W05: Point of View

Welcome to TECH 120. This is a 3 credit hour course and meets for 2 hours and 50 minutes weekly. The syllabus describes the course:

Students in this course will engage in critical analysis of real-world problems and global challenges. They will demonstrate the ability to recognize opportunity and to take initiative in developing solutions applying the principles of human-centered design. Students will be able to communicate effectively and to work well on teams. Problems and solutions will be examined from societal, cultural, and ethical perspectives.

View the entire syllabus at: http://bit.ly/design-thinking-syllabus

View the course schedule at: http://bit.ly/design-thinking-course-schedule

Objectives:

The objectives of this section are to learn:

brainstorming
point of view (using empathy to identify design challenges)
working in groups of four or five
introduction to design project 2
refine sketching skills

Brainstorming

Alex Osborn, an advertising executive in the 1950's (and who some say was an original "Mad Men"), outlined the rules of the brainstorming process:

generate as many ideas as possible
prioritize unusual or original ideas
combine and refine the ideas generated
abstain from criticism during the exercise.

At the end of brainstorming you should now evaluate your results and:

categorize - find and group like items
reduce - remove items that won't work or are not feasible at this time
analyze - bring best ideas forward (we will learn a method for this later)

Point of view (POV)

The image below outlines the point of view (POV) statement and its use. We will discuss this in class and you will perform two exercises to ensure your understanding.

Breaking down the Amazon Drone delivery system into systems thinking. What are the systems that make up the whole (we brainstorm on the whiteboard - instructor led)

After Mad Lib brainstorming, we discuss the D.light design, it's use and those is serves.

In-class point of view group brainstorming

Perform the following in-class D.light video POV brainstorming activity:

Form new groups (count off time!)
Identify a leader, timekeeper, and scribe (what are the responsibilities of these roles?). We will rotate these roles during each round.
Let's brainstorm:
- Groups brainstorm the who, or user, on 3 x 5 sticky notes (3 minutes) | Afterward, categorize, reduce, and analyze (5 minutes).
- Groups brainstorm the need, or actionable statement, on 3 x 5 sticky notes (3 minutes)| Afterward, categorize, reduce, and analyze (5 minutes).
- Groups brainstorm the because, or design vision, on 3 x 5 sticky notes (3 minutes)| Afterward, categorize, reduce, and analyze (5 minutes).
In Mad Lib format, create at least 8 POV statements from the users, needs and insights sticky notes (they must make sense) - BEFORE WE DO, let's work through a fun Mad Lib, the Sick Note.
Assign one POV to each group member to use the complete their individual POV worksheet (see homework below). Each team should have five POVs, if groups are smaller than five, assign two POVs to a student or two.

Working in groups of four or five

In-class, we brainstorm and discuss the differences between a two person group (size we've used up to this point) and a four-to-five person group (new size group):

Negatives ↓
Positives ↑

Introduction to Project #2 (mini global grand challenge)

Project two is an instructor themed selection, but student project selection. This week I will introduce the theme. Students will research the theme and then in their new project groups next week, students will brainstorm a project challenge. We will choose from one of the nine themes below:

education
environment
security
healthcare
housing
hunger
pollution
power and energy
transportation

You will research the theme chosen and complete an essay quiz in Blackboard.

Homework

See Course Schedule at: http://bit.ly/design-thinking-course-schedule

Individual - W5: POV Worksheet (20 points)
- Single PDF file (1 point)
- Includes five POV statements (10 points)
- All three questions answered with a complete paragraph (9 points)
Individual - W5: Vowel Sketching Worksheet (20 points)
- Single PDF file (1 point)
- Used provided worksheet (1 point)
- Six items are students best work and represent an appropriate item as described on the worksheet (18 points)
Individual - Research the theme (40 points)

In the essay quiz, list four current issues that affect the theme selected in class. Your submission should be the format as shown below:

Issue #1 - In a complete paragraph, describe the issue and how it relates to the theme chosen. Below each paragraph include a blank line followed by a single scholarly reference in APA format.

Issue #2 - In a complete paragraph, describe the issue and how it relates to the theme chosen. Below each paragraph include a blank line followed by a single scholarly reference in APA format.

Issue #3 - In a complete paragraph, describe the issue and how it relates to the theme chosen. Below each paragraph include a blank line followed by a single scholarly reference in APA format.

Issue #4 - In a complete paragraph, describe the issue and how it relates to the theme chosen. Below each paragraph include a blank line followed by a single scholarly reference in APA format.

Grammar and spelling will be graded. I recommend you complete this assignment in a Google Doc and copy and paste into the learning management system essay quiz. Each issue is worth 10 points using the following rubric:

Each paragraph is 4-5 sentences (2 points)
Content is coherent, applicable to theme, and accurately describes the issue (6 points)
Includes an APA formatted citation from a scholarly reference (2 points)
Consider using a librarian in the campus library located in the Columbus Learning Center. You can use both Ivy Tech Community College and IU librarians to assist you in finding scholarly articles.

Be sure to review each rubric prior to submission.

NEXT WEEK: The instructor will assign project two groups based on student group selections.