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

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Presentation on theme: "DESIGN PROMPTS.... DESIGN PROMPTS... What makes a good prompt?"— Presentation transcript:

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 experience for in a world where (content constraint)

8 HEADLINE EXAMPLE Leverage the capabilities and brand of Nike to Redesign the SPORTS AND FITNESS experience for THE SERIOUS BUT AMATEUR ATHLETE in a world where THESE USERS ARE BEYOND CONSUMER-LEVEL GOODS BUT ARE NOT YET PROS and THIS USER GROUP IS OFTEN OVERLOOKED IN THE MARKETPLACE

9 HEADLINE EXAMPLE Leverage the capabilities and brand of Nike to Redesign the ATHLETIC SHOE BUYING experience for THE SERIOUS BUT AMATEUR ATHLETE in a world where THESE USERS ARE BEYOND CONSUMER-LEVEL GOODS BUT ARE NOT YET PROS and 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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