Relevant bibliographies by topics / Design thinking (ideation)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Design thinking (ideation)'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Design thinking (ideation)"

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Domingo, Lawrence, Marius Gutzeit, Larry Leifer, and Jan Michel Kurt Auernhammer. "REMOTE BRAINSTORMING: METHODOLOGICAL INTERVENTIONS IN DESIGNING FROM A DISTANCE." Proceedings of the Design Society 1 (July 27, 2021): 2541–50. http://dx.doi.org/10.1017/pds.2021.515.

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AbstractThis paper examines the immediate effects of group methods in facilitating remote team collaboration. We recruited seven teams with prior experience working together. All teams completed two current, complex, and open-ended design challenges using remote tools. We examined design activities before and after teams were given a design method intervention. The interventions were a Brainstorming Method to promote divergent thinking and the Five-Whys method to promote analytical thinking. Using OpenFace, we observed changes in emotion by examining facial expressions. We found that the brainstorming intervention did not have a change in ideation performance and the problem analysis intervention had a decrease in ideation performance. Teams used digital media to facilitate communication but were constrained by the media's tools. Our results can inform teams in organizations interested in promoting divergent thinking to not expect immediate improvements in ideation performance following the introduction of a design method. Future research is required to identify relevant abilities and social skills needed to facilitate remote ideation through design methods.
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Jacobs, Jessica. "Intersections in Design Thinking and Art Thinking: Towards Interdisciplinary Innovation." Creativity. Theories – Research - Applications 5, no. 1 (September 1, 2018): 4–25. http://dx.doi.org/10.1515/ctra-2018-0001.

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AbstractAs the problem-solving methodology of design thinking has gained legitimacy in business and educational environments, this article suggests we also think about incorporating “art thinking” into approaches in design pedagogy. To study what skills and techniques can be useful in other disciplines, we can first review the stages of the creative process which are centered around preparation, incubation, ideation, illumination, and evaluation. Within those stages, we can tease out specific elements unique to the artistic process that can be particularly useful, including mindsets of emotional engagement, intuition, and tolerance of ambiguity as well as cognitive strategies such as the use of metacognition, resource banks, generators and constraints, prolonged research, problem-creation, conversation with the work, closure delay, and reflection and thematic coherence. Emphasizing these elements and strategies in design pedagogy can expand possibilities for creativity and innovation.
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Min, Jiyoung, and Hyesun Lee. "A Study on Ideation & Process of Biomimicry Design using Design Thinking." Journal of Industrial Design Studies 47 (March 31, 2019): 137–50. http://dx.doi.org/10.37254/ids.2019.03.47.13.137.

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Quade, Stefanie, and Okke Schlüter. "Ideation." Logos 31, no. 1 (July 14, 2020): 48–53. http://dx.doi.org/10.1163/18784712-03101005.

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DesignAgility is an adaptation of the design thinking method and was developed to meet the specific needs of the publishing industry and the media sector in general. The authors of the eponymous book embedded DesignAgility into an agile framework that allows its users to effectively develop and implement media innovations with a small team. This sample chapter of the book focuses on Ideation and describes the qualified brainstorming and idea-generating in the innovation process. The needs of the users aka the ‘personas’ are reflected in so-called ‘user stories’. Through refinement the ideas are developed into possible product or service features. The chapter describes detailed steps from preparation to procedure and includes a checklist of how to easily follow the instructions for ideation. The visualization of the DesignAgility process shows where this step has to be taken within the whole innovation process.
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Pierce, David, Geoffre Sherman, Kyle Mechelin, and Bryan Kryder. "Innovate Sports Officiating With Design Thinking." Case Studies in Sport Management 10, S1 (January 1, 2021): S18—S23. http://dx.doi.org/10.1123/cssm.2020-0029.

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Youth sports is facing a crisis that threatens the ecosystem of youth sports. Innovation—the ability to generate and execute new ideas—is needed to stem the negative tide of a declining and aging officiating pool and improve the recruitment and retention of sports officials. Without creative problem solving and innovation by many different stakeholders in youth sports, the benefits that children receive from participating in sports are threatened by the lack of qualified officials to referee competitive games and matches. This case pushes students well past the news headlines of angry parents yelling at officials and deep into several problem spaces that emerge from the application of design thinking. Students are introduced to design thinking and prompted to innovate solutions to problems framed using the design thinking process. Students can select a preidentified problem space, then work through an ideation session facilitated by the instructor.
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Knight, John, Dan Fitton, Charlie Phillips, and Dylan Price. "Design Thinking for Innovation. Stress Testing Human Factors in Ideation Sessions." Design Journal 22, sup1 (April 1, 2019): 1929–39. http://dx.doi.org/10.1080/14606925.2019.1594950.

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Vijayakumar Bharathi S. and Mandaar Pande. "Why Design Thinking in IT Business Management Program?" International Journal of Information and Communication Technology Education 15, no. 4 (October 2019): 76–93. http://dx.doi.org/10.4018/ijicte.2019100106.

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The purpose of this research is to explain the goals and process of administering a design thinking course in management education with particular reference to MBA-Information Technology Business Management (ITBM) stream. The study is unique and contributes to the existing body of knowledge in two significant ways. First, from a qualitative perspective, it presents a detailed narration about the planning and execution of the design thinking course to techno-management students which is a rare find in the existing literature. Second, from a quantitative perspective, the design thinking learning experiences from multiple dimensions are presented through an empirical study administered to the students. We applied exploratory factor analysis to identify certain key influencers (constructs) for learning design thinking, namely adoption willingness, empathy, collaboration, ideation, holistic learning and problem-solving.
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Greenwood, April, Benjamin Lauren, Jessica Knott, and Dànielle Nicole DeVoss. "Dissensus, Resistance, and Ideology: Design Thinking as a Rhetorical Methodology." Journal of Business and Technical Communication 33, no. 4 (June 5, 2019): 400–424. http://dx.doi.org/10.1177/1050651919854063.

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Design thinking—at times described as a mind-set, practice, process, method, methodology, tool, heuristic, and more—is a productive, iterative approach used to engage divergent thinking. Often made up of stages incorporating empathy, definition, ideation, prototyping, and testing, design thinking provides a framework for identifying and approaching problems. Design thinking, however, generally lacks a critical–rhetorical–methodological structure that makes room for what Rebecca Burnett called “substantive conflict,” or “conflict that deals with critical issues of content and rhetorical elements.” This article situates design thinking across the professional and academic spaces in which it is heralded and implemented in order to explore how it can be used in collaborative contexts to support substantive, productive dissensus. The authors lean on the ways in which they engage in design thinking in their different roles to situate the good, the bad, and the ugly of design thinking. They conclude by suggesting a rhetorical methodology for cultivating design thinking that facilitates dissensus, addresses resistance, and considers ideological variables.
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Jung, Sung-hoon, Jin-young Yoon, and Hyun-oh Yoo. "The Research based on Design Thinking Theory using Knowledge Structure Ideation Toolkit." Journal of Communication Design 62 (January 31, 2018): 273–88. http://dx.doi.org/10.25111/jcd.2018.62.21.

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Díaz, Paloma, and Ignacio Aedo. "Combining Software Engineering and Design Thinking Practices in the Ideation Process of Augmented Digital Experiences." Interacting with Computers 32, no. 3 (May 2020): 279–95. http://dx.doi.org/10.1093/iwc/iwaa020.

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Abstract Designing augmented and tangible experiences that intertwine human practices and expectations, interaction spaces and complex digital artifacts is a complex and multifaceted task that relies upon iterative and multidisciplinary ideation processes. Design thinking techniques have been traditionally used in ideation of such digital artifacts. In this paper, we posit that integrating some software engineering practices can improve ideation by providing a structure to the process and helping to build a shared and permanently documented design rationale. It is not a matter of software engineering versus design thinking but a question of developing a holistic understanding of technological development where discipline and creativity, rationality and emotions and quality centered and people centered coexist. Based on this assumption, we conceived a software tool called CoDICE that offers a virtual co-design space where augmented digital experiences are documented and analyzed in a shared and distributed way. The paper discusses how CoDICE contributes to alleviate some problems of co-design events including the need to support multiple co-design spaces, make explicit the co-design process and its goals, support documentation, justify design decisions, explore multiple ideas and generate a shared representation of the outcomes. Two scenarios are used to illustrate the tool utility: short-term co-design workshops in which the tool enabled multidisciplinary teams of novice designers to explore and structure their ideas and a long-term co-design project where the tool facilitated traceability, documentation, the reuse of design components and the shared elaboration of the design rationale and evolution of the deployed technologies.
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Dissertations / Theses on the topic "Design thinking (ideation)"

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Nestok, Bennett R. "Uninhibited Ideation: Childhood Games as Design Methods." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438342.

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Hu, Mo. "Neuroscience for Engineering Sustainability: Measuring Cognition During Design Ideation and Systems Thinking Among Students in Engineering." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/91399.

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Sustainability is inherently a complex problem that requires new ways of thinking. To solve grand challenges such as climate change, environmental degradation, and poverty, engineers cannot rely on the same models of thinking that were used to create these problems. Engineering education is therefore critical to advance sustainable engineering solutions. Improving education relies on understanding of cognition of thinking and designing for sustainability. In this thesis, a nascent neuroimaging technology called functional near-infrared spectroscopy (fNIRS) was used to measure cognition among engineering students thinking about sustainability. fNIRS provides an opportunity to investigate how sustainability in design influences cognition, and how different concept generation techniques help students consider many aspects related to sustainability. The first manuscript provides evidence that engineering students perceive sustainability in design as a constraint, limiting the number of solutions for design and decreasing the cognitive efficiency to generate solutions. Senior engineering students generated fewer solutions than freshmen, however, seniors were better able to cognitively manage the sustainability parameter with higher cognitive efficiency. The second manuscript investigates the cognitive difference when generating concepts using concept listing or concept mapping. The results indicate that concept mapping (i.e. intentionally drawing relationships between concepts) leads to more concepts generated. An increase in concepts during concept mapping was also observed to shift cognitive load in the brain from regions associated with process sequencing to regions associated with cognitive flexibility. This research demonstrates the feasibility of fNIRS applied in engineering research and provides more understanding of the cognitive requirements for sustainability thinking.
M. S.
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Gordon, Adam. "How Can One Decide and Stick to One Creative Idea from Several?" Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5636.

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In pursuing my aim to provide a methodical easy to follow ideation to creationprocess didactic instructional tool to be used both for design and art projects, ledme to produce a multimedia film.An A2 poster with 3 5 step tried and tested hybrid methods started action research,acting as a didactic teaching tool and point of reference.Further to an interview with gymnasium (high school) art and storytelling teacher,the defining process began by editing live test case documentation from her finalyear 2013 art and design class. Audio clips from a creative director and teacherinterviews’ along with still picture quotes added valuable process method narration.Practical hands on experience in addition to the gymnasium class usability findings,led to final stage development in the form of a digital mobile application, "id'8." Anend sequence animation illustrates simplified, refined and combined 2 5stepprocesses in action, as I work the id’8 process tool interactively.
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Morton, Sarah. "Establishing a hybrid-methodology model for co-designing behaviour change : within the context of adventure sport participation in Scotland." Thesis, Abertay University, 2016. https://rke.abertay.ac.uk/en/studentTheses/5d019691-4369-422f-a485-cc69b96d0b8e.

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Adventure sport participation numbers have significantly increased over the period of the past ten years; it has been suggested that the emergence of an experience economy, where experiences have more value than possessions, could be a key factor for this increase. Motivations for taking part in an adventure sport activity varies between participants, and perhaps even more so than those motivations that were expressed by participants’ pre-experience economy. There are a number of theories about increased participant numbers; for example, the type of demographic, how they approach participation, and approximate suggestions of how the trend for experiences rather than possessions will evolve in the future. However, there is little that explores the experiences of these newer participants, how they behave, and how they are being received by the adventure sport industry. Additionally, there is no evidence to suggest a definite understanding of the needs and requirements of these participants, nor has an investigation been conducted to measure how well the industry is meeting these. Likewise, the potential to adapt existing provision, to expose untapped opportunities, appears unconsidered, and therefore may have benefit for both providers and participants. This study took its lead from using a process of problematization, whereby the problem is explored, identified and defined by the designer(s), rather than presented to them to solve. Using this approach, a hybrid methodologies model was designed and tested to explore the perceptions and experiences of adventure sport participants, to identify any changes that may be occurring as a result of the experience economy and increased numbers of participants taking up an adventure sport activity. Immersive ethnographic and qualitative methods were implemented to better understand identified changes and issues, and quantitative methods were used to elaborate on, confirm and validate the findings. By doing this it was also possible to establish the efficacy of taking a lived experience approach to identifying and exploring emergent and currently unaddressed issues. The study identified three key themes of interest to adventure sport participants: provision of information, ability to accurately assess skill level and participate safely, and being a part of the adventure sport community. These emerging themes were problematizated, validated, and a process of co-design and ideation was used to establish and suggest a solution that could be implemented by the industry to solve the identified issues. This study highlights the potential of using lived experiences to identify a problem, and employs new mixed methodologies to develop a better understanding of critical factors occurring within a specific industry and its associated communities. The study uses this knowledge to generate a designed solution. The theories and methods discussed by the study have transferable values, and could be used within a wide range of other subject areas, being especially useful when a hypothesis proves difficult to identify and define at the outset of a study.
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Hamada, Skander. "Design and evaluation of a visual rapid prototyping environment in an existing smart home platform." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20267.

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Recent advances in the field of Internet of Things (IoT) are placing its own vision, as a platform of interconnected services and devices, at the heart of the smart home concept. This consolidation promises a new wave of innovative products designed in the open, and in which the user takes center stage starting from the very first steps. Therefore, researchers as well as product designers in these increasingly related fields are now tasked with a more complex mission when investigating user behavior. In this thesis we consider rapid prototyping as the upcoming standard process for investigating user interactions in the future smart home. Although past research contributed with several self-contained solutions (built from scratch) to allow such investigations, no accounts were found tackling the problem from our perspective, in which the focus is on how to enable rapid prototyping in an existing proprietary smart home platform by using open standards, software and hardware. To answer this question, we conducted our research with participation of academic researchers and professional designers in the context of an academic and industrial partnership, in an ongoing smart home research project. We used an approach based on the design science research process in combination with the user centered design (UCD) and agile software development methodologies. During this thesis we performed an end to end design process starting from ideation to implementation and evaluation; an architectural blueprint was proposed and a working prototype of our visual smart home rapid prototyping environment (SHRPE) was implemented and tested. The obtained results demonstrate the feasibility of enabling visual rapid prototyping capabilities in an existing smart home platform, by using the system integration process to introduce available open standards, software and hardware tools into the platform. In addition, evaluation results of user testing confirmed that using UCD to iteratively capture user needs in such complex context is a solid approach.
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Book chapters on the topic "Design thinking (ideation)"

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Roberts, Jonathan C., Christopher J. Headleand, and Panagiotis D. Ritsos. "Creative Thinking, Creativity and Ideation." In Five Design-Sheets: Creative Design and Sketching for Computing and Visualisation, 175–207. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55627-7_7.

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Hartson, Rex, and Partha S. Pyla. "Design Thinking, Ideation, and Sketching." In The UX Book, 251–97. Elsevier, 2012. http://dx.doi.org/10.1016/b978-0-12-385241-0.00007-5.

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Bureau, Daniel A., Monica Lee Miranda, Martha Glass, and James P. Barber. "Moving From Ideation to Prototyping." In Applying Design Thinking to the Measurement of Experiential Learning, 202–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7768-4.ch013.

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To implement an effective approach to design thinking in higher education, it is crucial to move from ideation to prototyping. In the context of the co-curriculum, there is a push toward enhancing how programs and services contribute to student learning. Many educators are working toward strengthening the culture so that learning becomes central to the work of staff. However, the right conditions must exist to anchor the changes so that student learning is not merely a byproduct, but rather is the primary outcome of student engagement in the co-curriculum. In this chapter, the authors address the conditions that help enhance the effective delivery of learning-focused, co-curricular experiences. Through examining eight different institutions, they arrived at six conditions that helped in developing sustainable learning-centered co-curricular programs and services in higher education.
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Sanzo, Karen L., Tancy Vandecar-Burdin, Tisha M. Paredes, Lisa Mayes, and Brian Payne. "Re-Imagining the Future of Experiential Learning Through a Campus-Wide Design Thinking Initiative." In Applying Design Thinking to the Measurement of Experiential Learning, 147–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7768-4.ch010.

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In 2020, Old Dominion University was awarded a State Council for Higher Education for Virginia grant in order to re-imagine the future of experiential learning at the institution. This campus-wide effort is led by a taskforce to create a vision, framework, and plan for the future of experiential learning at Old Dominion University. The taskforce is composed of stakeholders that include students, faculty, administrators, and community and business partners. In this chapter, the authors report on process and progress, with particular attention to the first three phases of the design thinking process. In the empathy phase, they have engaged in design thinking sprints, hosted monthly taskforce meetings, engaged in an exhaustive review of current experiential learning activities, and deployed surveys of relevant stakeholders. During the defining phase, they analyzed initial data, synthesized their collective empathy work, and identified root issues to craft their “How might we” questions to inform the ideation work. In this chapter, they also share the results of the ideation phase.
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Knight, John, Elliot Ross, and Dan Fitton. "Using Ideation Grids to Power Collaborative Creativity in Face-to-Face and Remote Innovation Sessions." In Creativity - A Force to Innovation. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.93850.

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This chapter outlines a design-led approach to ideation. Ideation is a structured way to develop innovative ideas via collaborative workshops. The chapter starts by contextualising ideation within an overview of the ways in which design supports innovation both as a definable mindset as well as via a standardised methodology. People, behavioural approaches and methods for design innovation are described in section three. Design Thinking is positioned from this analysis as a practical asset in the innovators’ toolkit and also as a natural inheritor and embodiment of applied creativity. The chapter concludes by detailing how ideation works in practice and describes an evolved set of techniques, principles and methods for maximising the value of the approach through ideation grids that can be used in face-to-face and remote innovation work.
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Ding, Zhou, and Jiang Jiabei. "Crowdfunding, Entrepreneurship, and Design Education." In Design Education for Fostering Creativity and Innovation in China, 117–32. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0911-0.ch006.

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The purpose of this paper is to develop further insights into micro-entrepreneurship programs participated in by Chinese industrial designers. A model of creative thinking is employed to explain the campaign creation process. A case study research in sample design entrepreneurs was designed and conducted, and it was composed of three steps: preparing for data collection, collecting the evidences, and analyzing the evidences. It was found that five main defects in creative thinking work as obstacles to crowdfunding success. In order to overcome these drawbacks, it is suggested that designers involved in micro-entrepreneurship programs should acquire the abilities of building prototypes, following the design procedure, finding and solving problems, defining ideation and applying the evaluation methods. Current findings and future study can contribute to the curriculum development for China's industrial design education.
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Ding, Zhou, and Jiang Jiabei. "Crowdfunding, Entrepreneurship, and Design Education." In Start-Ups and SMEs, 802–13. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1760-4.ch042.

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The purpose of this paper is to develop further insights into micro-entrepreneurship programs participated in by Chinese industrial designers. A model of creative thinking is employed to explain the campaign creation process. A case study research in sample design entrepreneurs was designed and conducted, and it was composed of three steps: preparing for data collection, collecting the evidences, and analyzing the evidences. It was found that five main defects in creative thinking work as obstacles to crowdfunding success. In order to overcome these drawbacks, it is suggested that designers involved in micro-entrepreneurship programs should acquire the abilities of building prototypes, following the design procedure, finding and solving problems, defining ideation and applying the evaluation methods. Current findings and future study can contribute to the curriculum development for China's industrial design education.
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Loose, William, and Teri Marcos. "Instructional Design for Millennials." In Increasing Productivity and Efficiency in Online Teaching, 1–25. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0347-7.ch001.

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The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.
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Kälviäinen, Mirja. "Interdisciplinary Interaction for the Early Stages of Product and Service Development." In Handbook of Research on Trends in Product Design and Development, 39–57. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-617-9.ch003.

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Saturated markets require user value through services and mass customised differentiation instead of mere products. This increases the significance of integrated innovation in the early stages of complex value offerings. Front end development combines the multidisciplinary professional perspectives and user insight in a cost effective way. Truly interdisciplinary interaction is reached through intrinsic motivation, shared goals and understanding. Experience for structuring the multidisciplinary front end innovation comes from the INNOstudio® concept created by the D’ART Design Resource Centre in the North Karelia University of Applied Sciences. This concept is about service and methods facilitating innovation sessions. Process support for communication, exploration, problem space definition and further development is provided by moving from abstract thinking into external observables – scenarios, sketches, or models. Innovative value concepts require both divergent, generative thinking and convergent, analytical thinking. Diverse methods support generative ideation, exploring future opportunities and user relevance or analysing the problem space.
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Buckley, Chitra H., and Thushara Sabreen. "The Happy Feet Fashion Wearable Project." In Advances in Business Information Systems and Analytics, 115–35. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1865-5.ch005.

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This case study explores the challenges encountered in collaboration and iterative prototyping by a UK design entrepreneur during the co-creation of a fashion wearable product: an interactive massaging shoe that combines artisanal handloom materials with conductive thread. The collaborative process and stages of co-creation are documented and constituted part of a Masters project in Entrepreneurship and Innovation at London College of Fashion. The collaboration between a fashion student and an electrical engineer, resulted in cross-disciplinary thinking to generate ‘workable' ideas and product prototypes. Drawing on the co-design model, the case study maps the design evolution in fashion wearables, records the stages of ideation and documents the collaboration between artisans and engineers to develop the prototypes for this project. At each stage of the process, the challenges and barriers to concept and prototype realization are explained.
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Conference papers on the topic "Design thinking (ideation)"

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Vargas Hernandez, Noe, Jami J. Shah, and Steven M. Smith. "Cognitive Models of Design Ideation." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34903.

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The objective of this paper is to present a series of proposed cognitive models for specific components of design ideation. Each model attempts to explain specific cognitive processes occurring during ideation. Every model presented here is constructed with elements (i.e. cognitive processes) and theories available from cognitive psychology, human problem solving, mental imagery, and visual thinking. Every model in turn is an element of a higher-level cognitive model of design ideation. These models provide a better understanding of the components involved during ideation and their relationships.
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Bennetts, Caleb, Avery Cheeley, Benjamin W. Caldwell, and Matthew G. Green. "Comparing Facets of Divergent Thinking in Engineering Freshmen and Upperclassmen." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67604.

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This paper studies how engineering education might change divergent thinking skills. We hypothesized that people use a higher amount of divergent thinking when a task is unfamiliar. Our previous work developed an online survey to measure divergent ideation in two ways: with one ideation task, equally familiar to both novice and experienced designers, and a second ideation task, familiar only to experienced designers. We sorted ideas from 40 engineering upperclassmen and 40 freshmen into hierarchical categories and scored fluency, flexibility, and originality. The results did not confirm our hypothesis; rather, we found that originality scores were not significantly different between freshman and upperclassmen. Additionally, both groups produced their most-original ideas in the generally-familiar ideation task. Limitations in our methods prevented meaningful conclusions about flexibility, and further study will be necessary to confirm our other conclusions. To better explore factors influencing divergent thinking, we will refine our methods for future work and retest the participants from the freshmen group in a longitudinal study.
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Frich, Jonas, Midas Nouwens, Kim Halskov, and Peter Dalsgaard. "How Digital Tools Impact Convergent and Divergent Thinking in Design Ideation." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445062.

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Svihla, Vanessa, and Luke Kachelmeier. "THE WRONG THEORY PROTOCOL: A DESIGN THINKING TOOL TO ENHANCE CREATIVE IDEATION." In Proceedings of the Sixth International Conference on Design Creativity. The Design Society, 2020. http://dx.doi.org/10.35199/icdc.2020.28.

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Poth, Alexander, and Andreas Riel. "Quality Requirements Elicitation by Ideation of Product Quality Risks with Design Thinking." In 2020 IEEE 28th International Requirements Engineering Conference (RE). IEEE, 2020. http://dx.doi.org/10.1109/re48521.2020.00034.

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Bollini, Letizia. "Fixed, liquid, fluid. Rethinking the digital design process through the ecosystem model." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3013.

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According to the visions and conceptualizations from philosophers to design thinkers such as Habermas, Maturana & Varela or Levin, the design applied to digital artifacts, products and services —due to the convergence of media, communication, deceives and technologies— is becoming even more a a bio-sphere —or better to say with the words of Vernadskij— a Noosphere. The cultural shifting is represented both in the process side and in the approach to the whole design materials and outcomes. On one hand, the organizational structure is moving from an “industrial” approach characterized by a waterfall-process —organized in subsequent of well-structured phases— to an iterative activity —that cycle among ideation, prototyping, testing assessing and redesign phases before to implement and release a project— to the agile and lean approach of the information-era in which the project itself persist constantly in a work-in-progress status —where upgrades and updates have replaced new releases. On the other hand, the object of the project itself is deeply changing according to a vision of a digital ecosystem and consequently to the design approach that is moving from a fixed —a two-dimensional page borrowed-model— to a liquid, then fluid solutions beside the divergences of media and devices and the convergence of user context and experience. Paraphrasing Maldonando we’re moving from virtual to real, from intangible to tangible, from the web to intelligent environment, both digital and physical. In this hybrid space the design process gambles his challenge to change process and purpose embracing both a traversal and a deep vertical approach to single elements of the eco-system and the eco-system in its wide complexity. Nevertheless this transition implies design to face with the challenges of emerging and upcoming phenomena: the designer education —skills, competences, methods— in an hybrid context, the anthropological mutation brought up by the new generation of digital natives and finally the social impact and emotional implication of the confluence of virtual and real experience —mediated by technologies— that people live in their daily life.DOI: http://dx.doi.org/10.4995/IFDP.2016.3013
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7

Mercado Rivera, Abimelec, and José E. Lugo. "Exploration of the Timing of Introduction of Design Heuristic Cards to Early Design Brainstorming Sessions by Interdisciplinary Student Teams." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22477.

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Abstract This research focuses on improving the outcome of idea generation sessions of interdisciplinary student teams working in the early design stages of a product or solution by measuring the effect of incorporating Design Heuristics Cards at different points of ideation sessions that adhere to the brainstorming guidelines. Using the design thinking methodology, an open-ended challenge was given to the participating teams for a Brainstorming exercise divided into a fifteen-minute individual segment followed by a thirty-minute team ideation segment. Three experimental treatments were designed where Design Heuristics Cards were introduced at different points of the ideation exercise: the start of the individual ideation segment, the start of the team ideation segment, or the second half of the team ideation segment. A fourth control treatment did not introduce the cards at any point but used the Brainstorming guidelines throughout. The metrics observed were Fluency, Novelty, Feasibility, and Market Fit of the ideas generated by the students. Eighty-four students participated in the experiment, with 58.3% being from majors in the College of Engineering, 28.6% from majors in the College of Business Administration, 7.1% from majors in the College of Arts and Sciences, and 6.0% from majors in the College of Agriculture. No significant difference was found among the experimental treatments; however the results are not considered final due to the explorative nature of the study. Recommendations are made on future work and possible improvements to the experiment.
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Berthelsdorf, Friederich A., and Robert B. Stone. "Creativity of Concept Ideation Methods As Affected by Team Personality." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67974.

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Prior work has shown that individual MBTI personality type influences the creative output of concept ideation methods [1,2]. In this paper, we present a pilot study that investigates the concept of team personality (defined as the average personality of the team along each MBTI spectrum) and the effect it has on ideation results, as measured by three creativity metrics; quantity, quality, and variety. We find evidence suggesting that a team whose average personality falls near the extremes of the Thinking-Feeling spectrum will produce more creative results, a team that is neutral along the Introversion-Extraversion spectrum can choose their method based on which creativity metric they wish to maximize, and that a team with high personality variance can choose to create either more variety or higher quantity of ideas based on their selected method.
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Cagan, Jonathan, Mahmoud Dinar, Jami J. Shah, Larry Leifer, Julie Linsey, Steve Smith, and Noe Vargas-Hernandez. "Empirical Studies of Design Thinking: Past, Present, Future." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13302.

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Empirical methods used for studying design thinking have included verbal protocols, case studies, and controlled experiments. Studies have looked at the role of design methods, strategies, tools, environment, experience, and group dynamics. Early empirical studies were casual and exploratory with loosely defined objectives and informal analysis methods. Current studies have become more formal, factor controlled, aiming at hypothesis testing, using statistical DOE and analysis methods such as ANOVA. Popular pursuits include comparison of experts and novices, identifying and overcoming fixation, role of analogies, effectiveness of ideation methods, and other various tools. A variety of data may be collected, related to both the process and the outcome (designs).There are still no standards for designing, collecting and analyzing data, partly due to the lack of cognitive models and theories of design thinking. Data analysis is tedious and the rate of discoveries has been slow. Future studies may need to develop computer based data collection and automated analyses, which may facilitate collection of massive amounts of data with the potential of rapid advancement of the rate of discoveries and development of cognitive models of design thinking.
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Taborda, Elkin, Senthil K. Chandrasegaran, Lorraine Kisselburgh, Tahira Reid, and Karthik Ramani. "Enhancing Visual Thinking in a Toy Design Course Using Freehand Sketching." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71454.

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Engineering graduates in advancing economies are not only expected to have engineering knowledge, but also use them in creative and innovative ways. The importance of visual thinking has been critical for creativity and innovation in design. However, today’s engineering students are proficient in detailed design tools but lacking in conceptual design and ideation, and engineering curricula needs to develop a more effective framework for teaching visual thinking. In this paper, we report our efforts to embed principles of design thinking and visual thinking practices, like McKim’s “seeing, imagining and drawing” cycle [1]. We use a toy design course in mechanical engineering for our pilot study as a scaffold for introducing these principles in an engaging, creative, and fun environment. We introduced free-hand sketching as a tool for visual thinking during the design and communication of concepts. We also report the impact of these changes through information gleaned from student feedback surveys and analysis of design notebooks. We use our findings to propose ways to provide the students with a set of balanced techniques that help them in visual thinking, communication, and design. An improved implementation of this experience is discussed and future work is proposed to overcome barriers to thinking and communication.
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