DESING THINKING
S.No Design Thinking Phases
1.1 Understand with Empathy
Phase
1.2 Empathic Design Phase
2 Observation Phase
3 Point –of –View
Definition Phase
4 Ideation Phase
Tools/Methods/Techniques
1) Search field Determination technique
2) 5-W+1-H technique
3) PESTEL Analysis
4) Trend Impact Analysis
5) Fish-Bone/Ishikawa Analysis
6) Root Conflict (RC+)Analysis
7) 4pt Empathy map
8) Delphi Analysis
1) Artifact Analysis
2) Behavioral Mapping and Tracking
3) 6pt Empathy map
4) Cognitive Walkthrough
5) Heuristic Evaluation
6) Mental Model Diagram
7) Customer Journey Mapping
8) Persona Map
9) Service Blueprinting
10) Mystery Shopping
11) Critical Incident Technique
1) Persona Map
2) 4 pt Empathy Map
3) 9 Dimensions of observation
4) AEIOU
5) POEMS
1) Characterization of the target group
2) Persona and the target group
3) Mood Boards (Image Board)
4) Jobs to be done Canva
5) Means -End Approach
Intuitive creative ideation techniques
1) Brainstorming
2) Brainwriting
3) Random word
4) Semantic Intuition/The perfect prefix
5)Forced Relationship
6) Provocation technique
7)Walt-Disney method
8) Six thinking hats method
9) Delphi Analysis
Systematic analytical technique
10) Osborn Checklist (SCAMPER)
11) Mind Mapping
12) Synectics
13) Bionics
14) Morphological box /Attribute Listing
15) HIT
 16) Lotus Blossom
17) TRIZ
18) SIT
5 Prototype Phase 1) Concept Sketch Prototype
2) Paper Interface
3) Storyboards
4) Role-Playing
5) Functional Rapid Prototype
6) Pecha Kucha Presentation
6 Testing Phase 1) Interviews
2) Surveys
3) Workshops
4) Kano Testing
5) Desirability Testing
 Implementation of Mind Map

Ex.No :1
16.8.22

AIM : To create a mind map

Mind Map : Mind Map is design thing tool used in understanding ,defining and ideating stage of design
thinking.Mind mapping is used to represent how ideas or how other elements are linked to acentral idea
and to each other. Mind maps are used to generate, visualize, structure and classify ideas to look for
patterns and insights that provide key design criteria.

Steps to Create Mind map

Step-1 : It starts with a single idea that is represented with text, color or image.

Step-2 : Each idea should be presented with one single word and use visual elements to categorize it
such as by using colors, codes and images.

Step-3:More subsidiary ideas are added around the main idea and connect with it by branch lines. All
the branches should have connection lines that link it with the center idea.

Step-4:Apply hierarchy styles and extend the idea in mind map.

Step-5 :Uses different visual elements to organize ideas effectively increasing understanding.
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result : Thus the mind map design thinking technique is implemented successfully
 Implementation of Fishbone /Ishikawa Diagram

Ex.No :2
16.8.22
AIM : To create a Fishbone /Ishikawa Diagram to analyze a problem

Fishbone /Ishikawa Diagram: A fishbone diagram is a visualization tool for categorizing the potential
causes of a problem.

Steps to Create Fishbone /Ishikawa Diagram:

1. Agree on a problem statement (effect). Write it at the center right. Draw a box around it and draw a
horizontal arrow running to it.
2. Brainstorm the major categories of causes of the problem. If this is difficult use generic headings:

 Methods
 Machines (equipment)
 People (manpower)
 Materials
 Measurement
 Environment

3. Write the categories of causes as branches from the main arrow.

4. Brainstorm all the possible causes of the problem. Ask "Why does this happen?" As each idea is given,
the facilitator writes it as a branch from the appropriate category. Causes can be written in several
places if they relate to several categories.
5. Again ask "Why does this happen?" about each cause. Write sub-causes branching off the causes.
Continue to ask "Why?" and generate deeper levels of causes. Layers of branches indicate causal
relationships.
6. When the group runs out of ideas, focus attention to places on the chart where ideas are few.
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result : Thus the fish bone design thinking technique is implemented successfully
 Implementation of Customer Journey Mapping

Ex.No :3
16.8.22

AIM : To create a Customer Journey Mapping to empathize with customers

Fishbone /Ishikawa Diagram:

Steps to Create Customer Journey Mapping:

Step-1: Define Your Objectives

Step-2: Gather Information about customes using customer persona map

Step-3:Identify Your Customer "Touchpoints"
Step-4: Outline the Key Stages of Your Customer Experience
Step-5: Mapping Touchpoints to activities from start to finish
Step-6: Analyze the results
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result : Thus the Customer Journey Mapping design thinking technique is implemented successfully
 Implementation of Implementation of Persona Table

Ex.No :4.1
22.8.22

AIM : To create a Persona Table Mapping to empathize with customers

Persona: A persona is an archetype of a user that helps designers and developers empathize by
understanding their users' business and personal contexts,characteristics and needs

Steps to create Persona table

Step-1:Identify the customer's general information

Step-2:Identify the customer's family status
Step-3:Identify the customer's key interests and hobbies
Step-4: Identify the customer's occupation
Step-5: Identify the customer's key Values /Motivators
Step-6: Identify the customer's attitude to technology
Step-7: Identify the customer's favorite activities
Step-8: Identify the customer's hated activities
Step-9: Identify the customer's Pain points
Step-10: Identify the customer's other observable points.
GENERAL Adeeb, Age: 20, Staying at Stanford campus - Toyon
Hall (undergrad housing), Sophomore
OBJECTIVE Uses Coursework to post assignments, discuss with other
students.
KEY TASKS  Google Scholar for research,
 Visit Art Library website; Look for books on
reserve for his class but he can only remember the
authors name and is not sure about how it is
spelled.
MOTIVATIONS  Look for an quick half page overview of a topic
that that is mentioned in his textbook.
 Search to find 10 or 20 references on a topic for a
10 page assignment in Humanities course.
PAIN POINTS  Pays fine for overdue book.

HAPPY MOMENTS  Social sites, gaming, movies/music, iTunes, Social

activitie, South Asian men’s chorus and tour.
OPPURTUNITIES ,  Request help from a librarian at the front desks. –
NEEDS, WANTS
Opportunity

 Look for the Subject Specialist Page for

his humanities course. – Need

 Send an email to a librarian using the “ask us”

form- Want

SYSTEM USED Widows 11

 Implementation of Implementation of 4pt Persona Map

Ex.No :4.2
22.8.22

AIM : To create a Persona Map to empathize with customers

Persona Map: Persona mapping is the process of collecting and segmenting potential user information
to create archetypes that help your product team make informed product-led decisions. Persona
mapping helps encompass your ideal customer's characteristics, job-to-be-done, diversity needs

Steps to create Persona Map

Step 1: Do research

Step 2: Segment your audience

Step 3: Decide on the layout
Step 4: Set demographic info
Step 5: Describe Persona’s background
Step 6: Define Persona’s goals
Step 7: Define motivations and frustrations
Step 8: Add other ingredients
Step 9: Create your own Persona model accordingly
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the persona table and persona maps design thinking technique is implemented
successfully.
 Implementation of Implementation of 4pt Empathy Map

Ex.No :5.1
22.8.22

Empathy Map
An empathy map is a collaborative tool teams can use to gain a deeper insight into their customers.
Much like a user persona, an empathy map can represent a group of users, such as a customer segment.
The empathy map was originally created by Dave Gray and has gained much popularity within the agile
community.

AIM: To create a 4pt empathy Map

Steps to create 4pt empathy map

Step-1: Define the key question

Step-2: Note down what you want to ask/test/know
Step-3: Conduct the test as per the above mentioned four quadrant theory
Quadrant 1: What do customers says?
Quadrant 2: What do customers sees?
Quadrant 3: What do customers does?
Quadrant 4: What do customers Thinks?
Step-4: Use data to get insights that will be helpful
Step-5: Observe how customers think
Step-6: solve customer problems with this map

4pt Empathy Map:

 Implementation of Implementation of 6pt Empathy Map

Ex.No :5.2
22.8.22

AIM: To create a 6pt empathy Map

Steps to create 4pt empathy map

Step-1: Define the key question

Step-2: Note down what you want to ask/test/know
Step-3: Conduct the test as per the above mentioned four quadrant theory
Quadrant 1: What do customers/user see?
Quadrant 2: What do customers/user say and do?
Quadrant 3: What do customers/user hears?
Quadrant 4: What do customers/user Think and feel?
Quadrant 5: What are customers/user pain points?
Quadrant 6: What are customers/user gain points?
Step-4: Use data to get insights that will be helpful
Step-5: Observe how customers think
Step-6: solve customer problems with this map

6pt Empathy Map:

Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the 4pt and 6pt empathy map design thinking technique is implemented successfully.
 Implementation of Implementation of brainwriting technique

Ex.No :6
6.9.22

Aim : To create ideas using brainwriting method.

Brainwriting: Brainwriting is simple. Rather than ask participants to yell out ideas (a serial process), you
ask them to write down their ideas about a particular question or problem on sheets of paper for a few
minutes; then, you have each participant pass their ideas on to someone else, who reads the ideas and
adds new ideas.

Steps to conduct brainwriting

Step-1: Appoint someone to be the moderator.

Step-2: The moderator ensures that everyone stays on track throughout the session.
Step-3: Decide on the length and number of rounds.
Step-4: Begin first round.
Step-5: Exchange worksheets.
Step-6: Repeat the process, round by round.
Step-7: Discuss all the ideas, and initiate next round and evolve the ideas.

Brainwriting
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the brainwriting design thinking technique is implemented successfully.

 Implementation of Implementation of reverse brainstorming technique

Ex.No :7
6.9.22

Aim : To create ideas using reverse brainwriting method.

Reverse brainstorming : Instead of thinking about direct solutions to a problem, reverse brainstorming
works by identifying ways you could cause or worsen a problem. You then reverse these ideas to find
solutions you hadn't thought of before. Reverse brainstorming is a good technique to try when it is
difficult to identify solutions to the problem directly. It is often an engaging process, and can highlight
hidden faults in a process or product.

Steps to conduct reverse brainstorming

Step-1: Identify the problem

Step-2: Reverse the problem
Step-3: Collect ideas to solve them
Step-4: Reverse the ideas
Step-5: Evaluate the feasibility of ideas
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Reverse brainstorming thinking technique is implemented successfully.

 Implementation of Implementation of Walt Disney Technique

Ex.No :8
6.9.22

Aim : To create ideas using Walt Disney Technique

Walt Disney Method: In this method, the group of people use a specific thinking flow can be used to
generate, evaluate, critique ideas and solve problems.

"Dreamer" As a "Dreamer" you (Design thinking team) are creative, passionate, think of the big
picture, letting your imagination run, lay it all out and allow yourself to think big.
"Realist" As a "Realist" you (Design thinking team) are thinking more logically, narrow ideas to a
short list, take the best idea, create an action plan to apply idea into reality.
"Critic" As a "Critic" you ( Design thinking team) are thinking more critically, what obstacles will
you face, what things could go wrong having heard the action plan and what the dreamer
wants, break it down.

Steps to create a Walt Disney Technique

Step-1: Define the problem to solve

Step-2: In the first thinking style the design thinking group thinks as "outsiders" to gain an
analytical, external view of the challenge.

Step-3:Then the design thinking group then act as "dreamers" to brainstorm ideal solutions. They use
divergent thinking to conceive creative and radical ideas.

Step-4:In the next mode the design thinkine group adopts a "realiser" viewpoint. They act as
pragmatic realists and use convergent thinking to review the ideas left by the dreamers.

Step-5:They select the best idea and construct a plan for it.The fourth viewpoint is that of
"critics". They review the plan made by the realists in order to identify weaknesses,
obstacles or risks. They seek to improve the plan.

Step-6: Evaluate the ideas.

Walt-Disney Method
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Walt Disney technique is implemented successfully.

 Implementation of Implementation of 6 Thinking Hats technique

Ex.No :9
13.9.22

Aim : To create ideas using 6 Thinking Hats technique

6 Thinking Hats technique : The six thinking hats is a tool to boost the productivity of creative thinking
by dividing up the different styles of thinking into six "hats": logic, emotion, caution, optimism,
creativity, and control. Each person, or team, takes on the role of a hat, ensuring that all viewpoints and
styles are covered. The six thinking hats method provides a parallel thinking model to get the most out
of critical thinking discussions.

 Blue Hat: organization and planning.

 Green Hat: creative thinking.
 Red Hat: feelings and instincts.
 Yellow Hat: benefits and values.
 Black Hat: risk assessment.
 White Hat: information gathering.

Steps to create 6 Thinking Hats technique

Step-1:The blue hat is owned by the facilitator who runs the session in these DT group.
Step-2:Then the team starts with the white hat answering the question, what do we know about the
product.
Step-3:Then, the team puts the yellow hat representing the positive views about the product.
Step-4:Then the team wears the black hat to discuss the fears or cautions, such as the risks and the
challenging points.
Step-5:Then the red hat is worn to reflect the emotional feelings toward the business product.
Step-6:The final hat the green is worn, representing new ideas and innovation.
Step-7:At the end of the discussion, the facilitator (blue hat) summarises the conversation and the
outcome of the meeting.
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Six thinking hats technique is implemented successfully.

 Implementation of Implementation of SCAMPER technique

Ex.No :10
13.9.22

Aim : To create ideas using SCAMPER technique

SCAMPER: SCAMPER is an acronym formed from the abbreviation of: Substitute, Combine, Adapt,
Modify (Also magnify and minify), Put to another use , Eliminate, and Reverse. SCAMPER is a lateral
thinking technique which challenges the status quo and helps you explore new possibilities. This method
is also called as Osborn checklist.

Steps to create SCAMPER Model:

Step-1 : Define the problem

Step-2 : Think about ideas to substitute original idea
Step-3 : Next see if ideas can be combined to make a better idea.
Step-4 : Next adjust/adapt ideas into better ideas
Step-5 : Modify, magnify, or minify ideas if needed
Step-6 : Reverse for bettter ideas if necessary

Scamper Technique
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the SCAMMER technique is implemented successfully.

 Implementation of Implementation of Lotus blossom Diagram for Ideation

Ex.No :11
13.9.22

Aim : To create ideas using Lotus blossom diagram

Lotus Blossom Method : The Lotus Blossom Technique is a very powerful structured brainstorming
exercise used to expand on a central idea or problem. Teams place the original problem statement in
the center box in a 3x3 matrix, then add related themes or elements of the problem in the 8 boxes
surrounding it. After filling out this central box, 8 new grids are created with an idea from the first grid
in the center. The process repeats, with the team adding 8 ideas for each of the 8 initial aspects from
the first grid.

Steps for drawing Lotus blossom

Step-1: Write down the problem.

Step-2: Pick one core concept and place it in the center of the Lotus Blossom.
Step-3: Brainstorm keywords related to the core concept. Place core related aspects(main features)
directly on the grid surrounding the cord concept.
Step-4: Transfer the eight words from the center square as the core concept
of the corresponding outer grids.
Step-5: Repeat the process as stated in step 3 for each of outer grids from A-H
Step-6: Expand the Lotus Blossom to the outer grids for new ideas.
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the lotus blossom technique is implemented successfully.

 Implementation of Implementation of Morphological Box for Ideation

Ex.No :12
13.9.22

Aim : To create ideas using Morphological Box

Morphological Box : is a Creative Thinking tool for generating whole solutions to complex problems.
The approach is to logically decompose the problem into a number of variables/factors for which
solutions or ideas can be identified.

Steps to create Morphological Box

Step-1: Define the problem.
Step-2: Break down product into components.
Step-3: Write the individual components in column.
Step-4: For each component the different variations are written/ drawn in
a line
Step-5: Combine different characteristics from each line to form ideas
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Morphological Box technique is implemented successfully.

 Prototype a children story using Sketch model

Ex.No :13
27.9.22

Aim: To Prototype a children story using Sketch model

Steps to create sketch model to tell a story

Step-1: Set Goals for Your Story.

Step-2: Source Ideas, characters and References.
Step-3: Carefully Consider the Timeline.
Step-4: Define Key Video Scenes.
Step-5: Decide on a level of Detail.
Step-6: Sketch out All Scenes.
Step-7: Double Check for missing elements.

Different level of detailing in sketch model

Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Prototype for a children story using Sketch model is implemented successfully.
 Prototype a new innovative mobile app

Ex.No :14
27.9.22

Aim : To Prototype a new innovative mobile app.

Steps to Prototype for a mobile app
Step 1: Understand the Problem

Step 2: Identify Key functionality requirements

Step 3: Create Sketches of the Primary Screens
Step 4: Turn Your Sketches Into Wireframes
Step 5: Turn Wireframes Into A Prototype
Step 6: Translate Wireframes Into Final Designs

Step-3: Create Sketches of the Primary Screens

 Step-4: Turn Your Sketches Into Wireframes

Aim & Steps (20)

Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Prototype a new innovative mobile app is implemented successfully.
 Case Study – Implementation of Pecha Kucha Presentation

Ex.No :15
10.10.22

Aim : To Implement Pecha Kucha Presentation for innovative product/service related health or
social welfare.

Pecha Kucha Presentation : Is a storytelling format in which a presenter shows 20 slides for 20
seconds of commentary each. Individuals gather at a venue to share personal presentations
about their work. The PechaKucha format can be used, for example, in business presentations to
clients or staff.Bases on the policy "talk less, show more".

Steps for Pecha Kucha presentation

Step-1:Decide on a innovative idea.

Step-2:Tell a Story With Images. Keep Slide Text to a Minimum. Use Just a Few Main
Points. Step-3:Slides change automatically after 20 seconds
Step-3:The speaker must synchronize their speech Timing for 20 seconds

Step-4:The entire presentation always lasts for exactly 6 minutes and 40 seconds.
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Pecha Kucha Presentation was presented successfully within the time with clarity.
 Case Study – Implementation of Kano Model Testing

Ex.No :16
11.10.22

Aim : To perform Kano Model Testing for an innovative product /service

Steps for conducting Interviews for testing customer satisfaction

Step 1: Articulate the Primary Goals and Specific Questions You Want Answered
Step 2: Establish Logistics Ahead of Time
Step 3: Structure the Interview
Step 4: Select potential customers
Step 5: Brief the customers accurately about the product/ service
Step 6: Keep the conversation open for follow-up or future dialogue
Step 7: Debrief with internal team to ensure customer thoughts and emotions are captured.

Steps for conducting Surveys for testing customer satisfaction

Step-1:Identify your research goals and objectives

Step-2: Define the population and sample - Who will participate in the survey?
Step-3: Decide on the type of survey method you will use
Step-4: Design the questions
Some of the common types of questions used when conducting survey research include:
Demographic questions
Multiple-choice questions
Rating scale questions
Likert scale questions
Yes or no questions
Ranking questions
Image choice questions
Step-5: Distribute the survey and gather responses.Distribute the survey in person
or over the phone or by email, or through an online form.
Step-6: Analyze the collected data

Steps for Kano Model Testing for testing customer satisfaction

Step-1:Identification of customer requirements

Step-2:Preparation of a questionnaire
Step-3:Conduct of the survey
Step-4:Analysis of the survey and interpretation
Aim & Steps (20)
Ideate/ Design(30)
Prototype/Implementation(40)
Viva(10)
Total (100)

Result: Thus the Kano Model Testing for an innovative product /service is done.
 CASE STUDY EXERCISE-1: 2030 SCHOOLS CHALLENGE

Ex.No:17
Date: 18.10.22

PROBLEM STATEMENT: Concept: Design thinking is often presented without teaching

content. This is very different. Learners get 30 minutes to choose a UN 2030 Goal (there are 17)
that is relevant and meaningful to them, then they get into small groups. The group researches
the goal quickly, by answering the questions: What does the world need to know about this goal
and what can we do about it? The group then creates a short PSA (Public Service
Announcement) and shares it widely with an authentic audience. It is fun, fast, and shows the
power of design sprints to teach content and skills.
SOLUTION:

[A] The 17 sustainable development goals (SDGs) to transform our world are as follows :
GOAL 1: No Poverty
GOAL 2: Zero Hunger
GOAL 3: Good Health and Well-being
GOAL 4: Quality Education
GOAL 5: Gender Equality
GOAL 6: Clean Water and Sanitation
GOAL 7: Affordable and Clean Energy
GOAL 8: Decent Work and Economic Growth
GOAL 9: Industry, Innovation and Infrastructure
GOAL 10: Reduced Inequality
GOAL 11: Sustainable Cities and Communities
GOAL 12: Responsible Consumption and Production
GOAL 13: Climate Action
GOAL 14: Life Below Water
GOAL 15: Life on Land
GOAL 16: Peace and Justice Strong Institutions
GOAL 17: Partnerships to achieve the Goal

[B] Aims and Objectives of Design Thinking and Innovation Curriculum 2023
Design Thinking Technique used Used : Delphi Method
The Delphi method is an established survey method that uses consensus among expert opinions to
support decision-making mostly regarding the future.
Table : Delphi Process Moderator report

The overall vision of DT&I curriculum is to be able to instill the following in the students:
Idea -1 Students should be able to explore their sensory abilities, cognitive abilities, and social
abilities
Idea -2 It should create awareness in the students through observation, discovery, analysis,
experience, collaboration, and reflection
Idea -3 It should nurture their curiosity and enhance their explorative abilities
Idea -4 It should foster creativity and innovation in students
Idea -5 Students should be able to apply design thinking process and methods to solve various
problems

[C] MIND MAPPING

[D] Concept Sketch Prototype

[D] “What is” Problem -solution

Result: Thus 2030 schools challenge is studied and understood.

 CASE STUDY EXERCISE-2: THE GIFT GIVING PROJECT

Ex.No:18
Date: 18.10.22

PROBLEM STATEMENT:THE GIFT-GIVING PROJECT VIA STANFORD D-

SCHOOL Concept: The Gift-Giving Project is 90-minute (plus debrief) fast-paced project
through a full design cycle. Students pair up to interview each other, come to a point-of-view of
how they might design for their partner, ideate, and prototype a new solution to “redesign the
giftgiving experience”.

SOLUTION

General format

1. Interview your partner (4 mins): Gain empathy for your partner and find out whats
important to them.
2. Dig deeper (4 mins): Build off of the first interview and dig deeper. Now’s the time to ask
“Why?”
3. Capture Findings (3 mins): With what you already know, write down a few needs that
your user is trying to accomplish—these should be in the form of verbs. Add any
insights/discoveries that might be useful when creating solutions.
4. Define a problem statement (4 mins): Based on your findings, clearly state the problem
that you’re going to try and solve.
5. Sketch to ideate (4 mins): Sketch at least 5 potential solutions to the problem you defined
above. Be quick. Don’t worry about drawing well. Go for volume!
6. Share solutions and capture feedback (4 mins): Don’t defend your prototype.
Listening is key.
7. Reflect and generate a new solution through iteration (3 mins)
8. Build solution (10 mins): Use whatever you have around your house. Paper, foil, tape,
post-its, staples, whatever!
9. Share your solution and get feedback for testing (4 mins): Same as number 6.
10. Write down what goes well, what could be improved, and any questions or ideas
that arise.

[A] First Interview Notes:

1. When was the last time you gave a gift? Watching Bears football game 3 weeks ago w/ brother.
During game bought jersey of popular player online for brother.
2. What prompted you to buy the jersey? Going to first game together at Soldier Field soon and knew
he would appreciate/be excited to wear it for the game.
3. Why did you choose the jersey? It’s a practical and useful gift that he can enjoy for years.
4. What do you struggle with when choosing a gift for someone? Takes time to determine what to get
for someone. Wants gift to both be a surprise and something he knows they want or might not know
they need.
 [B] Second Interview Notes:
1. How do you determine what gift to buy for someone? Takes many mental notes on things they
may mention or issues they are having. Ex.) “Ugh. I keep tripping on this hole in my yard!” — would
buy them a helpful tool/supplies as a gift to fill the hole w/out asking. Very observant of others.
2. Why do you like to give gifts as a surprise? Takes the attention off of him. Enjoys the excitement of
surprises.
3. Why don’t you like the attention? Gift giving is more about the person than him. Making others feel
appreciated is rewarding and meaningful to him.
4. Do you give gifts often? No. More thoughtful when can make informed decisions about what person
may need, want, or find useful.

[C] Needs and Insights:

 Needs: observe, research, help others, surprise, be thoughtful, show appreciation/love, make
meaningful connections with others
 Insights: Wears smart watch daily, heavy technology user, doesn’t like to be center of attention,
calculated personality, well informed and observant of those around him, genuine and authentic
when it comes to gift giving, researches and spends a lot of time to find the perfect gift. Quiet, inward,
and makes thoughtful comments.

[D] Problem Statement:

Griffin [my partner] needs a way to research and discover more information about a person’s wants,
needs, and interests because he wants to feel confident that the gift he buys someone is useful,
meaningful, and demonstrates his thoughtfulness.

[E] Sketches and Feedback (Round 1):

[F] Sketch and Build Final Solution:
I took my partner’s feedback from round 1 to sketch a prototype of a smartwatch application that
fits more within his lifestyle. This application also has a mobile web interface where he can log
on to modify and view additional settings.

I decided on the name Re-Con

VERSION -2

1. Emphasize: Interview (5 min)

To gain insight and understanding we started by interviewing a peer about a gift giving experience they
had. My partner told me about a time he got a piece of wood with a nice smell, from a girl when
traveling. He brought it with him on his travels and whenever he smelled the wood, it reminded him of
both the girl and the place he visited.

2. Define the problem or opportunity (10 min)

As I didn't uncover any problems with the experience, I decided to frame this as an opportunity using
the “How Might We…(HMW)” format mentioned earlier. A properly framed “How Might We” doesn’t
suggest a particular solution, but gives you the perfect frame for innovative thinking. So my statement
then became:How might we use the insight that objects affect our senses (smell, hearing, taste, sight,
touch), as a way to improve the gift giving experience?

3. Ideate (15 min)

Framing it as a HMW statement gave me enough of a creative spark to come up with the following idea:
Create an app where the receiver can list a specified number of tastes, smells, sounds, sights and textures
that reminds them of something or someone good. Next time they have a birthday, wedding etc., and a
friend asks them what sort of gifts they would like, they can send the buyer a generated list of words that
trigger their own senses and memories. The gift buyer can then choose to either use the list as an
inspiration when going gift shopping or they can let the app generate gift ideas based on the words
listed.

4. Prototype (20 min)

I then made a simple sketch just to get the basic idea across.

5. Testing (10 min)

I tested the idea on some users. The feedback I got was that the idea was quite unique, however they
found it weird that the gift receiver would already have a list ready (I agree, its pretty bold). So based on
this feedback I switched the process around so the gift buyer have to send the link to the gift receiver so
they can fill out the words.It was also suggested that maybe the app could include the possibility to
upload images and sound. Based on this feedback I revised the prototype to include the new user flow.

Figure -Revised prototype.

Result: Thus the gift giving project is studied and understood.

 CASE STUDY EXERCISE-3: THE WALLET PROJECT VIA STANFORD D-
SCHOOL
Ex.No:19
Date: 31.10.22

PROBLEM STATEMENT: THE WALLET PROJECT VIA STANFORD D-SCHOOL Concept: Very similar
to the Gift Giving Project, the Wallet Project is 90-minute (plus Tentative 48 debrief) fast-paced project
through a full design cycle. Students pair up, show and tell each other about their wallets, ideate, and
make a new solution that is “useful and meaningful” to their partner.

SOLUTION

The Wallet Project is an immersive activity meant to give participants a full cycle through the design
thinking process in as short a time as possible. The project
itself gives facilitators the opportunity to touch on the fundamental values of the d.school—human-
centered design, a bias towards action, and a culture of iteration
and rapid prototyping—without attempting to communicate all of the methods and activities that the
term “design thinking” encompasses.
Why did we choose a wallet as the starting point for the introductory design challenge?

* Everyone has experience with a wallet, or another way to carry cash, cards, and ID.
* The wallet and its contents have the potential to evoke a range of meaning and the larger context of
a person’s life.
* wallet as a starting point enables a wide range of potential innovation outcomes.
* having a physical artifact in-hand allows for immediate recall of experiences.
Result: Thus the Wallet project is studied and understood.
 CASE STUDY EXERCISE-4: INVENT A SPORT

Ex.No:18
Date: 31.10.22

PROBLEM STATEMENT:

INVENT A SPORT (WITH JUST THESE ITEMS) Concept: We’ve all played sports at
some point in our life. Who came up with the rules? Who created the game? Who made the
constraints? And who decided the objects to play with? Now, with limited time and resources,
your group will create and invent a new sport, and a set of directions for people to actually play
the game.

SOLUTION

Brainstorming Session-1 GATHER UP SOME SPORTS EQUIPMENT

Brainstorming Session-2 DECIDE ON HOW THE SCORING WORKS
Brainstorming Session-3 DECIDE ON SET RULES FOR YOUR GAME.
Brainstorming Session-4 DECIDE NUMBER OF PLAYERS WHO CAN PLAY
Brainstorming Session-2 DECIDE AN OPEN PLACE/DIGITAL SPACE TO PLAY THE SPORT IN.
Eg :

The new sport - Speedgate - pulls the best of rugby, soccer, croquet and ultimate Frisbee. Elements of
goaltimate are also sprinkled in Speedgate game.

Result: Thus inventing a new sport is studied and understood.

 CASE STUDY EXERCISE-5: “BOOK IN AN HOUR” ACTIVITY

Ex.No:18
Date: 1.11.22

PROBLEM STATEMENT:

: Give a group a book (fiction or non-fiction). Then you break them up into smaller groups (or
individuals) to read different parts of the book. Each group (or person) has to read and then
create an overview/trailer of their part of the book to share chronologically with the rest of the
class. Here 58 the design really starts with the creative process driving how you share the
information, plot, characters etc. Perfect use for professional development when you want to
introduce a topic in a fun, engaging way.
SOLUTION

Eg : Book Name “The Secret”

The Secret is a 2006 self-help book by Rhonda Byrne, based on the earlier film of the
same name. It is based on the belief of the pseudoscientific law of attraction, which claims
that thoughts can change a person's life directly.
The Secret is a self-help book by Rhonda Byrne that explains how the law of attraction,
which states that positive energy attracts positive things into your life, governs your
thinking and actions, and how you can use the power of positive thinking to achieve
anything you can imagine.
As you travel through these pages, and you learn The Secret, you will come to know
how you can have, be, or do anything you want. You will come to know who you really
are. You will come to know the true magnificence that awaits you.
The Secret steps only work with true self-love. Believe you are worthy of all the good
things life has to offer. There is no time or size limit for the Law of Attraction. Anything
your heart desires can be yours.
Chapter Overview
Chapter 1: The People often accumulate great wealth only to
Secret Revealed lose their fortune and gain it again in cycles.
She argues this is due to the law of
attraction. People lose money because they
allow “fearful thoughts of losing wealth to
enter their minds,” causing their fears to be
realized. Once the money is gone, their fear
disappears as well, and they are able to focus
on rebuilding their fortune.
Chapter 2: The The law of attraction is always at work. If you
Secret Made think you have no control over your destiny,
Simple then you will attract situations that render
you helpless. The trick, she says, is to tell the
Universe you have control over your life.
Chapter 3: How to Opens by comparing the story of Aladdin to
Use the Secret the law of attraction. Ray says the Universe is
our Genie ready to grant the wishes we ask
for. But it’s impossible for the Universe to
know what to send unless you ask for it.
Chapter 4: Goddard suggests spending a few minutes
Powerful before bed replaying the events of the day in
Processes your mind. But instead of visualizing the day
as it occurred, replay your day as you
would have liked it to be. This sets up the
next day for success by dialing up your
positive frequency.
Chapter 5: Jack Canfield – creator of the Chicken Soup
for the Soul series – explains that he grew up
The Secret to with very specific beliefs about wealth. He
Money used to think that “only evil people have
money” and “money doesn’t grow on trees.”
As a result, he had none. Then he met
speaker W. Clement Stone, who told him to
make a goal and focus on visualizing he
Famous Quotes
“your life right now is a reflection of your
past thoughts.”
The problem is that the Universe doesn’t
understand the word “no.” As a result, the
Universe interprets “I don’t want to be
late” as “I’ll be late.”
Too much worrying often brings pain in
your stomach or chest.
This is the Universe’s way of saying
“Warning! Change thinking now.
You must ask clearly for what you want.
When the request is not specific, the
signal will be confused and the frequency
can attract mixed results.
There’s no need to ask repeatedly
because the Universe will understand the
request the first time as long as it’s clear.
Asking over and over again shows that
you doubt the “order” placed.
Byrne then introduces the concept
of visualization.
She also suggests creating a “vision
board:” a corkboard where you pin images
of all the things you want.
Byrne ends by saying prosperity is
everybody’s birthright. Money doesn’t
bring unhappiness. Believing wealth and
happiness go hand in hand is the only way
to achieve both.
 would achieve it. Thirty days later, he
conceived of the Chicken Soup for the
Soul series, which ended up earning him a
million-dollar check.

Byrne offers tips and reminders on using The

Secret:

 Tell yourself that you can buy and afford

things even if it seems impossible at the
moment.
 Byrne stresses the need to let go of the
“how.” Let go of the idea that money can
only come as a result of a job. The truth
is that money can come from anywhere.
 Another way to attract money is to give
some away. The thought of “I have
enough money to give away” will make it
come true.

Chapter 6: The Byrne tells the story of a man who wanted Byrne says that it’s important that actions
Secret to romance but decorated his house with don’t contradict wishes.
Relationships paintings of women looking away or hiding.
Once he replaced those paintings with
artwork of loving relationships, he got just
that.
Chapter 7: The According to Dr. John Demartini, the Byrne says that disease can only remain in
Secret to Health “placebo effect” explains how the law of the body when people are holding it there
attraction applies even to your health. “You with their mind.
tell the patient that this is just as effective,
and what happens is the placebo sometimes
has the same effect, if not greater effect, than
the medication that is supposed to be
designed for that effect. They have found out
that the human mind is the biggest factor in
the healing arts, sometimes more so than the
medication.”
Chapter 8: The “What you resist persists.” Resisting actually The key is to realize what we don’t want
Secret to the pours more energy into the very thing you and then focus on the opposite
World fear.

Result: Thus the “book in an hour” activity is studied and understood.

 CASE STUDY EXERCISE-7: CHILDREN’S STORY DESIGN
ACTIVITIES
Ex.No:18
Date: 1.11.22

PROBLEM STATEMENT:

CHILDREN’S STORY DESIGN ACTIVITIES Concept: The University of Arkansas created

a series of STEM Challenges that work as great design activities with groups old and young! For
example after reading “The Three Billy Goat’s Gruff” they set up a challenge like this: You
decide to help the billy goats reach the opposite side of the creek so they can eat. You must
create a model structure to help the billy goats get from one side to the other while using the
design loop and only the materials provided. Your teacher will also provide you with model billy
goats, with specific weights, that your bridge must be able to withstand. ( STORY BOARD )

SOLUTION

#1  Once upon a time there were three Billy-Goats Gruff; Little Billy-Goat, Middle-Sized Billy
Goat and Great Big Billy-Goat, who lived in a field in a green valley.
 They loved to eat sweet grass, but sadly their field was now brown and barren because they
were greedy goats and they’d eaten every last blade of grass.
 But they were still hungry.
 In the distance, they could see a field that was full of lush sweet scrummy grass, but alas
there was only one way to get to it – over a rickety bridge over a stream.
 But under the bridge lived a terrifically terrifying terrible troll called Trevor – he was
always hungry too. And there was nothing he liked better than to eat a nice juicy billy-goat.
 The Little Billy-Goat was the first to reach the bridge. Gingerly, he put one hoof and then
another onto the bridge.
 But because it was so rickety, however hard he tried, his hoof still went trip trap, trip trap
on the wooden planks.
 Suddenly there was a huge roar.

#2  ‘Who’s that trip trapping over my bridge?’

 And out from under the bridge loomed the Troll.
 Quaking in his hooves, Little Billy-Goat Gruff managed to squeak, ‘It’s only me. I’m only
going to look for some grass to eat.’
 ‘Oh no you’re not! I’m going to eat you for my breakfast, lunch and tea!’
 ‘Oh no!’ said terrified Little Billy-Goat Gruff. ‘I’m just Little Billy-Goat Gruff. Why don’t
you wait for my brother? He’s bigger than me and much tastier.’
 So the greedy Troll decided to wait and Little Billy-Goat Gruff skipped over the bridge and
began to eat the fresh green grass on the other side.
 The other goats saw Little Billy-Goat Gruff eating the fresh green grass and were jealous
because they wanted some too.
 So Middle-Sized Billy-Goat Gruff went down to the bridge and began to cross the stream.
 Trip, trap, trip, trap went his middle-sized hooves. Again the Troll loomed out from under
 the bridge.
 ‘Who’s that trip trapping over my bridge?’ he roared.

#3  Quaking in his hooves, Middle-Sized Billy-Goat Gruff managed to say in his softest voice,
 ‘It’s only me. I’m following my brother, Little Billy-Goat Gruff, so I can eat the sweet
grass.’
 ‘Oh no you’re not! I’m going to eat you for breakfast, lunch and tea!’
 ‘Oh no, Mr Troll, you wouldn’t want to eat me. I’m not big enough to fill you up. Wait
until my big brother comes along – he’s much tastier than me.’
 ‘Oh all right,’ said the Troll and Middle-Sized Billy-Goat Gruff scampered over the bridge
and began to eat the sweet green grass with Little Billy-Goat Gruff.
#4  Big bold Billy-Goat Gruff was jealous and couldn’t wait to get across the bridge and join
his brothers.
 So boldly, he put his hooves onto the bridge.
 Trip, trap, trip, trap.
 Suddenly the Troll loomed out from under the bridge.
 ‘Who’s that trip trapping over my bridge?’ he boomed.
 ‘It’s me. Big Billy-Goat Gruff. Who do you think you are?’
 ‘I’m the Troll and I’m going to eat you for breakfast, lunch and tea!’
 ‘Oh no, you’re not!’
 ‘Oh yes I am – you’ll see!’
 Then the Troll rushed at Big Billy-Goat Gruff who bent his head and bravely charged at the
Troll, catching him up in his horns and tossing him into the stream below.
 The Troll disappeared under the rushing water, never to be seen again.
 From then on, anyone could cross the bridge and enjoy the sweet green grass with the Three
Billy-Goats Gruff.
STORY BOARD

Result: Thus the children’s story design activities activity is studied and understood.
 CASE STUDY EXERCISE-7: Create pitches on how to improve
products.(New Product development process)
Ex.No:18
Date: 15.11.22

PROBLEM STATEMENT:

New Product Development Activity: Student teams were given products ranging from toys to
air fresheners. In 2 days, they had to create pitches on how to improve these products. The idea
was to give them a clear sense of the scope of what they would do in a product development.
SOLUTION:

Innovative toys for viually impaired

 Make buttons bigger or easier to find

 Add braille and texture
Original Toy for Blind kids
Improvised toy for blind kids
PITCHES

Result: Thus Create pitches on how to improve products.(New Product development

process)design activities activity is studied and understood.