Worksheet 3: The core of \'design thinking\' and its application PDF

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Semester 2, 2019
Lecturer: Anna Jackson
Workbook 1: assigned questions based on in-class activities and readings...

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Worksheet Three: (5 Marks) In this article, Kees Dorst examines the ways that designers approach open, complex problems using the process of framing. This article is quite a challenging read, but don’t let that put you off! The case study discussed in section 4 (under the heading ‘4. A core design practice: frame creation’) is useful for understanding how designers investigate and understand complex problems. This is the section of the article you will focus on for this worksheet. Dorst, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521–532. https://doi.org/10.1016/j.destud.2011.07.006 (You can access this reading via Course Resources on Blackboard)

1) In the case study discussed on pages 528 – 530 (download the PDF to see the version with page numbers), how was the problem situation framed (or viewed) in different ways by: a) The local council b) The designers

How a problem situation is framed depends on how the ‘problem solvers’ view, and subsequently categorise, the problem. As complex problem situations can have multiple frames, using the most logical or easily applicable frame does not always allow for practical solutions. In the case study, the local council framed the behavioural issues with young people as a law-and-order problem, proposing that enhancing law enforcement would reduce the occurrence of illegal behaviour. However, the designers searched the broader problem context for new ways to frame the problem, identifying themes that discredited the applicability of law enforcement as a solution. The designers investigated who the young people were and their actual behaviour, using this to draw conclusions as to why it occurred. This knowledge and first-hand experience allowed them to create a new lens, framing the entertainment quarter as a small music festival. Considering the issue within the context of a music festival allowed the designers to implement successful organisation and management elements that support a festival, and apply these as solutions for the entertainment quarter.

2) What unmet needs do you think the young people, represented in this case study, had when going out at night?

With dancing, drinking, and having a good time being the intentions of young people who visit the entertainment quarter, the acts of violence, drug dealing, and excessive intoxication stem from a lack of engagement or enjoyment in the planned night time activities. As discovered by the designers, young people were bored and frustrated by the experienced interim travelling to, from and between clubs. An example can be seen in the lack of transportation available to reach the entertainment quarter and the lack of entertainment when waiting to enter clubs. This shows how when young people are not having a good time, they look for other activities as time-fillers, which has led to the reoccurring, out of control behaviour. Therefore, the overall unmet need is the desire to be continuously entertained, enhancing the good times experienced. 3) In this case study, the designers used analogous inspiration to help them reframe the problem (approach the problem in a new way). List 3 different settings or situations that we might use as analogous inspiration to learn more about social connection. (Think of situations where people connect with each other that we could learn from).

 Emotion = observing customer service interactions to understand what aspects create a positive or negative social interaction and what sparks happiness or engagement within a minor interaction  Behaviour = difference in classroom dynamics between large lectures and small studio classes, understand how people act, feel and interact differently in small and large social environments  Activity = observing how sports teams interact and communicate in a semistructured context, looking at the influence of dominant roles on communication and morale, and how the interaction changes as tension and pressure builds

4) Practice your knowledge gathering skills to find one useful information source that might assist your understanding of the design challenge. You might look for academic research, a news report, a case study or even references from art, music or popular culture. Share a link and/or describe this source below. Why do you think it is useful (bring this source to class to discuss).

McLouglin, L., Spears, B., & Taddeo, C. (2018). The Importance of Social Connection for Cybervictims: How Connectedness and Technology Could Promote Mental Health and Wellbeing in Young People. International Journal of Emotional Education, 10(1), 5–24. Retrieved from https://www.um.edu.mt/ This article discusses the relationship between social connectedness and cyberbullying, with consideration of the role of technology. The study was conducted in Australia using surveys and interviews to understand how technology could be used to promote social connectedness in 12-17-year-olds. The article defined social connectedness as “one’s ability to feel comfortable, confident and have a sense of belonging within a larger social context than family or friends” (McLouglin, Spears, & Taddeo, 2018, p. 6). I think this definition is useful as it unpacks the concept of social connection, which will help to expand the problem situation and consider different elements within the meaning. The article also discusses how technology could be used in favour of developing stronger social connections, rather than categorising technology and social media as a barrier, which could be an element worth exploring in our design challenge....