disrupting tertiary user-centered design
TRANSCRIPT
Disrupting Tertiary User-Centered Design Course with Design Thinking 2.0
Eunice SariUX Indonesia, Indonesia
Ellya ZulaikhaIndustrial Design Department
Institut Teknologi Sepuluh Nopember,
Indonesia
EduCHI Symposium 2021 | 15 May 2021
Design Thinking: State-of-the-Art
7 Steps of Design Thinking (Herbet Simon, 1969)
Define Research Ideate Prototype Choose Implement Learn
Complex problems that have no definite answers
● https://hbr.org/2008/05/strategy-as-a-wicked-problem● https://ssir.org/books/excerpts/entry/wicked_problems_problems
_worth_solving
Wicked Problems (Horst Rittel, 1973)
Design Thinking Process (Stanford, 2005)
Agile process of the
implementation of
Design Thinking in
product design and
development.
Collaboration with ITS Surabaya, East Java, Indonesia
Java IslandEast Java Province
Case Study: Design Research Course @ITS
The Study: Evaluation, Intervention, Reflection
1. Existing UX Design Research Course Evaluation (Cohort 1) and Reflection
2. Intervention with Design Thinking 2.0 Cohort 2 (ongoing)
3. Reflection and Refinement in the Cohort 2 and upcoming Cohort 3 (ongoing)
1. Students and teachers had
limited/no opportunities to
conduct field research in
order to get an authentic
experience and build their
empathy
2. Students relied on the
literature study (secondary
research) or interviews of the
irrelevant people
Design Thinking 2.0 Intervention
1. Conduct more structured competitive
analysis
2. Design and develop detailed
scenario-based role-play based on
the secondary research and
assumption
3. Generate detailed questions to ask to
the prospective target audience
4. Conduct online interviews and build
empathy with the prospective target
audience
DT 2.0 Intervention: Conception - Understand
Mapping data online using
Miro and Mural tools based
on the limited and
(sometimes) not the most
accurate data due to lack
of empathic interaction
with the prospective target
audience.
1. Improved online data mapping because
the students receive more data based
on their improved agile and contextual
online interactions with their
prospective target audience and
stakeholders.
2. The authentic and detailed results from
the contextual scenario-based
interviews provided more accurate
insight to move on the Ideation stage
within a short period.
3. Create detailed Customer Journey Map,
Empathy Mapping, Need Analysis
DT 2.0 Intervention: Conception - Map and Ideate
Design Thinking 2.0 Intervention
Empathy Mapping
User Journey Mapping
Affinity Mapping
User Need Analysis
Design Requirements
1. The students were lack of skills
and resources to develop a
high-fidelity prototype without
any constant support from the
school, because they could not
attend the face-to-face studio
session and build their skills
with their lecturers, mentors,
and other teams.
2. Some students were only able
to do reverse engineering from
existing props work.
1. The students were assessed not
only based on their final products
but also the agile and iterative
process of prototyping
2. The process of prototyping
consists of low, mid, and high
fidelity prototypes.
3. The school is currently working
with dedicated ongoing ongoing
mentoring scheme with the
industry and nurture the culture
of peer collaboration to build
competencies
DT 2.0 Intervention: Prototype
Design Thinking 2.0 Intervention
Agile and Iterative Design and Development
1. Low-Fidelities
2. Mid-Fidelities
3. High-Fidelities
The student were not
able to test the
prototypes because
the prototypes require
tangible interaction.
1. Instruct students to develop three (3) design alternatives for low, mid and high fidelity prototypes
2. Provide a clear guidance on how students can still get appropriate and useful feedback from at least three (3) prospective users
3. Consider any feedback at different stages as valuable to improve the next iteration of the products and services
DT 2.0 Intervention: Pre-Release (Test, Learn, Reflect)
Design Thinking 2.0 Intervention
1. Likes
2. Criticism
3. Questions
4. Ideas
Iterative User
Testing at
Different Stages of
Design and
Development
DT 2.0 Intervention: Release and Post-Release
● Release and Post-Release steps
were not explored as considered
irrelevant.
● School only required students to
consider user needs/desire,
technology feasibility, and
business viability in their design
● Regular testing mechanism gives a
sense of urgency and limitation
● Authentic user feedback provides
relevant critiques and justification
to design concepts to support the
assumption on user needs/desire,
technology feasibility, and
business viability in their design
Design Thinking 2.0 Intervention
Conclusions ● Design Thinking 2.0 helped the design students to understand the importance of understanding the needs of the users and customers when designing a solution for them.
● Design Thinking 2.0 provides a framework to systematically conduct the design process in an agile manner from the Understanding until the Post-Release Stages.
● We are still trialing the framework in a rigid education environment and we have made a significant progress since we started last year.
Contact | Q&A
Eunice SariUX Indonesia, Indonesia
Ellya ZulaikhaIndustrial Design Department
Institut Teknologi Sepuluh Nopember, Indonesia
EduCHI Symposium 2021 | 15 May 2021