设计思维-应用创新 第五课 解决方案.

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1 设计思维-应用创新 第五课 解决方案

2 期中成绩 L1 – 95 L2 – 90 L3 – 88 L4 – 65 L5 – 80 V6 – 90 V7 – 75 V8 – 75 V9 - 95

3 Deficiencies of Human as Analyst
Data overload First impressions Information availability Positive instances (ignore information conflicting with hypotheses already held) Internal consistency (discount the novel and unusual) Uneven reliability (some sources are more reliable than others) Missing information (something for which information is incomplete tends to be devalued) Revision of hypotheses (over-/under- react to new information) Fictional base (compare with a base or average when no based data is available) Confidence in judgement Co-occurence (tends to be interpreted as strong evidence for correlation) Inconsistency (repeated evaluations of the same data tend to differ) (Robson, 2002)

4 Negative Case Analysis
searching for and discussing elements of the data that do not support or appear to contradict patterns or explanations that are emerging from data analysis.  Unexpected Findings! What do you do?????

5 Negative Case Analysis
e.g. Women who were interviewed did not find self-defense products hard to use. However, they would be reluctant to resort to these tools. Why?

6 Scanning the Landscape
设计思维的流程和工具 Sensing Sensing ends in Reframed Issue Create Creation ends in ideas Develop Development ends in reality Explore Reframe Ideate Build Test Facts and Figures Connect the dots Brain Sketch Role Playing Scanning the Landscape Creative Question Idea Jackpot Story Boarding Wild Safari Reframing Bright Star Road Map

7 寻找解决方案的过程又是一轮对于已知事物的研习以及对未知的 探索。是新一轮的发散和收敛思维的过程
Create 寻找解决方案的过程又是一轮对于已知事物的研习以及对未知的 探索。是新一轮的发散和收敛思维的过程 寻找解决方案的过程从明确你的HMW问题开始，然后通过发散 性思维来形成尽量多的想法 当有了相当数量的想法以后，团队开始将想法进行整理、合并， 形成几个有潜力的解决方案。然后通过理性思考来对有潜力的解 决方案进行评估筛选，确定最有价值的方案

8 脑洞拼图 Idea Jackpot 从小组的HMW问题入手（例如 我们如何让学生对教育更感兴趣？）
讨论出这个问题的5个核心概念，没有了这5个概念这个问题就失去了最根本的意义（例如针对上面的问题，5个核心概念可能是“教师”“教学大纲”“教学载体”“学生”和“教学环境”） 在每个核心概念下面罗列至少5个变量（例如针对教师这个概念，可以列出的变量有-“培训师”“家长”“同侪”“专家”“自我”等） 在这样一个5*5的表格中，从每个核心概念下随机选取一个变量进行搭配，形成各种可能的组合（例如“培训师”*“学徒制”*“iPad”*“学长学姐”*“游戏化”）

9 Scott Pobiner

10 Social - 社会语境 Methodological - 方法论 Technical - 手段 Evaluative - 价值评估
Scott Pobiner Framework Social - 社会语境 Methodological - 方法论 Technical - 手段 Evaluative - 价值评估 Conceptual - 方案

11 类比 Analogies for Inspiration

12 Project Session