Stanford University d.School’s Bootcamp Bootleg Blog presents an array of very interesting approaches to design thinking. I chose two methods from the blog that I regular practice. They are:
“Saturate and Group
You space saturate to help you unpack thoughts and experiences into tangible and visual pieces of information that you surround yourself with to inform and inspire the design team. You group these findings to explore what themes and patterns emerge, and strive to move toward identifying meaningful needs of people and insights that will inform your design solutions.
Stoke activities help teams loosen up and become mentally and physically active. Use stoke activities when energy is wavering, to wake up in the morning, to launch a meeting, or before a brainstorm.”
Saturate and Group is quite similar to developing a concept map, in that you gather all the ideas, group them based on similarities, and draw connections. I like the idea of Saturate and Group, because you are able to layout your ideas and easily regroup and adjust them, due to the convenience of the sticky notes. This type of design thinking can help with organization and answer questions like, “What are the salient themes, patterns, or categories of meaning for participants?” and “How are these patterns linked with one another?” This method makes categorization much more feasible.
The activities presented in the stroke method are what I call “ice-breakers”. In my experience, they are usually done at the beginning of an event, meeting or gathering to help get everyone acquainted. These activities usually get everyone warmed up, get ideas flowing, and introduce everyone to the purpose of the meeting. Studies show that icebreakers help with jumpstarting cognition. Read: Ice Breakers: Easy Group Contribution. This type of active engagement can answer an array of design questions. It is all based on the subject of the activity performed. Take “Category, Category, Die” for example:
“Category, category, die! Line folks up. Name a category (breakfast cereals, vegetables, animals, car manufacturers). Point at each person in rapid succession, skipping around the group. The player has to name something in the category. If she does not, everyone yells “die!!” and that player is out for the round.”
If the category you use is “What do kindergarteners like to play with?”, you could jumpstart a design solution for designing toys for children 5-6.
Saturate and Group relates the GRDS 701-OL Unit content posed in “Analysis”, in that it focusing on organizing and analyzing the data collected. Stroke relates to the “Types of Data Collection” section of the unit, because it is a unique way of quickly gathering data and learning perspectives of participants.
Thanks for reading! As always, I hope you found my post insightful.