hideWe are aware of global internet issues that may be affecting some videos on Amara.
Email us at support@amara.org if you have any issues. We will keep you updated here!

< Return to Video

Module 4 Design Thinking Activity Instructions _ Lecture (2) 4m 31s - 9m 11s

  • 0:01 - 0:04
    This is sort of a bigger, more hairy problem,
  • 0:04 - 0:06
    as you'll see from her TED talk.
  • 0:06 - 0:07
    You're also watching a TED talk
  • 0:07 - 0:10
    from Tyrone Poole, he's a PCC alum.
  • 0:10 - 0:14
    He is also currently continuing his work
  • 0:14 - 0:17
    that you will see, that he launches, um,
  • 0:17 - 0:19
    talks about launching in the TED talk,
  • 0:19 - 0:22
    and it is also--
  • 0:22 - 0:27
    it's a very specific part of the homelessness problem
  • 0:27 - 0:29
    that he is trying to address.
  • 0:29 - 0:31
    So-- but you don't have to
  • 0:31 - 0:34
    uncover some big, hairy problem.
  • 0:34 - 0:36
    So let me give you an example.
  • 0:36 - 0:38
    I had a student last year
  • 0:38 - 0:40
    in this class who was a veteran.
  • 0:40 - 0:42
    He had been on crutches
  • 0:42 - 0:45
    because of multiple surgeries on a leg,
  • 0:45 - 0:50
    and he talked about all of the different problems
  • 0:50 - 0:51
    he was having with these crutches,
  • 0:51 - 0:53
    how they didn't work for them-- him,
  • 0:53 - 0:55
    how they were causing pain,
  • 0:55 - 0:59
    how they weren't adequately adjustable,
  • 0:59 - 1:00
    how he couldn't fold them up,
  • 1:00 - 1:02
    how they were too heavy.
  • 1:02 - 1:06
    So, this is-- this-- you could just be digging
  • 1:06 - 1:09
    into a simple problem with, you know,
  • 1:09 - 1:10
    somebody in your life,
  • 1:10 - 1:14
    and, um, and it doesn't need to be anything
  • 1:14 - 1:16
    that's super complex, okay?
  • 1:16 - 1:18
    But that is what you're going to be using
  • 1:18 - 1:20
    this design thinking worksheet to do.
  • 1:20 - 1:22
    I'm now going to pop back over
  • 1:22 - 1:26
    to the second set of presentation slides
  • 1:26 - 1:28
    that are provided for you this week
  • 1:28 - 1:31
    that help walk you through these steps,
  • 1:31 - 1:35
    step-by-steps, as you interview someone, uncover a problem,
  • 1:35 - 1:37
    and then start to ideate,
  • 1:37 - 1:46
    start to create a potential solution.
  • 1:46 - 1:47
    So, as I said before,
  • 1:47 - 1:50
    this is an approach
  • 1:50 - 1:53
    to up-- to figuring out,
  • 1:53 - 1:57
    identifying and figuring out human needs and problems, okay?
  • 1:57 - 1:59
    So you're interviewing someone,
  • 1:59 - 2:02
    and you're trying to, first of all,
  • 2:02 - 2:06
    spend probably the majority of your time
  • 2:06 - 2:09
    understanding exactly what the problem is
  • 2:09 - 2:11
    that they're experiencing, or the unmet need
  • 2:11 - 2:14
    that they have, because until you understand this, right,
  • 2:14 - 2:18
    we talked about this last week in our discussion,
  • 2:18 - 2:21
    that until you really understand a problem,
  • 2:21 - 2:25
    you can't start to figure out how-- how to address it
  • 2:25 - 2:26
    or how to solve it.
  • 2:26 - 2:30
    So there are five phases in the design thinking process.
  • 2:30 - 2:33
    What we're going to be doing with the worksheet
  • 2:33 - 2:35
    and in this activity this week
  • 2:35 - 2:38
    are-- is just focusing on the first three.
  • 2:38 - 2:39
    Now, could you keep going?
  • 2:39 - 2:40
    Say you come up
  • 2:40 - 2:43
    with a really awesome problem, a really good problem,
  • 2:43 - 2:46
    and you have some amazing ideas
  • 2:46 - 2:47
    about how to address it.
  • 2:47 - 2:50
    Maybe you do want to keep going and prototype it, you know,
  • 2:50 - 2:53
    buil-- you know, maybe have a product concept, a service concept,
  • 2:53 - 2:55
    and you want to keep going, go for it.
  • 2:55 - 2:58
    I absolutely encourage students
  • 2:58 - 3:02
    to do that.
  • 3:02 - 3:06
    So again, part 1 of this is just talking,
  • 3:06 - 3:08
    having an initial conversation
  • 3:08 - 3:10
    with the person that you're interviewing,
  • 3:10 - 3:14
    trying to talk about a problem
  • 3:14 - 3:16
    that they have personally experienced,
  • 3:16 - 3:18
    have first hand knowledge of,
  • 3:18 - 3:22
    something that's specific and simple, okay?
  • 3:22 - 3:25
    Your job as the interviewee is to be asking them
  • 3:25 - 3:29
    as many questions as you can, to gain empathy, right?
  • 3:29 - 3:32
    Not just to listen to what they are saying,
  • 3:32 - 3:36
    but to listen to how they're saying it, to dig into, you know,
  • 3:36 - 3:39
    questions about how did they feel when this was happening?
  • 3:39 - 3:41
    Why was this frustrating?
  • 3:41 - 3:46
    What wasn't working, what exactly, you know,
  • 3:46 - 3:49
    how is this impacting them, okay?
  • 3:49 - 3:53
    So you're-- you're really trying to see the problem
  • 3:53 - 3:56
    through their eyes and with the feelings
  • 3:56 - 3:59
    that they have had when they've experienced this, okay?
  • 3:59 - 4:02
    So you're going to be filling out as much as you can
  • 4:02 - 4:07
    in the-- in step 1 of the worksheet.
  • 4:07 - 4:11
    Then the next step is, how much deeper
  • 4:11 - 4:14
    can you dig into this, okay?
  • 4:14 - 4:18
    And also, how can you check your assumptions
  • 4:18 - 4:19
    when you're asking questions,
  • 4:19 - 4:22
    when you're trying to understand this problem?
  • 4:22 - 4:27
    Also, try to dig into the causes
  • 4:27 - 4:30
    or what exact-- and what exactly it is
  • 4:30 - 4:32
    that is frustrating about this.
  • 4:32 - 4:35
    Is it the context? Does it have something to do
  • 4:35 - 4:38
    with access, or accessibility to something?
  • 4:38 - 4:40
    Does it have to do with affordability?
Title:
Module 4 Design Thinking Activity Instructions _ Lecture (2) 4m 31s - 9m 11s
Video Language:
English
Duration:
04:41

English subtitles

Revisions Compare revisions