I This course is designed to introduce the general audience to the principles and principles of contract law in the United States. The course focuses on the law of the United States and its differences from state to state. The course focuses on three main topics: first, the basics of contract law in the US; second, the various elements of a contract; and third, the elements of a lien. The course focuses on the law of the United States and its differences from state to state, county to county, city to city, and from person to person. The course focuses on the law of

Course Tag

agile user stories User Experience Design (UXD) Agile Software Development Product Management Software Development

Related Wiki Topic

Article Example
Design thinking Taking Design Thinking to Schools identifies the following design thinking process:
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 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 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 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 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 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 Design thinking has two common interpretations in the business world:
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 Design thinking in education typically takes three forms: helping school administrators solve institution-based problems, aiding educators to develop more creative lesson plans, and engendering design thinking skills in students.
Design thinking Tim Brown has argued that design thinking is now widely, but sporadically, used in business. He argues that competitive advantage comes from sustained use of design thinking, from becoming "masters of the art."
Design thinking In addition to enriching curriculum and expanding student perspectives, design thinking can also benefit educators. Researchers have proposed that design thinking can enable educators to integrate technology into the classroom.
Design thinking Design thinking refers to creative strategies designers utilize during the process of designing. Design thinking is also an approach that can be used to consider issues and resolve problems more broadly than within professional design practice, and has been applied in business and to social issues. Design thinking in business uses the designer's sensibility and methods to match people's needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity.
Design thinking Apart from non profit entities and corporations, research universities are also involved in deploying design thinking curriculum to K-12 schools. Part of Stanford University's efforts to incorporate design thinking in education into a hands-on setting is the Taking Design Thinking to Schools initiative. The Stanford School of Education and d.school partner with K-12 teachers in the Palo Alto area to discover ways to apply design thinking in an educational setting. "Teachers and students engage in hands-on design challenges that focus on developing empathy, promoting a bias towards action, encouraging ideation, developing metacognitive awareness and fostering active problem solving."
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 employs divergent thinking as a way to ensure that many possible solutions are explored in the first instance, and then convergent thinking as a way to narrow these down to a final solution. Divergent thinking is the ability to offer different, unique or variant ideas adherent to one theme while convergent thinking is the ability to find the "correct" solution to the given problem. Design thinking encourages divergent thinking to ideate many solutions (possible or impossible) and then uses convergent thinking to prefer and realize the best resolution.
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 Another more subtle obstacle to design thinking in schools may come from members of the academic community who believe design thinking should remain in the milieu of avant-garde companies. Other issues that may prevent the implementation of design thinking in scholastic settings may be a lack of awareness of the field, educators' uncertainty in implementing new approaches to teaching, and lack of institutional support.