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ENGINEERING DESIGN THINKING II (lesson 2) - Coggle Diagram
ENGINEERING DESIGN THINKING II
(lesson 2)
STEP 3: IDEATE
Brainstorming
Sketchstorming
Body Storming
Mindmaping
Prototyping
STEP 1: EMPATHISE
way Subjects do things and why they do it
physical and emotional needs
how Subject think about things
what Subjects value
Methods to empathise
RolePlaying
STEP 2: DEFINE
Provides focus and frames the issue
Informs criteria for evaluating competing ideas
make a clear and common direction so that the team is able to make decisions independently in parallel
Specific
, crafting a narrowly focused problem statement leads to yield solutions that are greater
quantity
and
higher quality
when you are generating ideas
Inspires the team
STEP 4: PROTOTYPING
Start building. Even if you aren’t sure what you’re doing, the act of picking up some materials will be enough to keep you going.
Don’t spend too long on one prototype. Let go before you find yourself being too emotionally attached to any one prototype.
Identify a variable. Identify what’s being tested with each prototype. A prototype should answer a particular question when tested.
Build with the user in mind. What do you hope to test with the user? What sorts of behaviour do you expect? Asking these questions may help focus your prototyping and help you receive meaningful feedback in the testing stage.
STEP 5: TESTING
Show, don’t tell. Put your prototype in the tester’s hands, or put your tester within an experience. Don’t explain everything yet. Give the minimal context so they understand what to do. Don’t explain your thinking or reasoning for your prototype. Let your tester interpret the prototype.
Have them talk through their experiences. For example, when appropriate, ask “tell me what you are thinking when you are doing this.”
Actively observe. Watch how they use (and misuse!) what you have given them, how they handle and interact with it. Don’t immediately “correct” what your tester is doing.
Follow up with questions. Listen to what they say about it and the questions they have. “Show me why this would (not) work for you.” “Can you tell me more about how this made you feel?” “Why?” “What do you think this button does?”