INNOVATION AND DESIGN THINKING

Task brief & rubrics

Course code: BDI222 – INNOVATION AND DESIGN THINKING

Task Brief: MIDTERM ASSIGNMENT – Resit and Makeup

DESCRIPTION:

This assessment consists in an individual Essay. A written assignment. The essay is a detailed explanation of "The 5 phases of Design Thinking methodology according to the Stanford d.School model"

FORMAT This assignment must meet the following formatting requirements:

• Wordcount: 1000 words for the essay.

• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.

• Font: Arial 12,5 pts.

• Text alignment: Justified.

• Harvard Referencing System (below is a brief explanation).

GOAL(S) • Provide an overview of the design thinking phases according to the Stanford d.school model.

• Understand when to perform divergent and convergent thinking in each phase of design thinking.

LEARNING OUTCOMES

• Understand what is the real purpose of the application of design thinking methodology in innovation.

CONTEXTUAL INFORMATION

The design thinking framework helps inspire creative thinking and strategies to create user-friendly products and services that help solve a particular problem. It is important to note that the design thinking phases are not necessarily on a single, defined linear path. Different stages might spark new ideas or showcase new findings in the user journey that will inspire new iterations of phases that had already been completed. When using the different stages of the design thinking methodology, creators will constantly examine new and untested angles.

EXPECTED CONTENTS 1.- Design thinking, core of the human-centered approach to innovate.

Definition.

Main purpose and features of the methodology.

Design Thinking Stanford d.school model.

2.- Design thinking methodology. Empathize Phase.

What is the goal of this phase?

What are the characteristics of this phase?

What type of thinking prevails in this phase?

What methods, tools or techniques are usually used in this phase?

3.- Design thinking methodology. Define phase.

What are the characteristics of this phase?

What is the goal of this phase?

What type of thinking prevails in this phase?

Explain the relevance of analyses, cluster and find the connections of the data extracted in the previous phase. From the insights to the opportunities.

4.- Design thinking methodology. Ideation phase.

What is the objective of this phase?

What type of thinking prevails in this phase?

Explain different brainstorming techniques.

5.- Design thinking methodology. Prototype phase.

What is the objective of this phase?

6.- Design thinking methodology. Test phase.

What is the objective of this phase?

Some transition words for essays

Sequence: then, next, finally, first, second, third, last.

Cause and effect: for this reason, as a result, consequently, thus, therefore, hence.

Contrast or comparison: but, however, conversely, similarly, likewise, in the same way, also.

Example: for example, for instance, in fact, to illustrate.

Purpose: for this reason, to this end, for this purpose.

Time or place: before, after, immediately, in the meantime, below, above, to the south, nearby.

Others: On the one hand … on the other hand, one might argue that, some people think that, moreover, because, furthermore, in addit ion, so, nowadays, the issue of… is a controversial one, many people say/think/believe that.

Conclusion: In conclusion, to sum up, as we can see, in my opinion.

Harvard Referencing System

Reference structure

Harvard referencing style uses references in two places in a piece of writing: in the text and in a reference list at the end. In general, each author name that appears in the text must also appear in the reference list, and every work in the reference list must also be referred to in the main text. All the details of the reference are important, even the full stops and commas. In-text references in Harvard style should give the author’s family name and the year of the work’s publication. If you quote or paraphrase, you should also give a page number. Here is a generic example, as it would appear in a reference list, for a journal article with three authors: Author,˰AA,˰Author,˰B˰&˰Author,˰C˰YEAR,˰'Article title in between single quotes, in lower case and with no full stop to end',˰Journal Title in Italics with Capitals,˰vol.˰##,˰no.˰#,˰pp.˰##-##. Note: ˰ represents a space.

Example: An in-text reference would look like this: It has been claimed that… (Author YEAR, p. #). It could also look like this: Author (YEAR, p. #) claims that… Remember that you need to include a page number if you quote or paraphrase. If you are referring only to one page, use the abbreviation p. If you are referring to more than one page, use the abbreviation pp. For example, use (Jones 2010, p. 112) for referring to one page and use (Jones 2010, pp.112-113) when referring to more than one page.

Webpage reference It is best, wherever possible, to reference the specific page or section of a website that you are using, rather than the whole website. If a website document doesn’t have an author (individual or corporate), start with the title of the document in italics followed by the date. If there is no date, use n.d. Author's family name, Initial(s) OR Authoring body year, Title of webpage (in italics), Title of website, viewed date, <URL>.

Example: In the text: (World Health Organization 2014) At the end of the report, book, essay, or document: World Health Organization 2014, WHO recommendations for routine immunization– summary tables, World Health Organization, viewed 1 May 2014, <http://www.who.int/immunization/policy/ummunization_tables/en/>.

This is a video with the basics of Harvard Referencing https://vimeo.com/223710862

Rubrics

Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69

Argumentation (50%)

Student applies fully relevant knowledge of design thinking phases from the topics delivered in class. Depth of the ideas: fully clear and specific. The writing assignment is intuitive and engaging. Student is in excellent way original, drawing outstanding insights and ideas.

Student applies mostly relevant knowledge of design thinking phases from the topics delivered in class. Depth of the ideas: clear and specific. The writing assignment is easy to understand. Student is in good ways original, drawing outstanding insights and ideas.

Student applies some relevant knowledge of design thinking phases from the topics delivered in class. Misunderstanding may be evident. Depth of the ideas: clear but generic. It takes some effort to understand the writing assignment. Student provides similar insights and ideas that are like the one described in other sources, without originality.

Student applies little relevant knowledge of design thinking phases from the topics delivered in class. Misunderstands are evident. Depth of the ideas: unclear and vague. It takes a lot of effort or is very difficult to understand the writing assignment. Student offers little or none original insights and ideas.

Knowledge & Understanding

(50%)

Student demonstrates excellent understanding of the phases of design thinking, its fully iterative process and understands when to perform divergent and convergent thinking in each phase in an entirely appropriate manner.

Student demonstrates good understanding of the phases of design thinking, its fully iterative process and understands when to perform divergent and convergent thinking in each phase in an entirely appropriate manner.

Student demonstrates minimal understanding of the phases of design thinking, its fully iterative process and understands when to perform divergent and convergent thinking in each phase in an entirely appropriate manner.

The student understands the task and tries to answer the question, but does not explain the phases of design thinking adequately.