Lessons (D4D)

🎵 Good Music for Design Work 🎵

Module 0: d.School Design Thinking

Learn and practice the process individually and / or with a partner on paper and whiteboards making any kind of solution

This module is modeled after the d.School Starter Kit and is enhanced with tips to speak confidently and knowledgeably with engineers 👩🏽‍💻 

Lesson 1 Introduction to Course and Design Thinking

• Lesson Learning Objectives

  • Why Design Thinking is Important

  • Define design thinking

  • Traits that are common across design thinking processes

  • Identify multiple design thinking processes

    • The Five Stages of Design Thinking  (d.school model)

• Lesson Part 1 (37.5-45 minutes) 

  • Ice breaker - group clustering

    • Instructions

      • Stand up.

      • I will present a question or statement with multiple options or categories.

      • Once you hear the question, physically cluster with other people who have the same answer. Make your answer general enough so you are not alone but specific enough so your cluster isn't too large. Clusters should be distinct and physically separated.  

      • Once you're in your clusters, engage in discussions with others and learn names.

    • Questions 

      • For how many semesters prior to this one have you been at FGCU?

      • Where do you currently live while going to school? 

      • How many courses are you taking this semester? 

      • How many hours do you work at a job (besides academic schoolwork) during the week? 

      • What is your major / minor?

  • Instructor introduction

  • Roster check / Attendance

  • Introduction Discussion Preview / Review

    • Importance of closely reading and following instructions, checking rubric, resubmitting work

  • Introduction to Course

    • Orientation to course web site

    • Course schedule

    • Write down some things that are "designed". 

      • Large group share. Common answers: buildings, garments, home interiors, cars, web sites, etc. 

      • In this class you will design physical products, digital products (software), and experiences / services. You will also design your life to thrive, change, find happiness, and plan for your future career.  

    • Overview from course home page

      • Time commitment

      • Design Thinking 

        • What is Design Thinking?

        • Why Is Design Thinking so Important?

    • There will be ambiguity. This is by design. Navigating Ambiguity (0 of 10) (3:12)

    • Apply Effectuation to everything you do in this class 

      • The Basic Principles of Effectuation – How to Use What You Already Have to Become More Innovative

    • Syllabus overview and possible modification based on co-design

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • BuildU (20 min)

    • Introduction

    • Sign Up

    • Get Designbook - click "Use Template"

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Set up OneDrive on your phone (5 minutes)

  • Time management - make an academic calendar in Outlook

  • Video

    • IDEO - The Deep Dive from 1999 (21:41)

      • A look at the design process in action

      • To design, you don't need to be an expert at any one thing, except _____________

      • What type of people are on the team?

      • Who type of people do they talk to?

      • What is their mantra / motto? 

      • What is their other motto?

      • What was necessary in addition to a lot of hard work and hours (the recipe for innovation)?

      • Follow-up from 2011

  • Reading

    • 10 Insightful Design Thinking Frameworks: A Quick Overview

      • Traits that are common across design thinking processes

      • Different implementation frameworks or models have different names and numbers of stages, but they all consist of the same principles and all involve points at which you will empathize, reframe, ideate, prototype and test.

    • Design Thinking presentation

    • The 5 Stages of the Design Thinking Process: How Do You Use It Effectively?

      • Four principles

    • Design Thinking - An Introduction to Design Thinking PROCESS GUIDE (Very useful!)

    • History

      • User Centered Design  - Don Norman

      • Design Thinking - David Kelley and IDEO (from the video) 

      • Enterprise Design Thinking - Phil Gilbert combined User Centered Design with communication & collaboration methods such as Sponsor Users, Empathy and Scenario Mapping, Hills, Ideation, Storyboarding, Prototyping, and Playbacks

        • IBM Skills Academy - Enterprise Design Thinking

Lesson 2 Empathize

• Lesson Learning Objectives

  • Practice the Empathize stage

• Lesson Part 1 (37.5-45 minutes) 

  • Attendance

  • Check Notifications settings in Canvas

    • Get immediate notifications for Announcements

  • Review 5 Stages in the Design Thinking Process Review: Empathize, Define, Ideate, Prototype and Test (1-2 minutes)

    • Memorization mnemonic "Enjoy Drinks In Palm Trees" or something similar

    • Stage 1 in the Design Thinking Process: Empathise with Your Users and assignment introduction (6-12 minutes)

  • d.school Workshop Introduction (1 of 10) (1:50)

    • What are you curious about related to design?

  • Jill Vialet - What can design look like in practice (2 of 10) (4:08)

    • Jill is mindful of her design work but she doesn't stick to a predefined course of action. 

    • She allows the path of her process to emerge based on what she is learning from the work along the way. 

    • Reframe means to look at things from different angles, be open-minded, and be unafraid to pivot as you discover new things. 

    • Empathizing with your users will always shift your point of view. Taking a moment to reframe the problem opens up a new set of opportunities. 

  • Get stoked! (1:00) Jill review and activity preparation, get in the right mindset 

    • Activity 1: Blind contour portrait (10 minutes)

      • Partner up

      • Introduce yourself

      • In 60 seconds, draw a portrait of each other looking only at them, not at your paper (concurrently)

      • Write a sentence or two about how that made you feel

        • Uncomfortable? Good! Get comfortable being uncomfortable. 

        • Messy? Good! That's part of design work. 

        • Unprepared? Good! Good designers start before they are ready. 

      • Capture your work in progress by saving a picture of your portrait to OneDrive

  • Activity 2: Day in the life (20 minutes)

    • Do Design Research: the practice of inquiry and discovery that builds knowledge, insight, and empathy for your users

    • Instructions and map creation (on paper or whiteboard) (6 minutes)

    • Empathize: Share. Listen actively but silently. No judgement. Listen to understand. (3 minutes each)

    • Capture your work and save to OneDrive

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Preview assignment

  • BUILD

    • Sign up and get the Design book if you haven't already

    • Empathy - pick a client 

  • 👩🏽‍💻 Speak confidently and knowledgeably with engineers: Engineers often start the development process with business analysis. This is, in a way, developing empathy for the business by figuring out customer complaints, problems, opportunities, goals, and constraints.

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Empathy presentation (10 - 15 minutes)

    • Increasing levels of engagement: Pity -> Sympathy -> Empathy -> Compassion

    • Empathy in Practice / in Business

      • How Companies Are Leading With Empathy

      • Is There ROI In Empathy?

    • Effective Listening

    • Observation 101

  • Video

    • Ted Talk: 5 ways to listen better (7:43) 

  • Reading

    • #2 Empathy - Can We Revive Empathy in Our Selfish World? An experiment shows how to rebuild human compassion.

Lesson 3 Define

Defining: Re-framing and defining the problem in human-centric ways.

• Lesson Learning Objectives

  • Practice the Define stage

  • Remember, understand, and apply basic problem statements

  • Remember, understand, and apply How Might We questions

  • Introduction to the problem statement canvas

  • Introduction to detailed problem statements

• Lesson Part 1 (37.5-75 minutes) 

  • This stage is about the definition of a meaningful and actionable problem statement, which the design thinker will focus on solving. It is the "No solution zone". 

  • Review Empathize. (2-6 minutes)

  • Review User Research. (0-5 minutes)

  • Stoke: Draw a bridge over a river. (0-5 minutes)

    • Now, draw a better way for people to enjoy getting from one side of a river to the other. 

  • Review 5 Stages in the Design Thinking Process: Empathize, Define, Ideate, Prototype and Test (1-2 minutes)

  • Stage 2 in the Design Thinking Process: Define the Problem and Interpret the Results and assignment introduction (6-12 minutes)

  • Root Cause Analysis (1:51)

  • Activity: Day in the Life continuation

    • Dig Deeper (5:00) 

      • Review your partner's emotional journey map, ask some why and how questions and take notes to dig deeper into your partner's yesterday. Identify the deeper problem. Try to make a sincere human connection. (3 minutes each, 6 minutes total) 

      • Write a problem statement in this format: (Person's Name + Descriptor) needs a way to (Verb about deeper problem) in a way that (Lets them do something) (6-12 minutes)

    • Reframe instructions (5:30)

      • Reframe your partner's low point to find new opportunities by drafting an open-ended question similar to a "How might we" in the form "How can I help <partner / customer> <solve problem>?" (3-6 minutes)

    • 👩🏽‍💻 Speak confidently and knowledgeably with engineers: Engineers also deal with problem statements. Engineers use something similar to a POV called a user story.  

    • Activity: Define for BuildU client (0-5 minutes)

      • Get in groups based on BuildU client and synthesize results of Empathize stage

      • What do you think is their underlying problem?

• Lesson Part 2 (0-45 minutes, online for hybrid sections) 

  • Define presentation

  • Problem statement templates including detailed problem statement and problem statement canvas

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Detailed problem statements and the problem statement canvas

  • Read about the Problem Statement Canvas sections 

    • Text template
      “When (context) occurs, (customers) who have (characteristic) and (characteristic), have (problem). Because of this, they feel (emotional impact), then experience (quantifiable impact). Currently, they use (alternatives) despite (alternative shortcomings).” 

    • Problem Statement Canvas visual format (xlsx) Save a copy

  • Video

    • The Design Thinking Process - An Introduction (6:06-7:49)

      • Storyboarding, Personas, Prioritization Matrix, Big Idea Vignette

  • Reading

    • #3 Defining the Problem: Are You Solving the Right Problem?

Lesson 4 Ideate

• Lesson Learning Objectives

  • Practice the Ideate stage

  • Create many ideas in ideation sessions.

  • Select an idea

  • Write a solution statement. 

  • Introduction / review of value propositions and the Value Proposition Canvas.

• Lesson Part 1 (37.5-75 minutes) 

  • Review Define. (2-6 minutes)

  • Review 5 Stages in the Design Thinking Process: Empathize, Define, Ideate, Prototype and Test (1-2 minutes)

    • Stage 3 in the Design Thinking Process: Ideate and assignment introduction (6-12 minutes)

      • Take notes

  • Activity: Day in the Life continuation (sit at big tables)

    • Generate ideas

      • Review your problem statement and "How could I help" question from Define stage and the answer the question and brainstorm solutions with no constraints and no team on Microsoft Whiteboard, put each idea on an individual sticky note (2 minutes)

        • Difficult, right? Let's add constraints and work together. 

      • Imagining Possible Solutions - Yusuke (14:34)

        • How a build to think mindset helps you learn quickly.

        • Draw pictures representing ideas of possible solutions on paper based on constraints. 

          • Expensive 

          • Tomorrow 

          • Game

          • Robots

        • Share your ideas with a classmate other than your client to get feedback and spark new ideas for your Jamboard. (1 minute each)

    • Improve ideas (sit with classroom client)

      • How you can make ideas better (5:04) Lacrae and Khris

        • How feedback early can set you up for success

        • Share your 4 idea drawings with your client. You might be uncomfortable. Embrace it. (4 minutes each, out of class for hybrid)

          • "I like..." and "I wish..." 

          • This could be considered testing even though we are still in the ideate stage. Remember, the process is not linear. Test often. This testing should improve your idea generation. 

    • Generate ideas based on maker space resources (6 minutes, out of class for hybrid)

      • List of 50 cool things to 3D print which are actually useful (1 minute)

      • Glowforge Project Ideas for Selling (1 minute)

      • Add more ideas to your whiteboard based on what you learned from sharing and from the following additional constraints: (4 minutes)

        • Must be 3D printable 

        • Must be an app 

        • Must be made using the Glowforge 

        • Must involve social media (YouTube channel, podcast, Instagram, etc.)

    • Engage in a method to help select an idea (1-4 minutes, just introduce for hybrid)

      • Categorize ideas according to form factor. 

        • Copy the image for Bingo Selection and paste it into your Jamboard. 

        • Move your sticky notes to create columns or clusters under the category. 

      • Consider the following questions

        • Will this idea deliver value?

        • Will this idea have a positive impact on our client's experience?

        • Can I build an MVP for this idea with the resources at hand?

    • Select idea (2-4 minutes)

      • Write a solution statement for the one idea you would like to continue developing. There is no template for the solution statement, just describe your solution in a sentence or two. This is not set in stone. Remember, the design thinking process is not linear. Furthermore, for this module, you won't necessarily need to fully develop your idea.   

• Lesson Part 2 (0-45 minutes, online for hybrid sections) 

  • Value propositions 

    • Write a basic value proposition for classroom client 

    • Look at the detailed value proposition that can be made from the Value Proposition Canvas

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • IDEO: Brainstorming and Other Ideation Techniques (2:46)

  • Lessons Learned from the Onion's Creative Process (13:30)

  • When ideas have sex (16:38)

  • #4 Worst Possible Idea

  • Ideate presentation

  • Engage with all resources related to value propositions on the BMC page

Lesson 9 Key principles of the Design for Delight mindset

• Lesson Learning Objectives

  • Go through a quick design cycle with another classroom client, this time using the D4D framework

  • D4D 1.1 Identify and define key principles of the Design for Delight mindset

    • D4D 1.1.1 Identify and define the Deep Customer Empathy principle

    • D4D 1.1.2 Identify and define the Go Broad to Go Narrow principle

    • D4D 1.1.3 Identify and define the Rapid Experiments with Customers principle

• Lesson Part 1 (37.5-75 minutes) 

• • Review previous assignments

  • Sign up and register for D4D Foundations Course

    • Schedule time to complete course

  • Sign up for certification exam

  • D4D Overview (2:00)

  • Toolkit Deck (Teacher Notes) 🗝

    • Partner up with a new classmate client

    • The Deep Customer Empathy principle (2 min)

      • Activity: Customer Interview (3-5 min for each partner)

        • Optional: What did you learn? (3-5 min)

    • The Go Broad to Go Narrow principle (2 min)

      • Activity: Brainstorming (3-5 min)

    • The Rapid Experiments with Customers principle (2 min)

      • Activity: Sketch Prototype Worksheet (3-5 min)

      • Activity: Share your prototype (3-5 min for each partner)

  • Review key principles

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Design for Delight Case Study - America Succeeds 

  • Activity: Reflection 

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • D4D Foundations Course

    • About This Course

Lesson 10 Core concepts of the Design for Delight principles 

• Lesson Learning Objectives

  • Decide on an external client

  • D4D 1.2 Define core concepts of the Design for Delight principles

    • D4D 1.2.1 Identify the three metrics of customer delight

    • D4D 1.2.2 Identify the role of the customer

    • D4D 1.2.3 Describe the relationship between the customer problem, the solution, and the customer benefit

    • D4D 1.2.4 Describe looping concepts

    • D4D 1.2.5 Define and describe prototyping and experimentation

• Lesson Part 1 (37.5-45 minutes) 

  • Core concepts (take notes in OneNote)

    • Three metrics of customer delight

    • The role of the customer

      • It Starts With Your Customers

        • Who are your customers?

        • Think about who you want to solve a problem for / what type of problem you want to solve. This is very important and consequential. Base your decision on your skills, interests, and abilities. If you have an existing business idea, this could be someone in your customer segment. If you have no other ideas, get inspiration from an SDG. Write down your thoughts. 

    • The relationship between the customer problem, the solution, and the customer benefit

    • Looping concepts

    • Prototyping and experimentation

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • D4D Foundations Course

  • Identify your customer for project

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • D4D Foundations Course

    • It Starts With Your Customers

Module 2: Deep Customer Empathy

Lesson 11 Developing deep customer empathy

• Lesson Learning Objectives

  • D4D 2.1 Define and describe the process of developing deep customer empathy

    • D4D 2.1.1 Learn about customers through observation

    • D4D 2.1.2 Identify the customer challenge

    • D4D 2.1.3 Summarize what you learned

    • D4D 2.1.4 Define the customer problem statement

    • D4D 2.1.5 Conceptualize the ideal customer state

• Lesson Part 1 (37.5-45 minutes) 

  • Design team formation (new seats)

    • What do you all have in common?

    • Which SDG most resonates with you as a group?

    • Share about your customer

  • Define and describe the process of developing deep customer empathy

  • Deep Customer Empathy Poster preview

  • The Why Behind Deep Customer Empathy (2:29)

  • Empathy Map intro

  • Maker Space

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Playbook: DEEP CUSTOMER EMPATHY Introduction - use it with your external client

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Video

    • The Lean Approach: The Lean Method (5:22)

  • Reading

    • Designing Your Life Chapter 3 Wayfinding

  • D4D Foundations Course

    • Why Deep Customer Empathy Matters

Lesson 12 Learn about customers through observing their behavior 

• Lesson Learning Objectives

  • D4D 2.2 Learn about customers through observing their behavior

    • D4D 2.2.1 Identify and describe customer observation methods

    • D4D 2.2.2 Identify customer observation best practices

    • D4D 2.2.3 Identify important takeaways from customer observation

• Lesson Part 1 (37.5-45 minutes) 

  • Plan your Follow-Me-Home

    • How to Plan a Follow Me Home (2:20)

    • CUSTOMER FOLLOW-ME-HOME Method Card and Example Follow-Me-Home “flow”

    • Uncovering Customer Challenges with Follow-Me-Homes (6:47)

    • Welcome to MURAL (3:43)

    • Mural 1: Follow Me Home - Section 1 Prework 

      • Read Follow-Me-Home Pro Tips

    • Take notes

    • Take pictures

    • Customer Safari introduction

  • Customer Observation Best Practices

    • Ask "why" and "show me" questions

    • Observe without judgement or agenda

    • Observe the customers to learn more about the problem

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Plan a Deep Probing Interview

    • DEEP PROBING INTERVIEWS Method Card and Example Probing Interview Questions

    • Make questions

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Video

    • How to Communicate with Customers: Crash Course Entrepreneurship (10:28)

  • D4D Foundations Course

    • Follow-Me-Homes

Lesson 17 Methods of and Best practices for brainstorming  

• Lesson Learning Objectives

  • D4D 3.2 Identify methods of brainstorming and narrowing (specific methods)

    • D4D 3.2.1 Identify methods of brainstorming

    • D4D 3.3.1 Identify best practices for brainstorming

• Lesson Part 1 (37.5-45 minutes) 

  • Methods of brainstorming

  • Do some brainstorming alone, quantity over quality

  • Best practices for brainstorming

  • Warm up practice exercise: Circles

  • Do more brainstorming following best practices

    • Avoid locking in on the first idea: 7-1 brainstorming

    • Creative constraints

    • Brainstorm as a group

      • Share your mural with your group so they can contribute ideas

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Do more brainstorming using methods

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Video

    • Crash Course Business Entrepreneurship: Minimum Viable Product and Pivoting (11:14)

  • Reading

    • Designing Your Life Chapter 6 Prototyping

Lesson 18 Methods of and Best practices for narrowing 

• Lesson Learning Objectives

  • D4D 3.3 Identify best practices for brainstorming and narrowing (general concepts)

    • D4D 3.2.2 Identify methods of narrowing

    • D4D 3.3.2 Identify best practices for narrowing

• Lesson Part 1 (37.5-45 minutes) 

  • Methods of narrowing

  • Best practices for narrowing

  • Do 10-vote narrowing

    • Go Broad to Go Narrow (start at 6:18 to 10:38)

    • Mural 4 10-Vote Exercise - Section 1: 10-vote narrowing (10 min each)

      • Share your mural with your group so they can vote

      • Review outline pro tips and start voting session

    • Mural 4 10-Vote Exercise - Section 2: Discussion time (5 min each)

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • 2X2 NARROWING Method Card and How to create a good 2x2 criteria

  • Do 2x2 narrowing using 2X2 NARROWING Method Card 

  • Do 100 point narrowing

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Video

    • Watch Crash Course Business Entrepreneurship: Testing Your Product and Getting Feedback (12:17)

Lesson 19 Making ideas into concrete solutions

• Lesson Learning Objectives

  • D4D 3.4 Identify methods of making ideas into concrete solutions

    • D4D 3.4.1 Identify methods of representing ideas

    • D4D 3.4.2 Identify the information necessary in a representation

• Lesson Part 1 (37.5-45 minutes) 

  • Methods of representing ideas

  • The information necessary in a representation

  • Aligning Your Team with Collaborative Storyboarding (6:12)

  • Mural 5 - Section 1: Storyboard (20 min)

    • Review outline pro tips

    • Make it

    • Share it with someone not in your group

    • Revise it

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Module review game

  • Complete Go Broad to Go Narrow mural section

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Video

    • The Lean Approach: Minimum Viable Products with Steve Blank (5:52)

  • Reading

    • Designing Your Life Chapter 7 How Not to Get a Job

  • D4D Foundations Course

    • Storyboarding

    • What did you learn?

Module 4: Rapid Experiments with Customers

Lesson 20 The purpose and principles of rapid experiments

• Lesson Learning Objectives

  • D4D 4.1 Identify the purpose and principles of rapid experiments

    • D4D 4.1.1 Describe the rapid experiment process

    • D4D 4.1.2 Identify the purposes of rapid customer experiments

  • Create Figma account

    • Get education access

• Lesson Part 1 (37.5-45 minutes) 

  • The rapid experiment process

  • The purposes of rapid customer experiments

  • Rapid Experiments with Customers Poster

  • Digital Prototype Project Introduction

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Digital Prototype Project account, team 

  • Intro to FigJam: How to brainstorm with an online whiteboard

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Video

    • The Lean Approach: Customer Acquisition and Archetypes Steve Blank (6/6) (9:06)

  • D4D Foundations Course

    • Why Rapid Experiments With Customers

Lesson 25 Evaluate test results and identify next steps & Product / market fit

• Lesson Learning Objectives

  • D4D 4.6 Evaluate test results and identify next steps

    • D4D 4.6.1 Evaluate the success of a test

    • D4D 4.6.2 Identify what you learned from the test

    • D4D 4.6.3 Describe how to identify the next steps

  • ESB 3.1.1 Define elements of product/market fit hypothesis

• Lesson Part 1 (37.5-45 minutes) 

  • Test / Experiment review (FigJam) (15 min.)

    • Evaluate Test Results and Identify Next Steps (4.6)

  • Production and Distribution - The Value of a Minimum Viable Product: Elements of Product/Market Fit Hypothesis (5 min.)

    • Make a value proposition canvas for your idea (20 min.)

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Write a detailed value proposition based on the value proposition canvas

  • Write a basic value proposition

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Video

    • Value Proposition and Customer Segments: Crash Course Business (12:02)

    • A Playbook for Achieving Product Market Fit - Dan Olsen (38:03)

  • Reading

    • Designing Your Life Chapter 10 Failure Immunity

  • D4D Foundations Course

    • What Did You Learn? (Module 4)

Module 5: Bringing It All Together

Applying design thinking to solve real-world challenges

Lesson 26 Performance / Quality Criteria

• Lesson Learning Objectives

  • ESB 3.1.2 Define performance/quality criteria

• Lesson Part 1 (37.5-45 minutes) 

  • Performance/Quality Criteria of students

    • Durable Skills

  • Introduction to Performance and Quality Criteria (15 min)

    • Production and Distribution - Performance/Quality Criteria

    • Define performance and quality criteria in the context of design and entrepreneurship.

    • Discuss the importance of setting measurable standards for evaluating design solutions.

  • Activity: Group Discussion (20 min)

    • Identify key performance and quality criteria relevant to a given design scenario.

    • Brainstorm and discuss different aspects that contribute to the effectiveness and quality of a design solution.

  • Class Discussion and Sharing (15 min)

    • Reconvene as a class and each group share their identified performance and quality criteria.

    • Common themes, differences, and the rationale behind the chosen criteria.

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • Application Exercise: Design Project (30 min)

    • Mini design project related to a specific problem or challenge.

    • Define performance and quality criteria that will guide the evaluation of the design solution.

    • Think critically about what success looks like for the design based on the established criteria.

  • Reflection and Feedback (10 min)

    • Evaluate the effectiveness of the defined criteria.

    • Feedback on the clarity, specificity, and relevance of the identified performance and quality standards.

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • D4D Foundations Course

    • What Did You Learn? (Module 5)

  • Design For Delight and Durable Skills podcast episode (33:21)

  • Study for exam

Lesson 27 Product or Service Creation

• Lesson Learning Objectives

  • ESB 3.2.1 Identify the knowledge and materials needed to create a product or service

• Lesson Part 1 (37.5-45 minutes) 

  • Production and Distribution - Creating a product or service

  • Creating a product or service activity (Blooket)

• Lesson Part 2 (37.5-45 minutes, online for hybrid sections) 

  • 
    

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Reading

    • Designing Your Life Chapter 11 Building a Team

  • Study for exam

Lesson 28 Production Options & Final Exam Prep

• Lesson Learning Objectives

  • ESB 3.2.2 Identify production options for digital and physical products and services

• Lesson Part 1 (37.5-45 minutes) 

  • Production and Distribution - Production options

  • Final Exam review (Blooket)

• Lesson Part 2 (37.5-45 minutes) 

  • 
    

• Lesson Part 3 (180 minutes, some in class if time permits, otherwise, out of class) 

  • Study for exam