Design Thinking Research Making Design Thinking Foundational 1st Edition by Hasso Plattner, Christoph Meinel, Larry Leifer ISBN 3319196405 9783319196404

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Product details:

ISBN 10:        3319196405
ISBN 13: 978-3319196404
Author:     Hasso Plattner, Christoph Meinel, Larry Leifer

Design Thinking Research Making Design Thinking Foundational 1st Table of contents:

Introduction: The HPI-Stanford Design Thinking Research Program

1. Program Vision and Priorities

2. Road Map Through This Book

• 2.1 Part I: Tools and Techniques for Improved Team Interaction
• 2.2 Part II: Creativity and Creative Confidence
• 2.3 Part III: Measuring Design Thinking
• 2.4 Part IV: Documentation and Information Transfer in Design Thinking Processes

3. Summary

Part I: Tools and Techniques for Improved Team Interaction

Globalized Design Thinking: Bridging the Gap Between Analog and Digital for Browser-Based Remote Collaboration

• 1. Introduction
• 2. Overview of the Tele-Board System
• 3. Broaden System’s Availability: Transferring Tele-Board to the Browser
  • 3.1 Web Browser Implementation Background
  • 3.2 Tele-Board in the Web Browser
• 4. Easing System’s Application: Bridging the Gap Between Analog and Digital Worlds Through Whiteboard
  • 4.1 Process and System Landscape Overview
  • 4.2 Real Life Application Walkthrough
• 5. Conclusion
• References

Diagnostics for Design Thinking Teams

• 1. Introduction
• 2. Research Questions
• 3. Method
• 4. Interaction Dynamics Notation: An Overview
• 5. Development of the IDN Tool
  • 5.1 Functional Requirements
  • 5.2 User Interface Requirements
• 6. IDN Tool Specifications
  • 6.1 Functional Specifications
  • 6.2 User Interface Specifications
• 7. Analyzing Design Team Interactions with IDN Tool
  • 7.1 Concept Generation Study
  • 7.2 Expert Assessment
• 8. Detecting Interaction Patterns Correlated with Design Outcomes
• 9. Limitations
• 10. Discussion
• 11. Conclusion
• References

Design Thinking Health: Telepresence for Remote Teams with Mobile Augmented Reality

• 1. Introduction
  • 1.1 Remote Patient Monitoring
  • 1.2 Automating Knowledge-Based Procedures
  • 1.3 Facilitating the Delivery of an Intervention
• 2. Clinical Needs Finding
• 3. The Need for an AR System in Wound Care
  • 3.1 A Head-Mounted Display for Hospital-Acquired Pressure Ulcers
  • 3.2 Existing Mobile Devices for Wound Photography
• 4. The Need for Improved AR Systems in Surgery
• 5. Current System Development
  • 5.1 Google Glass Sensors
• 6. Conclusion
• References

Talkabout: Making Distance Matter with Small Groups in Massive Classes

• 1. Introduction
• 2. Related Work
• 3. Coordinating Global Small-Group Discussion
• 4. Assignment by Arrival Yields Diverse Groups
• 5. Structuring Talkabout Discussions
  • 5.1 Create Opportunities for Self-Reference
  • 5.2 Highlight Viewpoint Differences Using Boundary Objects
  • 5.3 Leverage Students as Elaborators and Mediators
• 6. The Anatomy of a Talkabout Discussion
  • 6.1 Discussions Follow a Distinct Conversational Pattern
  • 6.2 Speakers and Spectators
• 7. Study 1: Do Discussions Improve Performance?
  • 7.1 Method: Wait-List Control
  • 7.2 Hypotheses and Measures
  • 7.3 Participants
  • 7.4 Results: Discussion Increases Class Participation, Marginally Improves Grades
• 8. Study 2: Does Diversity Improve Discussion Benefits?
  • 8.1 Participants and Setup
  • 8.2 Measures
  • 8.3 Hypothesis
  • 8.4 Manipulation Check
  • 8.5 Results: Students in Diverse Groups Perform Better
• 9. Study 3: Large-Scale Field Experiment
  • 9.1 Participants
  • 9.2 Method
  • 9.3 Hypotheses and Measures
    • 9.3.1 Analysis Procedure
  • 9.4 Results
    • 9.4.1 High-Diversity Discussions Improve Scores
    • 9.4.2 Benefits of Diverse Discussions Last Roughly 2 Weeks
    • 9.4.3 Geographic Diversity Leads to New Perspectives
    • 9.4.4 Gender Representation Does Not Influence Scores
    • 9.4.5 Other Non-significant Factors
    • 9.4.6 Other Measures of Geographic Diversity
• 10. Discussion
  • 10.1 Comparing In-Person and Online Discussions
  • 10.2 The Design Space of Online Peer Conversations
    • 10.2.1 Always-Available Discussions Lack Critical Mass
    • 10.2.2 Students Prefer to Negotiate Roles Informally
    • 10.2.3 Rigidly Enforced Scripts Lower Satisfaction
    • 10.2.4 Same-Partner Discussions Have Inadequate Participation
• 11. Conclusion
• References

Improving Design Thinking Through Collaborative Improvisation

• 1. Introduction
• 2. Approach and Background
• 3. Case Studies in Design
  • 3.1 Mechanical Ottoman
    • 3.1.1 Introduction
    • 3.1.2 Prototype Systems
    • 3.1.3 Designed Behaviors
    • 3.1.4 Improvisation Sessions
      • 3.1.4.1 Phase 1: Developing Behaviors
      • 3.1.4.2 Phase 2: Exploring and Interpreting
      • 3.1.4.3 Approaching
      • 3.1.4.4 Taking Leave
  • 3.2 Emotive Drawers
    • 3.2.1 Introduction
    • 3.2.2 Prototype Systems
    • 3.2.3 Designed Behaviors
    • 3.2.4 Improvisation Sessions
      • 3.2.4.1 Proactive Action
      • 3.2.4.2 Expressive Movement
  • 3.3 Roving Trash Barrel
    • 3.3.1 Introduction
    • 3.3.2 Prototype Systems
    • 3.3.3 Designed Behaviors
    • 3.3.4 Improvisation Sessions
      • 3.3.4.1 Interrupting Activity
      • 3.3.4.2 Overt Non-interaction
      • 3.3.4.3 Ascribing Desires
      • 3.3.4.4 Empathy and Altruism
• 4. Next Steps
• References

Part II: Creativity and Creative Confidence

Designing a Creativity Assessment Tool for the Twenty-First Century: Preliminary Results and Insight

• 1. Introduction
• 2. Assessing Creative Capacity
  • 2.1 Creativity in the Twenty-First Century Defined
  • 2.2 Convergent Thinking Tests
  • 2.3 Divergent Thinking Tests
  • 2.4 Artistic Assessments
  • 2.5 Self-Assessments
• 3. Designing a Design Thinking Based Creativity Assessment
  • 3.1 Case-Based Assessment
  • 3.2 DTCT Components
• 4. Administration and Data Collection
  • 4.1 Assessment Timing
  • 4.2 Assessment Conditions
• 5. Data Analysis
  • 5.1 Convergent Validity
  • 5.2 Test-Retest Reliability
  • 5.3 Discriminative Validity Analysis
• 6. Establish a Scoring Guide and Norms
• 7. Looking Ahead
  • 7.1 Wider DTCT Administration and Further Refinement
• References

Innovation in Creative Environments: Understanding and Measuring the Influence of Spatial Effects on Creativity

• 1. Creative Environments as Enabler of Innovation Processes
• 2. Understanding the Influence of Creative Environments: Cultural Probes as Research Method
• 3. Designing a Cultural Probes-Set
• 4. Measuring the Perception of Spatial Effects
  • 4.1 Space as a Medium and Mediator of Innovation Team Performance and Team Wellbeing
  • 4.2 Different Working Modes of Innovation Teams Transported Through Spatial Environments
  • 4.3 Designing Ideal Creative Environments for Individuals and Teams
• 5. Discussion of Findings and Further Research Questions
• References

Building Blocks of the Maker Movement: Modularity Enhances Creative Confidence During Prototyping

• 1. Introduction: Modules for Makers
  • 1.1 Modularity and the Black Box
• 2. Background
  • 2.1 The Modularity Tradeoff: An LED Example
  • 2.2 Prototyping Metrics
    • 2.2.1 Bandura´s Self-efficacy and the Confidence to Create
    • 2.2.2 Cognitive Flow and Modularity
• 3. Related Work
  • 3.1 Conformity in Creative Generation Design Tasks
  • 3.2 Timing Effects on Creative Output: A Crowd-Sourced Design Task
• 4. Methods
  • 4.1 Participants and Groups
  • 4.2 Procedure
• 5. Results
• 6. Discussion
  • 6.1 Translating to Physical Toolkits
• 7. Conclusion
• References

Part III: Measuring Design Thinking

Measuring the Impact of Design Thinking

• 1. Introduction
• 2. Survey and Interview Sample
• 3. Insights
  • 3.1 Insight #1: Mind the Definition
  • 3.2 Insight #2: Impact? Yes! Measure It? No
  • 3.3 Insight #3: Not All Consider Their Measurements to Be Valid
  • 3.4 Insight #4: Design Thinking Is Measured in Manifold Ways
  • 3.5 Insight #5: The Impact of Design Thinking as a Butterfly Effect
  • 3.6 Insight #6: Story-Based Approaches: A Silver Lining
• 4. Conclusion
• 5. Limitations of the Study and Future Research
• References

Developing Design Thinking Metrics as a Driver of Creative Innovation

• 1. Introduction
• 2. Study 1: Creative Agency
  • 2.1 Background
  • 2.2 Materials
  • 2.3 Procedure
  • 2.4 Discussion
• 3. Study 2: Design Thinking Measures in Organizations
  • 3.1 Background
  • 3.2 Procedure
  • 3.3 Results
    • 3.3.1 Empathy Measures
    • 3.3.2 Reframing
    • 3.3.3 Iteration
    • 3.3.4 Team Collaboration
  • 3.4 Discussion
• References

Part IV: Documentation and Information Transfer in Design Thinking Processes

Experience and Knowledge Transfer Through Special Topic Coaching Sessions

• 1. Introduction
• 2. Related Work
• 3. The Concept of Special Topic Coaches
• 4. Coaching Seminar for ME310
• 5. Evaluation
  • 5.1 Self-Evaluation of the Coaches
    • 5.1.1 General Impressions
    • 5.1.2 Tools
    • 5.1.3 Theory vs. Practice
    • 5.1.4 Summary
  • 5.2 Evaluation of Coaches by Student Teams
    • 5.2.1 General Impressions
    • 5.2.2 Tools
    • 5.2.3 Theory vs. Practice
    • 5.2.4 Summary
  • 5.3 Coach and Student Ratings
    • 5.3.1 General Ratings
    • 5.3.2 Rating of Theory and Practice
    • 5.3.3 Rating of Suitability to Process
  • 5.4 Evaluation of Coaches by the Advisors
• 6. Outlook and Summary
• References

Smart Documentation with Tele-Board MED

• 1. Design Thinkers and Behaviour Psychotherapists: A Promising Collaboration
  • 1.1 Documentation Needs and Solutions in Design Thinking
  • 1.2 Documentation Needs and Solutions in Behaviour Psychotherapy
  • 1.3 Suggesting a Design Thinking Based Documentation Solution for Behaviour Psychotherapy
• 2. Designing a New Documentation Tool: The Automatic Tele-Board MED Session Protocol
  • 2.1 Exploring the Status Quo of Protocols in Behaviour Psychotherapy
  • 2.2 Devising and Refining a New Documentation Concept: The Short Visual Protocol
  • 2.3 Realizing an Automatic Protocol Function
  • 2.4 Building on a “Sandwich Metaphor”: Suggestions for Using the Automatic Protocol
  • 2.5 Testing the Automatic Tele-Board MED Protocol Function
• 3. Tele-Board MED Supports Documentation in Diverse Behaviour Psychotherapeutic Settings
  • 3.1 Collecting Information for Case Reports
  • 3.2 Using Analysis Schemes
  • 3.3 Supporting Exercises
  • 3.4 Supporting Psycho-Education
  • 3.5 Sessions with a Lot of Interaction Apart from Tele-Board MED
• 4. Contributions to Design Thinking Documentation
• References

Preserving Access to Previous System States in the Lively Kernel

• 1. Introduction
• 2. Background
  • 2.1 Prototype-Based Programming
  • 2.2 The Lively Kernel
    • 2.2.1 Programming with Prototypes and Classes
    • 2.2.2 Direct Manipulation of Morphs
    • 2.2.3 Saving Morphs to the Shared Parts Bin Repository
  • 3. CoExist
• 4. Motivation
  • 4.1 Part Development by Example
  • 4.2 Recovery Needs When Developing Parts
• 5. Object Versioning
  • 5.1 Version-Aware References
    • 5.1.1 Versions of Objects
    • 5.1.2 Version-Aware References
    • 5.1.3 Versions of the System
• 6. Discussion
  • 6.1 Using Proxies as Version-Aware References
• 7. Summary
• References

Connecting Designing and Engineering Activities III

• 1. Introduction
• 2. Recovery Approach
• 3. Design Thinking Documentation Recovery
  • 3.1 Design Thinking Ontology
  • 3.2 Recovery Model
  • 3.3 Recovery Modules
• 4. Evaluation
  • 4.1 Qualitative Evaluation
  • 4.2 Quantitative Evaluation
  • 4.3 Threats to Validity
• 5. Related Work
• 6. Conclusion and Future Work

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