design business semester long reading

Design, Business, and Innovation Steven Jacobovitz

Design Thinking for Educators Chapter 1− Keep everyone interested, in the loop, and focused on the work that needs to get finished


Design Thinking for Educators Chapter 1− When asking questions, make sure to ask open-ended questions to keep the conversation going.

Do not ask simple yes or no questions.


Design Thinking for Educators Chapter 1− Continue to keep learning new ideas by asking questions and taking an interest in other people’s

thoughts and ideas


Design Thinking for Educators Chapter 1− Put yourself in other people’s shoes to get an understanding of what they are thinking in order to

help you come up with new ideas


Design Thinking for Educators Chapter 1− Choose people that you trust and respect to get an opinion from because they will give you the most

honest answer possible


Design Thinking for Educators Chapter 2− Share stories and then afterwards analyze them, not right after the stories have been told


Design Thinking for Educators Chapter 2− Do not be afraid to let ideas go and get an outside source to review all of the ideas


Design Thinking for Educators Chapter 2− Try to limit the number of insights to the most important ones, and it should range from three to five

insights


Design Thinking for Educators Chapter 2− Get to the point shortly and make sure that those points show new possibilities


Design Thinking for Educators Chapter 2− Invite as many people as possible, even if they are not from your team, to get a plethora of new and

unique notions that may not have been thought about with just your group alone.


Design Thinking for Educators Chapter 3− Get as many ideas and thoughts that you can, even if they are bad ideas, so that people can

bounce off of other’s ideas to keep the conversation flowing.


Design Thinking for Educators Chapter 3− Ascertain the central topic of the notion and then work outwards from there to get an understanding

of what the primary goal is.


Design Thinking for Educators Chapter 3− Constantly upgrade your idea to keep improving it and making it better than it was previously


Design Thinking for Educators Chapter 3− Think about the negatives and how you and your team could turn those negatives into positives


Design Thinking for Educators Chapter 3− Ask for feedback from others in order to make the idea the best that it could possibly be


Design Thinking for Educators Chapter 4− Decide what kind or type of feedback your team is looking for, before putting out a prototype


Design Thinking for Educators Chapter 4− When getting feedback, ask questions that lead to constructive criticism and inspires the responder

to build upon the notions and ideas


Design Thinking for Educators Chapter 4− Also when asking for feedback, begin with generic first impressions then work up to specific details

and lastly move towards an expansive conversation


Design Thinking for Educators Chapter 4− After finishing with the feedback, check to see if you are still on track with your original goals, or if

you have ventured into a new region for the idea


Design Thinking for Educators Chapter 4− Identify all of the proper materials that are necessary for creating and building a prototype model


Design Thinking for Educators Chapter 5− Decide whether the idea is still being used for the same set of people that it was originally intended

for, if not determine who it is intended for now


Design Thinking for Educators Chapter 5− Try to observe signs of change as this can give an explanation as to why the idea turned out the

way it did


Design Thinking for Educators Chapter 5− Attempt to determine what would get the listener, or buyer, to become more intrigued in buying or

investing in the idea


Design Thinking for Educators Chapter 5− Reconsider the needs of the idea from the beginning and what has changed. Also, consider the

people that surround you, both workers and responders, to see if anything needs to be altered


Design Thinking for Educators Chapter 5− Try to remember everything that happened so that you have stories to tell later on, this could lead to

better relationships with those people in the future