Module 4 Design Thinking Activity Instructions _ Lecture (3) 9m 11s - 13m 39s

Is this happening within a--
in a certain cultural context,

or a certain situational context,
okay?

And this is where you are--

you, as the interviewer,
are talking to them, saying,

"This is what I'm hearing
from you,

"this is what
I understand the problem--

is that correct," right?

Make sure that you're checking
your assumption

as you're trying
to dig deeper, okay?

You're hoping to really build
a good understanding

of this problem.

You are not doing
any problem solving yet.

Okay, don't go there.

You still need to spend some time

really understanding the problem

and making sure that you're clear
on what this unmet need is.

If we take a look
at the worksheet,

you can see, I--
there are some more additional,

you know,
prompting questions, right,

that I've already mentioned.

You're really--
you have, like, an entire page

to write things out.

Of course, you can be doing this
on your computer, right?

You can pull this up on your computer,
you can print it out,

however you'd like to use
the worksheet.

Now, for the next step,

I'm asking you
to then summarize, okay?

What exactly...

are the key findings
of this problem?

How are you understanding
the need--

are there some periphery--
some additional needs

that are part of this, okay?

What are some insights
that you're gaining

that help you understand,
like, how it's impacting things,

the components,
the pieces of this problem, right?

And then you're, again,
you're writing this stuff down,

and you're talking it through
with your interviewee,

making sure that you are
on the exact same page as them,

that you're really understanding
the problem, okay?

Then, for step 4,

I want you to write
a problem statement.

Write it out,
try and explain it in, you know,

one to three sentences,

exactly what is the problem,
right?

What are they trying to--
what are they dealing with?

How is it surprising or unusual?

Or, you know, what-- what--
what did you find,

you know, interesting,
these insights, these key findings.

Try and put it together
in a cohesive statement,

so that when you read it
to yourself and you read it

back to your interviewee,

you're like, yes, this is
a very good description of the problem,

okay?

Now, if you take a look at,

just in-- for this section,

if you take a look at, um,

the discussion instructions, okay,

for this,
where you see the TED Talks

that you're going to watch first,

I do have a couple example
problem statements here for you

that will help you out.

For example, um, the student

that I mentioned to you
with the crutches:

"crutches
cause a great deal of pain

"and are not adjustable enough
for my use

"or to make--
and to make me comfortable.

"I need crutches
that don't cause pain

"in my shoulders and wrist

"that I can fold up to put in my car
or when sitting down,

"and I also need them
to be lighter weight

so they're easier
to carry and fold."

I mean, look at this:
in two sentences,

we have a lot of details

about not only the problem
that this person is having

with the crutches,
the kinds of problems they're having,

and also the functionality

and the needs that they have
in terms of how they're using them

and what they want out of them,
and what they don't, right?

What they don't want out of them,
okay?

Again, this is
in the discussion description.

There's some examples
of a problem statement

to help you out, okay?

All right, so after you've written
that problem statement,

then you're going to sit

with your interviewee

and you are going to brainstorm,
sketch out,

have fun,

and just try and create
as many solutions as you can.

Now, everyone, this is where
you don't want to hold back.

This is where you really
just want to be creative, inventive.

Use your tuition,
listen to what they have,

you know,
pull out a piece of paper,

if that helps you,
and sketch things down,

which uses a different part
of your brain, right?