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DESIGN PROMPTS . . .

DESIGN PROMPTS . . . DESIGN PROMPTS . . . What makes a good prompt? . DESIGN PROMPTS . . . What makes a good prompt? For a workshop? User group ( the less like the student the richer the experience) Solution scope (varied possibilities, looks fruitful)

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DESIGN PROMPTS . . .

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  1. DESIGN PROMPTS . . .

  2. DESIGN PROMPTS . . . What makes a good prompt?

  3. DESIGN PROMPTS . . . • What makes a good prompt? For a workshop? • User group ( the less like the student the richer the experience) • Solution scope (varied possibilities, looks fruitful) • Timing (can the students do it in the time allowed) • Potential for impact (could it lead to an implemented solution) • Suitable for design thinking (human centered challenge) • Connects with content (how can curricular content* supplement) • Relevant to students (exciting, meaningful. connected) • * curricular content is traditional material that you might want to teach through design thinking, i.e. economics or math.  It is not necessary for all challenges.

  4. DESIGN PROMPTS . . . What makes a good prompt? For a real project?

  5. CHARETTES Thinking it through by doing it through

  6. CHARETTE GOALS • - Exploring kind of empathy experience can you create • Predicting potential solutions • Finding opportunities to leverage curricular content

  7. HEADLINING THE PROMPT Redesign the experiencefor in a world where (content constraint)

  8. HEADLINE EXAMPLE Leverage the capabilities and brand of Nike toRedesign the SPORTS AND FITNESS experiencefor THE SERIOUS BUT AMATEUR ATHLETEin a world where THESE USERS ARE BEYOND CONSUMER-LEVEL GOODS BUT ARE NOT YET PROSand THIS USER GROUP IS OFTEN OVERLOOKED IN THE MARKETPLACE

  9. HEADLINE EXAMPLE Leverage the capabilities and brand of Nike toRedesign the ATHLETIC SHOE BUYINGexperiencefor THE SERIOUS BUT AMATEUR ATHLETEin a world where THESE USERS ARE BEYOND CONSUMER-LEVEL GOODS BUT ARE NOT YET PROSand THIS USER GROUP IS OFTEN OVERLOOKED IN THE MARKETPLACE

  10. CHARETTING • A 4 step series of scaffolded brainstorms, • followed by discussion, voting. • The goal is to quickly do you best to predict how you think students might move through a design challenge. • Keep in mind specific students from the class; the super engaged one, the shy one, etc. • This should be done standing at a whiteboard at medium to high energy. Try doing a warm-up to beforehand if need be.

  11. CHARETTING :: Step 1 (4 mins) • Brainstorm prompts that seem relevant to students (see slides 8 and 9) • Choose 1

  12. CHARETTING :: Step 2 (4 mins) • Given the prompt, brainstorm possible empathy experiences you could set up (include “unrealistic” but ideal scenarios too) • Are there enough? Are they interesting? Are there content connections? • If so, chose one or two that you might use and move on to step 3. If not, go back to step 1 and try rewriting the prompt

  13. CHARETTING :: Step 3 (4 mins) • Given the potential empathy experiences, brainstorm some problem reframes you think the students might come up with? • Do they seem interesting? Are there multiple probable reframes? Are there content connections? • If so, choose one or two and move on to step 3. If not, go back to step 1 and try rewriting the prompt or step 2 and think of more empathy experiences.

  14. CHARETTING :: Step 4 (4 mins) • Given the potential reframes, brainstorm some solutions you think the students might come up with? • Do they seem interesting? Are they varied? Do some of them have a chance to be implemented? Are there content connections? • If so, good. Go back for final tweaks on the challenge. If not choose one or two and move on to step 3. If not, go back to step 1 and try rewriting the prompt or step 2 and think of more empathy experiences or step 3 and use different potential problem reframes

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