d.

school Teaching & Learning Studio

Bangalore, June 21-24, 2017

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d.school Teaching & Learning Studio
Bangalore, June 21-24, 2017

wifi network: Event

password: event@123

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Stanford University
UNIVERSITY INNOVATION FELLOWS 4
UNIVERSITY INNOVATION FELLOWS 5
UNIVERSITY INNOVATION FELLOWS 6
UIF @ Google, March 2017

UNIVERSITY INNOVATION FELLOWS 7

dschool.stanford.edu
ROADMAP

Individually, 3 min

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 Redesign
the Nametag

UNIVERSITY INNOVATION FELLOWS 10

 Redesign
the introduction experience

UNIVERSITY INNOVATION FELLOWS 11

 1// Interview your partner
(4 min each)

Image by r8r on flickr (CC BY-NC 2.0)

UNIVERSITY INNOVATION FELLOWS 12

 2// Generate ideas

Individually, 5 min

UNIVERSITY INNOVATION FELLOWS 13

 3// Share and get feedback
(3 min each)

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 Roadmap

Individually, 3 min

UNIVERSITY INNOVATION FELLOWS 15

 Design Thinking is a
Design thinking
Team Sport is a
team sport.
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Teams Individually, 3 min

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 Project Aristotle (Google)
Variables NOT significantly connected w/ team effectiveness:

● Colocation of teammates (sitting together in the same office)

● Consensus-driven decision making
● Extroversion of team members
● Individual performance of team members
● Workload size
● Seniority
● Team size
● Tenure Individually, 3 min

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Project
Aristotle
(Google) Individually, 3 min
https://rework.withgoogle.com/
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rework.withgoogle.com
design thinking
 DO IT NOW

REFLECT

DO IT BETTER
How might we help women succeed
in the technology field?
How might we help women succeed
in the technology field?

57% of high-performing
women study STEM subjects
(McKinsey, 2013)
-

29% women in technology

businesses (India Skills Report, 2017)
How might we help women succeed
in the technology field?
IF employers are able to devise strategies
…“to hire fresher female candidates and
shape them into the high performing
executives of tomorrow the future might
be completely different from today’s
reality.”

-Clement Chauvet, Chief of Skills and Business

Development, United Nations Development Program in
India, India Skills Report, 2017
How might we help women succeed
in the technology field?

video link >>

How might we help women succeed
in the technology field?

50% high-performing Indian

women leave employment
pipeline at junior to mid-level
-
Geetha Kannan, Managing Director
Anita Borg Institute India
How might we help women succeed
in the technology field?
IF employers are able to devise strategies …

to hire shape and retain female

candidates into the high performing
executives of tomorrow the future might be
completely different from today’s reality.
 Mindmap: unpacking our
assumptions and experiences
 Your turn. Unpacking your
assumptions and experiences.
 Why Empathy?
● We are creating experiences for other people
● They might know what they want, but it is our job to figure out
what they need.

Individually, 3 mi

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To empathize is...
to immerse oneself in the life, context and culture of the
people we are designing for and surface unmet needs and
inspire new possibilities.

Watch people…

Listen to their stories…

Experience what they experience...

35
 engage
observe

immerse
Oxo Good Grips
Patricia Moore
 engage
observe

immerse
[DEMO]
[your turn
]
lunch is here!
(thanks, CoWrks)
We’ll resume at 1:30pm sharp

By then, make sure you’ve eaten,

disposed of containers, and had
coffee (if you need it)
design thinking
How might we help women succeed
in the technology field?
Okay...So we took all these
notes from the
interview….Now what?
Making sense of interviews data
Problem Solution
space space
OBSERVATION INFER INSIGHT/HUNCH
OBSERVATION INFER INSIGHT/HUNCH

NOTICE “I WONDER IF THIS ACTIONABLE

SOMETHING MEANS . . .” LEARNING
ABOUT
PEOPLE
OBSERVATION INFER INSIGHT/HUNCH
OBSERVATION INFER INSIGHT/HUNCH
We heard:
“My brother gets to
go to camp, but I
can’t go”
We observed:
No trophies in the
rooms of the sick
children, unlike
their siblings
OBSERVATION INFER INSIGHT/HUNCH
We heard:
“My brother gets to
go to camp, but I
can’t go” Life-threatening
We observed:
No trophies in the
illnesses suck all
rooms of the sick the adventure
children, unlike
their siblings
out of their lives
 I wonder if this means . . .

TENSIONS, (POSSIBLE)

CONTRADICTIONS, INSIGHTS/HUNCHES
SURPRISES
FRAME A DESIGN OPPORTUNITY
FRAME A DESIGN OPPORTUNITY
FRAME A DESIGN OPPORTUNITY
FRAME A DESIGN OPPORTUNITY
INTERMISSION: draw a VASE.
a way to appreciate flowers in your home.
FRAME A DESIGN OPPORTUNITY
Problem Solution
space space
How Might We…?

from the
PROBLEM SPACE
to the
SOLUTION SPACE
How Might We…?

[DEMO]
 How Might We…?

[your turn
]
YES,
BUT
YES,
AND
BRAINSTORMING

Encourage wild ideas.

Defer judgement.
Build on ideas of others
BRAINSTORMING

[DEMO]
BRAINSTORMING

Headliner!
Stand Up
One convo at a time
Post-its + Sharpies
Be visual
Idea clustering and
selection
01 Cluster similar ideas
into groups
01 Cluster similar ideas
into groups

02 Idea selection!
 Idea Selection

YIELDS
FAMILIAR AND
INCREMENTAL
CREATIVE,
EVALUATED RESULTS
WILD, BAD,
OKAY, WITH TYPICAL
UNDEVELOPED “ATTRACTIVE”
IDEAS OR “FEASIBLE”
CRITERIA
 Idea Selection

CREATIVE,
WILD, BAD, SELECTED FOR
OKAY, POTENTIAL CAN BE
UNDEVELOPED DEVELOPED
IDEAS FOR
FEASIBILITY
For today, VOTE using these 3 selection criteria:

MOST LIKELY TO DELIGHT

MOST GROUNDBREAKING

MOST VALUABLE POST-IT

(MVP)
03 Individually vote twice
within each category using
dots (no talking!)
03 Individually vote twice
within each category using
dots (no talking!)

04 As a team, decide on two

ideas to move forward with
+ consider how elected ideas
address POV statement
Day 2
Problem Solution
space space
Use improv to flesh out your solution
Use improv to flesh out your solution

[DEMO]
Use improv to flesh out your solution

1. Set the scene.

Imagine yourself in a specific location.
(“Okay, we’re at the ______.”)

2. Define roles.
Go ahead and jump in to whatever
makes sense.
(“I’m the ___ person, and you are
____ . . .”)

3. Improvise to discover.
Build on each other’s ideas and
keep the scene alive. Try out ideas
by playing through them.
Quickly grab one of
your selected ideas.
Use improv to flesh out your solution

Your turn!
3 minutes.
Quickly grab the other idea
you selected (or do another
round on the same idea if
you only selected one).
Use improv to flesh out your solution

Do it
again!
3 minutes.
 Pick one idea to
move forward with!
Build
artifacts to
learn.
 SCENE

ROLES

PROPS/OBJECTS
 SCENE

ROLES

PROPS/OBJECTS
Bring your idea to life - build
the props you need.
We test prototypes to...
Learn more about the person for
whom we’re designing.

Learn whether we’re solving the

right problem.
[DEMO]
NO
SELLING!
Prepare your test with your team:

● How will you set the scene?

● Who will play what roles?
● How will you involve your “tester” in
your prototype?
● Who will be taking notes?
● What follow-up questions will you ask?
Testing with
volunteers
You tested your solution!
 TA-DAA
(All izz well)

Now let’s iterate!

You tested your solution!
v
NOT
You are done!
Testing helps you decide
what to do next
We tested…our solution

With...the person whom you initially

interviewed (or someone else)

We thought the issue was…our initial insight

But, it was really about...new learning from

the test
You tested your solution!
v
NOT
You are done!
Testing helps you decide
what to do next
 Arunachalam Murugnandham

https://m.youtube.com/watch?v=S3567Hx_U98
Nickelodeon
[ITERATE
AND TEST
AGAIN]
design thinking
 DO IT NOW

REFLECT

DO IT BETTER
How might we help women succeed
in the technology field?
 Think about what happened in
your second test. As a team, you’ll
have three minutes to present:

● what was the problem/opportunity

your team focused on?
● what was your team’s idea/prototype?
● what did you learn from testing?

Be back from lunch and ready

to present at 12:55 pm!
Design thinking is a
team sport.
142
Indian women’s cricket team coach Anju
Jain gives tips to Harmanpreet Kaur.
 What do coaches do?
● Inspire/ motivate (eg. locker room pep talk)
● Model: demonstrates movements/plays during
practice
● Guide: suggests a course of action (a play), teaches
players how to “notice” & read the other team so
that players can decide what to do
● Notice and make players notice (e.g., during a
● Time Out)
● Course correct (suggesting a new play during TO)
● Challenge: set objectives/metrics for the players to
improve their game
How might you develop a
coach-like stance in your
teaching?
Give up your authority as
“knower” and help students
take ownership of learning
Some tactics:
● Create open-ended projects where you don’t
know “the answer”
● Guide, rather than advise by inviting student
reflection & input first
● Promote self discovery by asking them to
reflect on how they think it’s going
● Be “in it” with them
Be “in it”
with them;
physically,
meet them
where they
are
 Time for coffee!

(and to move to a new space)