Title: design thinking in theory
1design 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
2the pace of innovation _at_ stanford a
french-bavarian view
33 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)
4innovation ideas and concepts that are
successfulin the market ...is an outcomenot
a creativity force
5why do i care ?
.
6axiom-1designing is a socio-technically mediated
activitystep-1creative peoplethe
d.schoolHasso Plattner Institute of Design at
Stanford
7design thinking
experiential
integrative
need empathy driven
insight based
8Hasso Plattner Institute of Design at Stanford
9the plan
10the start-up team
?
11the opportunity
expanding the role of multidisciplinary research
and teaching is one of Stanfords biggest
opportunities (John Hennessy, Stanford
President, 2000- )
12the break through
13intense collaboration
14extreme product-service based design learning
15the prototyping culture accelerates learning
16students are the experts mentoring
reversed
17students are engaged and confidentabout creating
their own design-thinking process
18building people
DESIGN THINKING
ANALYTIC THINKING
19surprise delight
20axiom-2designers must preserve
ambiguitystep-2ambiguity managementd.310re
al industry projects drive learning in design
thinking
21re-designing these designers
22(No Transcript)
23laboratory project - a need-finding,
conceiving, and building can you make a BMW
3-series car door smart?
24product innovation demands innovative learning
25example smart doord.310
convergence where mechatronics systems
design meets enterprise systems design
26laboratory project - b need-finding,
conceiving, and building can driver hand
gestures be used to mediate vehicle command
control?
27(No Transcript)
28gesture control of remote functions
29driver gesture control design studies
30laboratory project - c need-finding,
conceiving, and building can you make a co-pilot
for the Audi of 2020 ?
31global design team
Edith Arnold
Mike Ho
Toni Obermueller
Joe Schmid
Dave Jackson
David Klaus
Markus Hoerwick
Tim Horenburg
32need-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
33insightif, driving is a real time task !then,
communication must be off-line !
34Solution
Data filter Social connection
Act 2
Information pacing Intuitive interface
35foresight
2005 2015
2025
36solution
37design ambiguity management frameworkand
laboratory
38 SAP
VW
CEE
DB
stanford310
Audi
Pana--ACC
DC
Pana-ATRL
DCI
GM
Nokia
39where 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 )
40what does it look like?
41global-team labs 2006-2007
Helsinki (2)
Stockholm
Tokyo
Munich (2)
St.Gallen (2)
Stanford
Queensland
Mexico City
42team world
Student Team
Company Staff Mgmt
Company Liaison
1
Teaching Assistant
1
coach
2
Instructor
2
3
3
4
4
43design thinkingresearch in context(Leifer04)
Design Activity
Product Requirements
Design Team
Product Specifications
Process Instrumentation
Human Variables
Product Instrumentation
Technical Variables
44the team is the product
45knowledge acquisition and managementas observed
in a major US automotive company
Ozgur Eris, Larry Leifer, 2002
46knowledge 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
47coaching 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
48axiom-3all designing is re-designingstep-3re
-designing designers design-thinking
researchwhat do we know from instrumenting
designteam activity
49the power of observationTang 89, video
interaction analysis
50learning paradigm corporate field studies since
Minneman92
- changed curricula
- negotiating
- preserving ambiguity
- tailoring talk
- performance metrics
51the 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
52the attention time constant (Baya97)
6.4 seconds design information fragment
duration across six activity categories(2 each
receptive, expressive, search)
53creative language mattersnoun-phrases in formal
documentspredict awards in peer-revieweddesign
competitions (Mabogunje, PhD96)
of uniquenounphrases
A
B
DecemberReport
MarchReport
JuneReport
54innovation 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
55questioning drives performance(Eris02)
better
design team performance score
combined rate of DRQGDQ (questions/hour) DRQ
deep reasoning question GDQ generative design
question
56design thinking isiterative
Design Decisions Specifications
Design Requirements
57assertionLeifer 200Xno decision can be
betterthan the questions posed
58field research caseelectronic arts corporation
programming team network analysisdoes game
programmer activity predict product code
performance ?Reiner05
59features 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
60collaborative refinement
Integration
individual work
61concurrent editing as a social network
Moody, 2005, Dynamic Network Visualization So
NIA website www.stanford.edu/group/sonia
62surprise without delight
Alpha
Beta
E3
Milestones
Final
Recovery
Design
Production
August
October
63and nowyour are invited
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65an equation for success
iemcX
innovation minds in communicationradical,
relevant, rigorousworking creatively together