This is everything about DT in the best presentation, both being so comprehensive, and with the bullet points being up front. And now I see the paper pres!
Hi PB. I watched all the videos that you have created, mainly to see at which point you would refer to reflection and particularly, to reflective practice. I saw that you have dedicated a small part on reflection in video 5 and I would like to ask, if you see a connection between Donald Schon's reflective practice (model) theory and the design thinking process, and how are these two connected. Many thanks, in advance. Bill
Oh, gosh, Bill these are quick and dirty little videos to get some main points across to my undergraduate and graduate students - reflective practice models and theories are beyond the scope of these “intros.” Your question is a really interesting one. Are you familiar with the Presencing Institute? Theory U? I ask because it seems to me that it is all woven together or related somehow: presence - flow - reflection - meditation - being - embodiment. Hypothesis: The quality of the outcome is directly related to the presence of the practitioner(s). I must confess - I am primarily a practitioner and teacher.
@@MindfulMarks Hi BP. Many thanks for your reply. I am not familiar with neither the Presencing Institute nor the Theory U but, I will have a look for more information. I have wrote an extensive reply to your message but, for some reason UA-cam has managed to mess it up!
I'll try to summarise it in the following question. Do you talk to your students about the importance of having a reflection template to record their thoughts, actions, etc. in order to learn the importance of being not only designers (short term) but also, reflective practitioners (long term), as a way to improve their profession?
@@billpandos7962 I had an “Aha!” after I responded to your first comment and realized that what you are calling “reflective practice,” we in professional design and design education call “critique.” (This is in the US - not sure what it is called in other countries.) So, the answer would be that cultivating reflective practitioners has long been built into design education. Informal and formal critiques happen in every stage of the process. From concepts to initial project briefs to user studies to wireframes to visual design/UI - there is reflection and feedback at every key point. Final critique happens when the project is complete and even then, any major issues that are discovered are expected to be resolved. Design critiques in education can take various forms and generally consist of all the students and professors in the class (and perhaps guest designers or clients depending on the project) reflecting on and analyzing the deliverables from every possible angle - extensive notes are taken by the students and then implemented into the iterations. By the end of their formal education, the students are used to having their work intensely scrutinized, are practiced in scrutinizing their own work, and are able to help colleagues scrutinize their work. By year 3 or 4 they are seeking it out critical reflection from their professors, colleagues, and professionals - even when not required. This process goes way back - even before the Bauhaus. It is baked into the design education process. I don't know of any “templates,” but they would have to be pretty extensive and customized to the individual project or even the many concepts, functionalities, and deliverables within each project. In my program (and in many in the US), we have students document and analyze their process through a process book or a process blog. They tie in readings and research into methods and best practices into their projects, thought processes, and design solutions. These process blogs or books accompany the final projects in their portfolios. Take a look at these to get an idea of what a design process book looks like: tinyurl.com/designprocessbooks I hope this answers your question!
@@MindfulMarks Many thanks for the extensive reply BP. A recording template is actually a form where each student records his/her tasks in steps such as, plan, action, observation, evaluation, and reflection. Normally, this level of introspection happens at the postgraduate level (UK Level 7) and while students are being taught the theories of action research and reflective practice. On an undergraduate level, I used to do something similar to the one you mentioned and I am referring to the process book, and that is asking from my students to record not only the development of a design project but, all the thinking that takes place in every step of the design process. However, design thinking is a different mentality and process because it introduces the feedback loops. And it is at this stage that I believe a student should also act as a reflective practitioner. But, in order to do so, he/shes needs to be taught the principles and theories of reflective practice, such as, Schon's Again, many thanks for your reply BP. Best regards, Bill
Hi Venkat! Ideally, Usability would be a primary focus throughout all phases, but I think most of the time people put it off until the end - so, yes, Test. A variety of usability issues can be discovered during the empathize/define methods and paper prototyping (if we are talking about UX/UI projects.) User studies really should be throughout, don't you think?
This is everything about DT in the best presentation, both being so comprehensive, and with the bullet points being up front.
And now I see the paper pres!
Thank you for the kind words of support! I’m so glad you found them helpful. 😄
thank you so much for making these video series. i used them for training public health services personnel. in Thailand
You are so welcome and I am thrilled that you are finding them helpful for your public health services personnel. 💙🙏🏽
Thanks for creating this video series! This is a super helpful and succinct overview of the Design Thinking process.
You are welcome! I'm trying to carve out time create some short videos that drill down into some of the methods.
This is so powerful, useful and helpful! Thank you so much for sharing!
I am so glad you found this helpful! Thank you for taking the time to watch and leave a kind comment. 🙏🏽💙
thank you so much, this really video series really help us for upgrading our systems
Hi ma'am I am from India
I understood nice about DT
Thank you ma'am
I am so happy this helped! 🙏🏽💙
Very informative. Thank you, ma'am!
Thank you for taking the time to let me know! I'm glad you found it helpful.
thank you! i loved your video. congrats. i'd like to know how do you make this effect where you write in a kind of false window?
Thank you! I'm so glad you like it. You can find out more about setting up a Light board here: www.lightboard.info/
Hi PB. I watched all the videos that you have created, mainly to see at which point you would refer to reflection and particularly, to reflective practice. I saw that you have dedicated a small part on reflection in video 5 and I would like to ask, if you see a connection between Donald Schon's reflective practice (model) theory and the design thinking process, and how are these two connected.
Many thanks, in advance.
Bill
Oh, gosh, Bill these are quick and dirty little videos to get some main points across to my undergraduate and graduate students - reflective practice models and theories are beyond the scope of these “intros.” Your question is a really interesting one. Are you familiar with the Presencing Institute? Theory U? I ask because it seems to me that it is all woven together or related somehow: presence - flow - reflection - meditation - being - embodiment. Hypothesis: The quality of the outcome is directly related to the presence of the practitioner(s). I must confess - I am primarily a practitioner and teacher.
@@MindfulMarks Hi BP. Many thanks for your reply. I am not familiar with neither the Presencing Institute nor the Theory U but, I will have a look for more information.
I have wrote an extensive reply to your message but, for some reason UA-cam has managed to mess it up!
I'll try to summarise it in the following question. Do you talk to your students about the importance of having a reflection template to record their thoughts, actions, etc. in order to learn the importance of being not only designers (short term) but also, reflective practitioners (long term), as a way to improve their profession?
@@billpandos7962 I had an “Aha!” after I responded to your first comment and realized that what you are calling “reflective practice,” we in professional design and design education call “critique.” (This is in the US - not sure what it is called in other countries.) So, the answer would be that cultivating reflective practitioners has long been built into design education.
Informal and formal critiques happen in every stage of the process. From concepts to initial project briefs to user studies to wireframes to visual design/UI - there is reflection and feedback at every key point. Final critique happens when the project is complete and even then, any major issues that are discovered are expected to be resolved. Design critiques in education can take various forms and generally consist of all the students and professors in the class (and perhaps guest designers or clients depending on the project) reflecting on and analyzing the deliverables from every possible angle - extensive notes are taken by the students and then implemented into the iterations. By the end of their formal education, the students are used to having their work intensely scrutinized, are practiced in scrutinizing their own work, and are able to help colleagues scrutinize their work. By year 3 or 4 they are seeking it out critical reflection from their professors, colleagues, and professionals - even when not required.
This process goes way back - even before the Bauhaus. It is baked into the design education process. I don't know of any “templates,” but they would have to be pretty extensive and customized to the individual project or even the many concepts, functionalities, and deliverables within each project.
In my program (and in many in the US), we have students document and analyze their process through a process book or a process blog. They tie in readings and research into methods and best practices into their projects, thought processes, and design solutions. These process blogs or books accompany the final projects in their portfolios. Take a look at these to get an idea of what a design process book looks like:
tinyurl.com/designprocessbooks
I hope this answers your question!
@@MindfulMarks Many thanks for the extensive reply BP. A recording template is actually a form where each student records his/her tasks in steps such as, plan, action, observation, evaluation, and reflection. Normally, this level of introspection happens at the postgraduate level (UK Level 7) and while students are being taught the theories of action research and reflective practice.
On an undergraduate level, I used to do something similar to the one you mentioned and I am referring to the process book, and that is asking from my students to record not only the development of a design project but, all the thinking that takes place in every step of the design process. However, design thinking is a different mentality and process because it introduces the feedback loops. And it is at this stage that I believe a student should also act as a reflective practitioner. But, in order to do so, he/shes needs to be taught the principles and theories of reflective practice, such as, Schon's
Again, many thanks for your reply BP.
Best regards,
Bill
Mam, Usability Testing will be conducted in this phase ??
Hi Venkat! Ideally, Usability would be a primary focus throughout all phases, but I think most of the time people put it off until the end - so, yes, Test. A variety of usability issues can be discovered during the empathize/define methods and paper prototyping (if we are talking about UX/UI projects.) User studies really should be throughout, don't you think?
Thank you mam
You are most welcome 😊
I was actually confused about studying these portions for exam but now it became easy.
@@justinreji6272 That's fantastic!