D ES I G N T H I N K I N GI N ST RU CT I O N A L GU I D E ( 2 014 )

© Bridge Innovate 2014, www.bright-spark.org

B R I G H T S PA R K

I N ST RU CT I O N A L GU I D E &TO O L K I T ( 2 014 )

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What is Bright Spark?How to use this guideCreative CommonsGrowth Gage SurveyModule 1 | Overview. Define Challenge. InspirationModule 2 | Forming Inspiration to Insight. Framing Opportunit iesModule 3 | Opportunit ies & IdeateModule 4 | ExperimentsModule 5 | Iterating & TestingNotes

Bright Spark is a nonprofit incubator project for youth, co-founded by the Royal Society of Arts (RSA) and Bridge Innovate. The f ive-module workshop is designed to ignite and inspire creative confidence. Students ages 10-16 wil l learn leading Design Thinking methods and tools used by innovators and designers around the world. During the workshop students wil l work in teams to research, brainstorm, and prototype solutions. The workshop incorporates IDEO’s Design Thinking methods, and includes materials from the d. school, the Institute of Design at Stanford.

This leader guide provides a step-by-step instruction for workshop leaders and faci l itators to conduct the workshop modules with confidence. The recommended student/teacher ratio for each workshop is 5:1 for optimum success. Additional preparation may include viewing web and video l inks to famil iarize faci l itators with the language and a better understanding of what Design Thinking is for society.

Bright Spark provides the foundation for students to turn their innovative dreams into real ity. We welcome you as a workshop leader or faci l itator! Enjoy and innovate creatively!

Workshop Objectives: • Ignite creative confidence • Learn the Design Thinking process • Apply the process to create prototype solutions

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A B O U T T H E FO U N D E RS

Bright Spark is an incubator project of the RSA Southeast and Bridge Innovate. The RSA Southeast is a division of the 27,000 member strong London based Royal Society of Arts, which has a 200 year history of fostering innovative solutions for today’s social chal lenges. Bridge Innovate a global business consultancy is certif ied in IDEO’s Design Thinking method and has an innovation track record of achievement in both the for-profit and non-profit sectors.

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G E T T I N G STA RT E D | H OW TO US E T H I S L E A D E R GU I D E

1. Read the leader guide.2. Prepare the materials (see leader material checklist included with the

workshop worksheets).

Pre-work:• Participants complete application on Bright Spark website.• Facil itators preview http://dschool.stanford.edu/crash-course-video/• Participants complete growth gage survey prior to the f irst session.

The icons shown below are placed throughout this Instructional Guide to provide helpful faci l itation t ips.

O PT I O N A L S I M U L AT I O N

ExperiencePoint’s simulation, Design Thinker, bui lds innovation confidence and competence. Students under age 19 may participate in a four-hour simulation project from start to f inish for a special rate of $45 per person.

Sessions require a minimum of 12 participants. Contact jenny.whitener@bridgeinnovate.com for more information or to schedule a session.

www.bridgeinnovate.com

C H EC K L I ST T I M EA L LOT T E D

V I D EOL I N K

WO R KS H E E T R E F U E LA F T E R H O U RSWO R K

C R E AT I V E CO M M O N S

This Bright Spark Leader Guide is adapted from d.school. (dschool.stanford.edu). The d.school is a hub for innovators at Stanford. Students and faculty in engineering, medicine, business, law, the humanities, sciences, and education find their way there to take on the world’s messy problems together. Human values are at the heart of our collaborative approach. They focus on creating spectacularly transformative learning experiences. Students develop a process for producing creative solutions to even the most complex challenges they tackle.

The creative commons l icense applies. You are free to:

SHARE | Copy and redistribute the material in any medium or format.ADAPT | Remix, transform, and build upon the material .

The l icensor cannot revoke these freedoms as long as you fol low the l icense terms.

Under the fol lowing terms:

ATTRIBUTION | You must give appropriate credit, provide a l ink to the l icense, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the l icensor endorses you or your use.

NON COMMERCIAL | You may not use the material for commercial purposes.

SHARE ALIKE | I f you remix, transform, or bui ld upon the material , you must distribute your contributions under the same l icense as the original.

NO ADDITIONAL RESTRICTIONS | You may not apply legal terms of technological measures that legal ly restrict others from doing anything the l icense permits.

Notices:

You do not have to comply with the l icense for elements of the material in the public domain or where your use is permitted by an applicable exception or l imitation.No warranties are given. The l icense may not give you al l of the permissions necessary for your intended use. For example, other r ights such as publicity, privacy, or moral r ights may l imit how you use the material .

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The survey can be accessed via bright-spark.org under the INFO and then RESOURCES tab.

Make sure participants understand to complete only the PRE SESSION portion at this point.

It might be a good idea to have at least one digital device up and ready with the page loaded for this survey.

G R OW T H GAG E SU RV E Y

Participants are to complete the growth gage survey prior to the faci l itation of module one.

This survey wil l be used to record participants progress. Please, encourage participants to complete the survey prior to module one online at www.bright-spark.org/#!about1/c1x1t.

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1M O D U L E

OV E RV I E W.D E F I N E C H A L L E N G E .I N S P I R AT I O N .

An overview of the Design Thinking methodology, developed by IDEO. Tools are provided for participants to learn how to define a challenge and gather inspiration for a specif ic problem or opportunity.

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C H EC K L I ST

One iPad or similar device for Internet search & photographs

3”x3” and 3”x5” Post it Pads (one pad per person)

Big Challenge Journey Map (long rol l of paper)

Design Thinking Journey Map (long rol l of paper)

Markers

Card Stock

Tape

L E A R N I N G O BJ ECT I V ES

• To understand the definit ion of Design Thinking.• To become famil iar with the Design Thinking process.• To learn techniques for gathering inspiration.

WA R M U P | B I G C H A L L E N G E J O U R N E Y M A P

Select 1-3 questions below to post onto the Big Challenge Journey Map...

• I f you were a bri l l iant scientist, what cause would you work on?• If you had a cause to do a victory dance, what would it be?• If you were Sherlock Holmes, what big question would you like to solve?• If you could reinvent a Library what would you focus on?

Q U EST I O N 1 Q U EST I O N 2 Q U EST I O N 3

Example of the Big Challenge Journey Map

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OV E RV I E W | W H AT I S D ES I G N T H I N K I N G ?

“Design Thinking is about accelerating innovation to create better solutions to the challenges facing business and society. It starts with people - what we cal l human centered design - and applies the creative tools of design, l ike storytel l ing, prototyping, and experimentation, to del iver new break through innovations.” - Tim Brown, CEO, IDEO. Change By Design, 2009

Explain the VEN diagram: Great innovation is where desirabil ity, viabi l ity and feasibi l ity come together.

Let’s see a team reinvent the shopping cart using Design Thinking.

The IDEO Shopping Cart video• https://www.youtube.com/watch?v=M66ZU2PCIcM

If you have a sensitive crowd preview the video and skip sections of concern.

TAS K | D ES I G N T H I N K I N G J O U R N E Y M A P

Using post it notes, map the video activit ies to the Methodology posted on the wall .

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Example of the Design Thinking Journey Map

WO R KS H E E TS

Distribute Design Thinking Worksheets 1A-1E for the exercise in Module 1.

OV E RV I E W | L E A R N D ES I G N T H I N K I N G BY R E D ES I G N I N G T H E G I F T G I V I N G E X P E R I E N C E

Instead of just tel l ing you about design thinking, we want to immediately have you jump right in and experience it for yourself. We are going to do a design project for about the next hour. This is going to feel rushed; that’s okay. There are 6 steps in the process.

ST E P 1 | D E F I N E T H E C H A L L E N G E

Start by defining the Challenge. Decide what challenge needs an assessment or a new solution.

A challenge is defined as an objection or query as to the truth of something, often with an understood demand for proof; to question or dispute the truth or val idity of something. For this exercise, your challenge is to design a useful and meaningful gift giving experience for your partner.

ST E P 2 | I N S P I R AT I O N

Gather inspiration through observation and insights about the challenge.

ST E P 3 | O P P O RT U N I T Y

Capture f indings and define the challenge.

Catalog your f indings with notes on needs and insights.

Try to synthesize your learning into a few ‘needs’ that you have discovered, and a few ‘ insights’ that you f ind interesting. Needs should be verbs – think about it this way – in the process of giving a gift, what is your user actually trying to accomplish? What does gift giving do for THEM? Insights are discoveries to consider when creating solutions.

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ST E P 4 | I D E AT E

Define an opportunity and sketch to ideate.

Define an opportunity:• This is your understanding of what would make gift giving meaningful for

your partner.• Take a stand by specif ical ly stating the meaningful chal lenge you are

going to take on.• It should feel l ike a problem worth tackl ing!• This is the statement that you’re going to address with your design, so

make sure it ’s juicy and actionable.

Example: Maybe you found that your partner is really trying to reunite the family; or reignite a lost love; or infuse adventure into a boring suburban existence; or reconnect with an old friend; or demonstrate his own creativity!

Brainstorm to Ideate:• Rewrite your opportunity statement at the top of the page as How Might

We...• Now you are creating solutions to the new challenge you’ve identified.• GO FOR VOLUME! This is t ime for idea generation, not evaluation. Use

post it notes to brainstorm ideas.• You don’t have to draw well , st ick f igures and squiggly l ines are A-OK!• Use Post it notes.. .and add an addit ional note to share ideas with the

team - vocalize and write or draw ideas

Share solutions and capture feedback to test your ideas.• Spend t ime l istening to your partner’s feedback.• Fight the urge to defend your ideas. This is not about val idation.• This is an opportunity to learn more about your partner’s feel ings and

motivations (empathy).

ST E P 5 | E X P E R I M E N T

Build a prototype, share your solution, and get feedback.

Build!• Create a physical prototype of your solution.• Create an experience or make something that your partner can engage

and react to.• Feel free to focus the prototype on one aspect of the overal l solution.

Share your solution and get feedback• Your prototype is not precious, but the feedback and new insights it

draws out are!• Don’t defend your prototype; instead, watch how your partner uses and

misuses it .

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ST E P 6 | G R O U P GAT H E R I N G & D E B R I E F

1. How did engaging and testing with a real person, change the direction your prototype took?

2. What was it l ike showing unfinished work to another person?3. How did the pace feel? Quick, iterative cycles – how did that feel

relative to how you normally work?4. Design thinking is an iterative, self-directed process. Based on what

you learned – what would you go back and do differently? What would you do over again?

5. What principle, what tool, would you infuse into the work tomorrow?

Try these exercises:Set al l the prototypes in the middle of the room.• “Who had a partner who created something that you real ly l ike?”• “Who sees something they are curious to learn more about?”• “Who wants to share their experience?”• “What part felt most uncomfortable to you?”• “What felt most natural?”• “How did the t ime pressure impact your work?”• “How did it feel to show someone else unfinished work/work in such

a low-resolution?”• “As a USER, how did you interact with your partner’s lowly-resolved

prototype; how did the level of resolution impact your experience as a user?

Ask participants how this Gift Giving Exercise touched each step of the Design Thinking process.

T H I S M AY B E A G O O D T I M E TO R E F U E L

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WO R KS H E E TS

Distribute Design Thinking Worksheets 1A-1E. (Consider printing 3 pages of worksheet 1A per participant)

D E F I N E T H E C H A L L E N G E

Now that we have rapidly experienced Design Thinking through redesigning Gift Giving, let’s explore the method in more detai l .

When you define a challenge think of it in its next larger context. For example, a chair in a room, a room in a house, a house in a neighborhood. Once you have the context r ight, think about the challenge as a human centered focus. For example, which challenge statement in this series is best for Design Thinking related to sustainabil ity.

1. Increase participation in towns recycling program from 40% to 50%.2. Make the town the recognized green leader by solving al l of its

current and future environmental problems. 3. Increase sustainable behavior among the towns cit izens.

The answer is number three because it focuses on human centered solutions.

Next, explore the challenge you have selected for your workshop. For the purpose of this leader guide we are going to explore How to enhance the teen library experience.

ST E P 1 | D E F I N E T H E C H A L L E N G EProposed Statement: How might we enhance the teen l ibrary experience?

Have teams view one of the Library videos below.

• https://www.youtube.com/watch?v=4TMDSBJn1cM• https://www.youtube.com/watch?v=m0ngLBa4ewM

Use post it notes to note observations on the Teen Library Design Thinking Journey Map.

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ST E P 2 | I N S P I R AT I O N

Great inspiration comes from a cross section of tools and techniques. During the inspiration gathering phase, it is important to look for just the facts without judgment.

There are many tools for gathering inspiration. For this workshop we are going to focus on learning:• Interviews• Field Observations/photographs/sketches• Empathy Map• Story tel l ing • What, How, Why

Share a sample service innovation. This example shows Bank of Americas Keep the Change program. www.ideo.com/expertise/financial-services/

Researchers observed: People rounded up paying bi l ls. Moms dropped change in their purse after a purchase. People rounded up mental ly after using a debit card to keep track of their bank account balance. Al l these observations, gave them the insight to create the Keep The Change program that resulted in 12 mil l ion new customers.

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W H AT I S I N S P I R AT I O N ?We gain inspiration for innovation by gathering data, scanning for leading practices, and developing used empathy.

Empathy is the foundation of human-centered design process. To empathize, we:• Observe | View users and their behavior in the context of their l ives.• Engage | Interact with and interview users through both scheduled

and short ‘ intercept’ encounters.• Immerse | Experience what your user experiences.

Why empathize?As a human-centered designer you need to understand the people for whom you are designing. Watching what people do and how they interact with their environment gives you clues about what they think and feel. It also helps you to learn about what they need. Engaging with people directly reveals clues about the way they think and the values they hold. Sometimes these thoughts and values are not obvious to the people who hold them.

Engage to:• Uncover needs that people have which they may or may not be aware of.• Guide innovation efforts.• Identify the right users to design for.• Discover the emotions that guide behaviors.

In addit ion to speaking with and observing your users, you need to have personal experience in the design space yourself. Find (or create if necessary) experiences to immerse yourself to better understand the situation that your users are in, and for which you are designing.

ST E P 3 | O BS E RVAT I O N S

In teams with your faci l itator (take your belongings with you), go on an observation of the Library.

• Think about observation from a beginner’s mindset … Just the facts, avoid judgment, look for work arounds and adaptations. Things people care about. Things that surprise you. What supports or derails learning?

• Gathering data/learning environment information. Take photos and sketch observations with notes

A F T E R H O U RS F I E L D WO R K | 3 T H I N GS A B O U T G R E AT S E L F PAC E D L E A R N I N G

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2M O D U L E

F R O M I N S P I R AT I O N TO I N S I G H TF R A M I N G O P P O RT U N I T I ES

Provide participants with the opportunity to form insights and frame opportunit ies as teams associated with a specif ic challenge. Teach the value of col laboration by forming and working in teams and the value of creating and recognizing good ideas.

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C H EC K L I ST

Sticky Dots

Empathy Map Template

Design Thinking Worksheets From Previous Day

Teen Library Journey Map

Design Thinking Journey Map

L E A R N I N G O BJ ECT I V ES

• To learn several inspiration tools including interviews, empathy maps, the What, How, Why tool, and observation/data maps.

• To learn how to look for great insights that are authentic, revealing and non-obvious.

• To explore how to frame opportunit ies as ‘how might we’ statements.

WA R M U P

• Post after-hours f ield research and observations on Journey Map.• Print photos from their devices from l ibrary research of previous day. • Add questions to the Teen Library Journey Map.

Let’s see Design Thinking in Action Again (pick one)

• https://www.youtube.com/watch?v=GYkb6vfKMI4• http://www.cbs.com/shows/60_minutes/video/2323043128/

preview-design-thinking• https://www.youtube.com/watch?v=x-DLQp9xb20

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I N S P I R AT I O N | W H AT M A K ES A G R E AT I N S I G H T ?

• We use observation to form great insights. Great insights are authentic, revealing, and non-obvious

ASSU M E A B EG I N N E R’S M I N DS E T

WHY assume a beginner’s mindset?We al l carry our experiences, understanding, and expertise with us. These aspects of yourself are incredibly valuable assets to bring to the design challenge – but at the r ight t ime, and with intentionality. Your assumptions may be misconceptions and stereotypes, and can restrict the amount of real empathy you can build. Assume a beginner’s mindset in order to put aside these biases, so that you can approach a design challenge with fresh eyes.

HOW to assume a beginner’s mindset?Don’t judge | Just observe and engage users without the influence of value judgments upon their actions, circumstances, decisions, or “issues.”Question everything | Question even (and especial ly) the things you think you already understand. Ask questions to learn about how the user perceives the world. Think about how a 4-year-old asks “Why?” about everything. Fol low up an answer to one “why” with a second “why.”Be truly curious | Strive to assume a posture of wonder and curiosity, especial ly in circumstances that seem either famil iar or uncomfortable.Find patterns | Look for interesting threads and themes that emerge across interactions with users.Listen. Really | Lose your agenda and let the scene soak into your psyche. Absorb what users say to you, and how they say it , without thinking about the next thing you’re going to say.

I N S P I R AT I O N | O BS E RVAT I O N S TO I N S I G H TS

Over the next hour, teams complete 3 observation techniques to uncover possible insights to help enhance the Teen Library Experience.

1. What/How/Why exercise from photo. (10 minutes)2. Conduct an interview and complete an empathy map. (20 minutes)3. Complete an observation map. (30 minutes)

Participants to note their results in the Inspiration section of the Design Thinking worksheet.

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WHY use What? How? Why?What? How? Why? Is a tool that can help you drive to deeper levels of observation. This simple scaffolding al lows you to move from concrete observations of a particular situation to the more abstract emotions and motives that are at play in that situation. This is a particularly powerful technique to leverage when analyzing photos that your team has taken in the f ield, both for synthesis purposes, and to direct your team to future areas of need f inding.

W H AT ? H OW ? W H Y ? I N FO S H E E T

US E T H E FO L LOW I N G I M AG E TO E M PAT H I Z E FO R T H I S E X E R C I S E

I N ST RU CT I O N S

1. Set-up: Divide a sheet into three sections: What?, How?, and Why?

2. Start with concrete observations (What): What is the person you’re observing doing in a particular situation or photograph? Notice and write down the detai ls. Try to be objective and don’t make assumptions in this f irst part.

3. Move to understanding (How): How is the person you’re observing doing what they are doing? Does it require effort? Do they appear rushed? Pained? Does the activity or situation appear to be impacting the user’s state of being either posit ively or negatively? Use descriptive phrases packed with adjectives.

4. Step out on a l imb of interpretation (Why): Why is the person you’re observing doing what they’re doing, and in the particular way that they are doing it? This step usually requires that you make informed guesses regarding motivation and emotions. Step out on a l imb in order to project meaning into the situation that you have been observing. This step wil l reveal assumptions that you should test with users, and often uncovers unexpected real izations about a particular situation.

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I N T E RV I E W P R E PA R AT I O N

WHY prepare for an interview?Time with users is precious, we need to make the most of it! It is imperative to plan your interviews. You may not get to every question you prepare, but you should come with a plan for your interviews. You may not get to every question you prepare, you should come with a plan for engagement.

HOW to prepare for an interview?Brainstorm Questions | Write down al l of the potential questions your team can generate. Try to build on one another’s ideas in order to f lesh out meaningful subject areas.Identify and order themes | Similar to “grouping” in synthesis, have your team identify themes or subject areas into which most questions fal l ; once you’ve identif ied the themes of your question-pool, determine the order that would al low the conversation to f low most natural ly.Refine Questions | Once you have al l the questions grouped by theme and order, refine your questions removing redundancies. Make sure you are planning to ask plenty of “why? questions.

I N T E RV I E W FO R E M PAT H Y M A P I N FO S H E E T # 1

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WHY use an empathy map?Good design is grounded in a deep understanding of the person for whom you are designing. Designers have many techniques for developing this sort of empathy. An Empathy Map is one tool to help you synthesize your observations and draw out unexpected insights.

HOW to use an empathy map?UNPACK: Create a four quadrant layout on paper or a white-board. Populate the map by taking note of the fol lowing four traits of your user as you review your notes, audio, and video from your f ieldwork:

SAY: What are some quotes and defining words your user said?DO: What actions and behaviors did you notice?THINK: What might your user be thinking? What does this tel l you about his or her bel iefs?FEEL: What emotions might your subject be feel ing?

Note that thoughts/beliefs and feel ings/emotions cannot be observed directly. They must be inferred by paying careful attention to various clues. Pay attention to body language, tone, and choice of words.

IDENTIFY NEEDS: “Needs” are human emotional or physical necessit ies. Needs help define your design challenge. Remember: Needs are verbs (activit ies and desires with which your user could use help), not nouns (solutions). Identify needs directly out of the user traits you noted, or from contradictions between two traits – such as a disconnect between what she says and what she does. Write down needs on the side of your Empathy Map.

IDENTIFY INSIGHTS: An “Insight” is a remarkable real ization that you could leverage to better respond to a design challenge. Insights often grow from contradictions between two user attributes (either within a quadrant or from two different quadrants) or from asking yourself “Why?” when you notice strange behavior. Write down potential insights on the side of your Empathy Map. One way to identify the seeds of insights is to capture “tensions”, “contradictions”, and “surprises” as you work.

Working as a 3 person team, conduct an interview with one person interviewing and two capturing. Draw this empathy map on a piece of paper or white board and capture results of the interview on the empathy map.

I N T E RV I E W FO R US E R E M PAT H Y M A P I N FO S H E E T # 2

Q U EST I O N 3

Example of the Empathy Map

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O BS E RVAT I O N M A P I N FO S H E E T

US E A N O BS E RVAT I O N M A P TO CA PT U R E N OT ES A B O U T SO M E T H I N G O R SO M EO N E T H AT I N F LU E N C ES YO U R C H A L L E N G E . W H AT D I D YO U N OT I C E T H AT SU R P R I S E D YO U ? S E E T H E E X A M P L E B E LOW:

Try not to interpret meaning at this point, just capture things you see.

1. Moms use the Library as a play center.

2. Dads use the Library to get private quiet t ime.

3. 70% of the users of the Library are female.

4. Homeless people come here to get warm.

1. 60% of the users come to the chi ldren’s section.

2. The coffee shop is open 9-3.

3. Paid parking is a hassle.

4. The decor appears dated.

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T H I S M AY B E A G O O D T I M E TO R E F U E L

I N S P I R AT I O N | FO R M I N G I N S I G H TS

Great insights are something that surprises us and they are authentic, non-obvious and revealing. Often insights answer the statements people tend to value.. .or people care about.. .or people need... Review the observations that you have col lected with the previous exercise and formulate insights on your Design Thinking worksheet 1B.

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3M O D U L E

O P P O RT U N I T I ES & I D E AT E

Provide participants with the tools to formulate opportunit ies and ideate solutions to the challenge. Participants also learn how to story board and create basic prototypes to communicate the idea.

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C H EC K L I ST

Large Post it Notes at Each Table

Sharpies

Brainstorming Rules Worksheet

Dot Stickers for Voting

L E A R N I N G O BJ ECT I V ES

• To learn how to form opportunity ‘How might we’ statements.• To learn the rules of effective brainstorming.• To practice creating storyboards to share ideas.

WA R M U P

• Post your 3 things on the Journey Map under your HMW statement• Scan other’s work, gather more inspiration

How might we . . .https://www.youtube.com/watch?v=mTpa-bJiMp4

Virtual prototyping “how college kids snack”https://www.youtube.com/watch?v=UKzWtxgwV90

O P P O RT U N I T I ESThe opportunity mode is when you unpack and synthesize your inspiration f indings into compell ing needs and insights, and scope a specif ic and meaningful chal lenge. It is a mode of focus rather than f laring. Two goals of the define mode are to develop a deep understanding of your users and the design space and come up with an actionable opportunity statement. To define an opportunity statement, we start with ‘how might we?’ To refine our statement we ask why and what’s stopping us.

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H OW M I G H T W E Q U EST I O N S

WHY generate how-might-we questions?“How might we” (HMW) questions are short questions that launch brainstorms. HMWs are seeds for your ideation that fal l out of your point-of-view statement, design principles, or insights. Create a seed that is broad enough that there are a wide range of solutions but narrow enough that the team is provoked to think of specif ic, unique ideas. For example, between the (possibly) too narrow “HMW create a cone to eat ice cream without dripping” and the too broad “HMW redesign dessert” might be the properly scoped “HMW redesign ice cream to be more portable.” It should be noted, the proper scope of the seed wil l vary with the project and how much progress you have made in your project work.

HOW to generate how-might-we questions?Begin with your Point of View (POV), insights, or problem statement. Create small actionable questions that retain your unique and specif ic perspective. Write these questions beginning with the phrase, “How might we…” It is often helpful to brainstorm the HMW questions before the solutions brainstorm. For example, consider the fol lowing POV and result ing HMW statements.

Challenge: Redesign the ground experience at the local international airportPOV: Hurried mother of three, rushing through the airport only to wait hours at the gate, needs to entertain her playful chi ldren because “annoying l itt le brats” only irr itate already frustrated fel low passengers.

Amp up the good: HMW use the kids’ energy to entertain fel low passengers?

Remove the bad : HMW separate the kids from fel low passengers?

Explore the opposite: HMW make the wait the most excit ing part of the tr ip?

Question an assumption: HMW entirely remove the wait t ime at the airport?

Go after adjectives: HMW we make the rush refreshing instead of stressful?

Identify unexpected resources : HMW leverage free t ime of fel low passengers to share the load?

Create an analogy from need or context: HMW make the airport l ike a spa? Like a playground?

Play against the challenge: HMW make the airport a place that kids want to go?

Change a status quo: HMW make playful, loud kids less annoying?

Break POV into pieces: HMW entertain kids? HMW slow a mom down? HMW moll i fy delayed passengers?

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I D E AT E | OV E RV I E W O F I D E AT I O N & B R A I N STO R M I N G

• Play the bathtub toys video.• Share the rules for effective brainstorming.• Each team brainstorms ideas for their HMW statement.• Select a brainstorm jumpstart and brainstorm more.

I D E AT E

Generating unexpected ideas via re-framing your challenge.Use this module to re-frame your challenge, and faci l itate a high-impact brainstorm to generate solution concepts

ST E P 1 | I D E AT I N G

WHAT is ideating?Ideation is the mode of your design process in which you aim to generate radical design alternatives. Mentally it represents a process of “going wide” in terms of concepts and outcomes – it is a mode of “flaring” rather than “focus.” The goal of ideation is to explore a wide solution space – both a large quantity of ideas and diversity among those ideas. From this vast depository of ideas you can build prototypes to test with users.

WHY ideate?You ideate in order to transit ion from identifying problems into exploring solutions for your users. Various forms of ideation are leveraged to:• Step beyond obvious solutions and thus increase the innovation

potential of your solution set.• Harness the col lective perspectives and strengths of your teams• Uncover unexpected areas of exploration.• Create f luency (volume) and f lexibi l ity (variety) in your innovation

options.• Get obvious solutions out of your heads, and drive your team beyond

them.

Regardless of what ideation method you use, the fundamental principle of ideation is to be cognizant of when you and your team are generating ideas and when you are evaluating ideas – typical ly keeping these two tasks separate, and only mixing the two intentionally.

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ST E P 2 | FAC I L I TAT E A B R A I N STO R M

WHY facilitate a brainstorm?Good faci l itation is key to a generative brainstorm. You brainstorm to come up with many, wide-ranging ideas; a good faci l itator sets the stage for the team to be successful doing this.

HOW to facilitate a brainstorm?Energy | As the faci l itator it is your task to keep the ideas f lowing. Perhaps the most important aspect of a successful brainstorm is the seed question that you are brainstorming about (see the “How Might We” method card for more information). During the brainstorm keep a pulse on the energy of the group. If the group is slowing down or getting stuck, make an adjustment. Create a variation to the “How-might-we?” (HMW) statement to get the group thinking in another direction (prepare some HMW options ahead of t ime). Or have a few provocative ideas in your back pocket that you can lob in to re-energize the team.

Constraints | Add constraints that may spark new ideas. “What i f i t had to be round?,” “How would superman do it?,” “How would your mom or dad design it?,” “How would you design it with the technology of 100 years ago?” Additionally you can create process constraints. Try putting a t ime l imit on each how-might-we statement; shoot for 50 ideas in 20 minutes.

Space | Be mindful about the space in which you conduct a brainstorm. Make sure that there is plenty of vertical writ ing area. This al lows the group to generate a large number of potential solutions. Strike a balance between having a footprint that is big enough for everyone, but also is not so large that some people start to feel removed. A good rule of thumb is that al l members of the group should be able to reach the board in two steps. Also, make sure each person has access to sticky notes and a marker so they can capture their own thoughts and add them to the board if the scribe cannot keep up with the pace. (See more about scribing on the “Brainstorming” method card).

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ST E P 3 | B R A I N STO R M I N G

Brainstorm Rules• One Conversation at a Time• Go for Quantity• Headline!• Build on the Ideas of Others• Encourage wild ideas• Be Visual• Stay on Topic• Defer Judgment – NO Blocking

WHY brainstorm?Brainstorming is a great way to come up with a lot of ideas that you would not be able to generate by just sitt ing down with a pen and paper. The intention of brainstorming is to leverage the col lective thinking of the group, by engaging with each other, l istening, and building on other ideas. Conducting a brainstorm also creates a distinct segment of t ime when you intentionally turn up the generative part of your brain and turn down the evaluative part. Brainstorming can be used throughout a design process; to come up with design solutions, but also any t ime you are trying to come up with ideas, such as planning where to do empathy work, or thinking about product and services related to your project – as two examples.

HOW to brainstorm?Be intentional about setting aside a period of t ime when your team wil l be in “brainstorm mode” – when the sole goal is to come up with as many ideas as possible, and when judgment of these ideas wil l not come into the discussion. Invest energy into a short period of t ime, such as 15-30 minutes of high engagement. Get in front of a white-board or around a table, but take an active posture of standing or sitt ing upright. Get close together.

Write down clearly what you are brainstorming. Using a How-Might-We (HMW) question is a great way to frame a brainstorm (e.g. HMW give each shopper a personal checkout experience?).

There are at least two ways to capture the ideas of a brainstorming session:Scribe: The scribe legibly and visually captures each of the team’s ideas cal led out, and then writes and places them on the board.All-in: Each person wil l write down each of his or her ideas as they come, and verbally share it with the group. It is great to do this with post-it notes, so you can write your idea and then stick it on the board.

Follow and (nicely) enforce the brainstorming rules – they are intended to increase your creative output.

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ST E P 4 | S E L ECT I O N

WHY select with intention?This story makes me real ize that… Your brainstorm should generate many, wide-ranging ideas. Now harvest that brainstorm, so those ideas don’t just sit there on the board. Harvesting is straight forward for some brainstorms (pick a couple of ideas), but when ideating design solutions give some thought to how you select ideas. Carry forward a range of those ideas, so you preserve the breadth of solutions and don’t settle only for the safe choice.

HOW to select?In the selection process, don’t narrow too fast. Don’t immediately worry about feasibi l ity. Hang on to the ideas about which the group is excited, amused, or intrigued. An idea that is not plausible may sti l l have an aspect within it that is very useful and meaningful.

Different selection techniques can be used, including these three:1. Post-it or dot voting – each team member gets three votes and marks

three ideas that he or she is attracted to. Independent voting al lows al l team members to have a voice.

2. The four categories method – the method encourages you to hang onto those crazy but meaningful ideas. Elect one or two ideas for each of these four categories: the rational choice, the most l ikely to del ight, the darl ing, and the long shot.

3. Bingo selection method – l ike the four categories method, this is designed to help preserve innovation potential . Choose ideas that inspire you to build in different form factors: a physical prototype, a digital prototype, and an experience prototype.

Carry forward multiple ideas into prototyping. I f an idea is so far out there that it seems pointless to test, ask yourselves what about that solution was attractive, and then test that aspect or integrate it into a new solution.

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ST E P 5 | STO K E

WHY stoke?Stoke activit ies help teams loosen up and become mental ly and physical ly active. Use stoke activit ies when energy is wavering, to wake up in the morning, to launch a meeting, or before a brainstorm.

HOW to stoke?Do an activity that gets your creativity going and increases your team members’ engagement with each other. A good stoke activity not only increases energy but also requires each person to actively engage, l isten, think, and do. For example, when playing Pictionary you must watch a teammate drawing, l isten to other teammates guessing the answer (al lowing you to build on those ideas), think of what the answer might be, and cal l out guesses yourself. Keep the activity brief (5-10 minutes) and active so you can jump into your design work after. Many improv games are good stoke activit ies. Try one of these:

Category, category, die! Line folks up. Name a category (breakfast cereals, vegetables, animals, car manufacturers). Point at each person in rapid succession, skipping around the group. The player has to name something in the category. I f she does not, everyone yel ls, “die!!” and that player is out for the round.

Sound ball Stand in a circle and throw an imaginary bal l to each other. Make eye contact with the person you are throwing to, and make a noise as you throw it. The catcher should repeat the noise while catching, and then make a new noise as he throws to the next person. Try to increase the speed the bal l travels around the circle. Add a second bal l to the circle to increase each person’s awareness.

“Yes, Let’s” Everyone walk around the room randomly, and then one person can make an offer: “Let’s act l ike we’re al l at a pool party,” “Let’s be baby birds,” or “Let’s act l ike we don’t understand gravity.” Then everyone should shout in unison the response, “yes, let’s” and proceed to take the directive by acting it out. At anytime someone else can yel l out the next offer. The answer is always, “Yes, let’s!”

T H I S M AY B E A G O O D T I M E TO R E F U E L

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ST E P 6 | STO RY B OA R DS

• Creating a storyboard is simple. Create a four frame box on a blank piece of paper and draw the story of how your idea works. Your drawing can be simple including sketches, stick f igures, and words. Try to add various colors and images to your drawing.

• Each team should develop a storyboard of their best idea and share a 2-3 minute pitch with the group at large.

A F T E R H O U RS F I E L D WO R KBring addit ional prototype resources from home.

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Start drawing in box one

Example of a storyboard layout

how shall we solve this problem

You can write too

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4M O D U L E

E X P E R I M E N TS

Provide participants with the opportunity to create small scale experiments to test and refine their concepts. Provide participants with appropriate materials for prototype building.

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C H EC K L I ST

Large Post it Notes at Each Table

Sharpies

Brainstorming Rules Handout

Dot Stickers for Voting

Handouts

L E A R N I N G O BJ ECT I V ES

• To learn how to use several inspiration tools including empathy maps, personas, and observation/data maps.

• To learn great insights are authentic, revealing and non-obvious.• To learn to recognize and build on quality ideas of col leagues.

WA R M U P

• Sort prototype resources.• Continue research with l ibrary resources to expand inspiration.

Duetsche Bankhttps://www.youtube.com/watch?v=oWO5N3Hh7jI

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E X P E R I M E N TS | T EST I N G

Teams test each others prototypes.

R E F I N I N G TO G E T H E R

Teams refine their prototypes.

R E F U E L D U R I N G T H I S S EG M E N T

P R OTOT Y P E• Craft experiment/test to conduct after hours.• Share storyboard with fr iend/family, etc. (To share storyboards each

person wil l need a copy).• Submit new 3D versions with Library for printing.

A F T E R H O U RS F I E L D WO R KBring addit ional prototype resources from home.

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What is the prototype mode?Prototyping is getting ideas and explorations out of your head and into the physical world. A prototype can be anything that takes a physical form - be it a wall of post-it notes, a role-playing activity, a space, an object, an interface, or even a storyboard. The resolution of our prototype should commensurate with your progress in your project. In early explorations keep your prototypes rough and rapid to al low yourself to learn quickly and investigate a lot of different possibi l it ies.

Prototypes are most successful when people (the design team, the user, and others) can experience and interact with them. What you learn from those interactions can help drive deeper empathy, as well as shape successful solutions.

Why do we prototype?Tradit ionally prototyping is thought of as a way to test functionality. But prototyping is used for many reasons, including these (non-mutually-exclusive) categories.• Empathy gaining: Prototyping is a tool to deepen your understanding of the design space

and your user.• Exploration: Build to think. Develop multiple solution options.• Testing: Create prototypes to test and refine solutions with users.• Inspiration: Inspire others by showing your vision.

P R OTOT Y P E I N FO S H E E T

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5M O D U L E

I T E R AT I N G & T EST I N G

Provide participants with the opportunity to pitch their projects and post to the website. Parents and fr iends can come to see the pitch.

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C H EC K L I ST

Large Post it Notes at Each Table

Sharpies

Design Thinking Worksheet

L E A R N I N G O BJ ECT I V ES

• To learn how to develop experiments to test ideas.• To practice providing feedback to improve ideas.

WA R M U P

• Sort addit ional prototype resources from home.

Trailer to the Design Thinking Documentaryhttps://www.youtube.com/watch?v=uilcaXYnluU

Participants refine prototypes and define experiments in this module. I f t ime permits, plan a demonstration and open house for parents and guests to hear the presentations of each prototype.

I T E R AT I N G

Designers rely on communication and feedback during design work to iterate solutions. You request feedback from users about solution concepts and feedback from colleagues and design frameworks to iterate improvements. Feedback is best given with ‘ I - statements.’ Specif ical ly “I l ike, I wish, What i f ?”

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Experiments provide the opportunity to refine solutions and make them better. The experiment mode is another iterative step in which we place our observations and insights in the context of the users l i fe. Design Thinkers prototype as if you know you are r ight, but test as i f you are wrong.

Why Test?• To refine our prototypes and solutions. Testing informs the next iteration of prototypes.

Sometimes this means going back to the drawing board.• To learn more about our user. Testing is another opportunity to build empathy through

observation and engagement - it often yields unexpected insights.• To test and refine our point of view. Sometimes testing reveals that not only did we not

get the solution right, but also that we fai led to frame the problem correctly.

Great experiments are;

Each team creates a prototype and an experiment for their best idea. It’s time to build a prototype that explains your idea and design an experiment to evolve your idea.

Use your Design Thinking worksheet to guide you through the process.

E X P E R I M E N T I N FO S H E E T

LOW R I S KConducted with a safe audience, at a minimal cost (e.g. guidel ine: under $100).

Q U I C K & E ASYEasy to build, easy to run (e.g. guidel ine: under 1 hour).

G E N E R AT I V EOn target to answer a question that wil l grow the idea.

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E X P E R I M E N T ’SCATC H YN A M E

LOW R I S K conducted with a safe audience, at a minimal cost (guidel ine: under $100).

Q U I C K & E ASYeasy to build easy to run (guidel ine: under 1 hour).

G E N E R AT I V Eon target to learn about an aspect of the idea.

/5 /5 /5 /15

/5 /5 /5

/5 /5 /5

/5 /5 /5

/5 /5 /5

/5 /5 /5

/5 /5 /5

/15

/15

/15

/15

/15

/15

Create a similar template on the board to capture feedback as teams present experiment plans.

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The survey can be accessed via bright-spark.org under the INFO and then RESOURCES tab.

Make sure participants understand to complete only the POST SESSION survey at this point.

ST E P 1 | R E V I E W T H E D ES I G N T H I N K I N G J O U R N E Y M A P

Have teams share feedback on their experience.

ST E P 2 | P OST O N T H E B R I G H T S PA R K W E BS I T E

Photographs and post submitted to Bright Spark website.

ST E P 3 | F I N A L I Z I N G T H E J O U R N E Y M A P

Teams work to complete drawings and posts to the journey map.

ST E P 4 | G R OW T H GAG E SU RV E YParticipants should complete the Post Workshop Growth Gage survey.

Please, have participants complete the survey after f inishing the last workshop module at www.bright-spark.org/#!about1/c1x1t

ST E P 5 | T H E W R A P

• Certif icates presented .• Prototypes & 3D images sent home .• Photos of session posted on Instagram .

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