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Title: design thinking in theory


1
design thinking in theory practice 13
September 2007 _at_ Universität Saint
GallenInstitut für Wirtschaftsinformatik
Sommertagung des Forschungsrats
d.schoolaninnovationengineone mans
view
  • Larry Leifer
  • Professor (ME), Founding Director, Stanford
    Center for Design ResearchDirector, Stanford
    Design Research Program for Industry Affiliates
  • Member, Hasso Plattner Institute of Design at
    Stanford
  • http//cdr.stanford.edu

2
the pace of innovation _at_ stanford a
french-bavarian view
3
3 axioms for precision innovation (Leifer 200X)
  • 1 Designing is a socio-technically mediated
    activity.
  • Learning is a socio-technically mediated
    activity.
  • Coaching is a socio-technically mediated
    activity.
  • 2 Designers must preserve ambiguity.
  • Learners must preserve ambiguity.
  • Coaches must preserve ambiguity.
  • 3 All designing is re-designing.
  • All learning is re-learning.
  • All coaching is re-coaching.
  • and the corollary that all learning requires
    UN-learning (John Seely Brown 1998, CTO, Xerox
    PARC)

4
innovation ideas and concepts that are
successfulin the market ...is an outcomenot
a creativity force
5
why do i care ?
.
6
axiom-1designing is a socio-technically mediated
activitystep-1creative peoplethe
d.schoolHasso Plattner Institute of Design at
Stanford
7
design thinking
experiential
integrative
need empathy driven
insight based
8
Hasso Plattner Institute of Design at Stanford
9
the plan
10
the start-up team
?
11
the opportunity
expanding the role of multidisciplinary research
and teaching is one of Stanfords biggest
opportunities (John Hennessy, Stanford
President, 2000- )
12
the break through
13
intense collaboration
14
extreme product-service based design learning
15
the prototyping culture accelerates learning
16
students are the experts mentoring
reversed
17
students are engaged and confidentabout creating
their own design-thinking process
18
building people
DESIGN THINKING
ANALYTIC THINKING
19
surprise delight
20
axiom-2designers must preserve
ambiguitystep-2ambiguity managementd.310re
al industry projects drive learning in design
thinking
21
re-designing these designers
22
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23
laboratory project - a need-finding,
conceiving, and building can you make a BMW
3-series car door smart?
24
product innovation demands innovative learning
25
example smart doord.310
convergence where mechatronics systems
design meets enterprise systems design
26
laboratory project - b need-finding,
conceiving, and building can driver hand
gestures be used to mediate vehicle command
control?
27
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28
gesture control of remote functions
29
driver gesture control design studies
30
laboratory project - c need-finding,
conceiving, and building can you make a co-pilot
for the Audi of 2020 ?
31
global design team
Edith Arnold
Mike Ho
Toni Obermueller
Joe Schmid
Dave Jackson
David Klaus
Markus Hoerwick
Tim Horenburg
32
need-findingwhat are we doing when driving ?
radio video traffic navigation cellphone weather s
ports scores email hobby news custom
ads chat friendsenemies and more ?
Act 1
33
insightif, driving is a real time task !then,
communication must be off-line !
34
Solution
Data filter Social connection
Act 2
Information pacing Intuitive interface
35
foresight
2005 2015
2025
36
solution
37
design ambiguity management frameworkand
laboratory
38

SAP
VW
CEE
DB
stanford310
Audi
Pana--ACC
DC
Pana-ATRL
DCI
GM
Nokia
39
where is the laboratory extreme project based
learning in d.310 2006-2007
  • SAP (DE) (global with HSG, CH)
  • User Interface for an Executive Decision-Context
    Device
  • Deutche Bahn (DE) (global with HSG, CH)
  • Future Workplace of the Knowledge Worker
  • Audi (DE) (global with TUMunich, DE)
  • Audi Artificial Trainer
  • Panasonic-ACC (JP) (global with UTokyo, JP)
  • Walkatronics wearable navigator for independent
    living
  • Panasonic-ATRL (JP) (global with Helsinki, FI)
  • Wearable Consumer Technology for Sensing and
    Relaxation
  • DaimlerChrysler (DE) (global with TUMunich, DE)
  • GUI Development
  • CEE (Stanford) (global with Queensland, AU)
  • iRoom Transformer Space
  • VW-IRL (DE) (global with UNAM, MX)
  • VW Intelligent Display
  • DCI International (USA) (seeking global partner)
  • Dental Compressed Air Vacuum Delivery System
  • GM (USA) (global with KTH, SE )

40
what does it look like?
41
global-team labs 2006-2007
Helsinki (2)
Stockholm
Tokyo
Munich (2)
St.Gallen (2)
Stanford
Queensland
Mexico City
42
team world
Student Team
Company Staff Mgmt
Company Liaison
1
Teaching Assistant
1
coach
2
Instructor
2
3
3
4
4
43
design thinkingresearch in context(Leifer04)
Design Activity
Product Requirements
Design Team
Product Specifications
Process Instrumentation
Human Variables
Product Instrumentation
Technical Variables
44
the team is the product
45
knowledge acquisition and managementas observed
in a major US automotive company
Ozgur Eris, Larry Leifer, 2002
46
knowledge acquisition and managementas observed
in engineering.310_at_Stanford
INFORMAL
FORMAL
Learning Loop 2
Discipline
Formal Content
Curriculum
Learning Loop 3
Process Content
Tacit Knowledge
Learning Mediator
Instructor
Learners
Design Activity
Coach
Course
Team
Informal Content
Learning Loop 1
Ozgur Eris, Larry Leifer, Ade Mabogunje, 2003
47
coaching helpstechnology hinders
LIBRARYRESOURCES
DESIGNLEARNER
PRODUCTKNOWLEDGE
PROCESSCOACH
Learning Loop 2
Learning Loop 3
SMETE
Informedia
Learning Facilitator
Coach
Footprints
Learners
DesignTeam
Product
LauLima
Learning Loop 1
48
axiom-3all designing is re-designingstep-3re
-designing designers design-thinking
researchwhat do we know from instrumenting
designteam activity
49
the power of observationTang 89, video
interaction analysis
50
learning paradigm corporate field studies since
Minneman92
  • changed curricula
  • negotiating
  • preserving ambiguity
  • tailoring talk
  • performance metrics

51
the importance of mediation(Tang89)
Function
Text Activity
Draw Activity
Gesture Activity
Store Knowledge
40
19
1
27
Express Ideas
2
63
33
43
Mediate Interaction
0
21
46
30
19
46
35
52
the attention time constant (Baya97)
6.4 seconds design information fragment
duration across six activity categories(2 each
receptive, expressive, search)
53
creative language mattersnoun-phrases in formal
documentspredict awards in peer-revieweddesign
competitions (Mabogunje, PhD96)
of uniquenounphrases
A
B
DecemberReport
MarchReport
JuneReport
54
innovation performance is baseline knowledge
rate of learning
performance
2Lb
baseline knowledge re-usable learning Bi
learning re-use
Rateb
Lb
Lb
learningb
Rateb
La
baseline knowledge B0
Ratea
learninga
t0
ti-1
ti
time
55
questioning drives performance(Eris02)
better
design team performance score

combined rate of DRQGDQ (questions/hour) DRQ
deep reasoning question GDQ generative design
question

56
design thinking isiterative
Design Decisions Specifications
Design Requirements
57
assertionLeifer 200Xno decision can be
betterthan the questions posed
58
field research caseelectronic arts corporation
programming team network analysisdoes game
programmer activity predict product code
performance ?Reiner05
59
features of the computer games industry Reiner05
  • Multidisciplinary Teams of 75 to 200 people
  • Producers, Designers, Artists, Engineers, Testers
  • Most assets tracked in a database repository
  • Word docs, 3D models, animation data, 2D art,
    audio, source code
  • Yearly, Fast Track development cycles
  • High performance teams
  • Industry-wide recognition, high review scores
  • Innovative, patented tech reused by other teams
  • Sales quadrupled in last three years

60
collaborative refinement
Integration
individual work
61
concurrent editing as a social network
Moody, 2005, Dynamic Network Visualization So
NIA website www.stanford.edu/group/sonia
62
surprise without delight
Alpha
Beta
E3
Milestones
Final
Recovery
Design
Production
August
October
63
and nowyour are invited
64
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65
an equation for success
iemcX
innovation minds in communicationradical,
relevant, rigorousworking creatively together
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