9. The Design Thinking process is iterative, flexible and focused on
collaboration between designers and users, with an emphasis on
bringing ideas to life based on how real users think, feel and behave.
Design Thinking tackles complex problems by:
1.Empathising: Understanding the human needs
involved.
2.Defining: Re-framing and defining the problem in
human-centric ways.
3.Ideating: Creating many ideas in ideation sessions.
4.Prototyping: Adopting a hands-on approach in
prototyping.
5.Testing: Developing a prototype/solution to the problem.Ref: https://www.interaction-design.org/literature/article/5-stages-
in-the-design-thinking-process
Definition 101
10. Empathyis the capacity to step into other people’s shoes
In order to get to new solutions, you have to get to know
different people, different scenarios, different places.
—Emi Kolawole, Editor-in-Residence, Stanford University d.school
Research Your Users' Needs
Ref: https://www.interaction-design.org/literature/topics/empathy
Definition 101
11. Define involves synthesising and making sense of all the
available information you gathered during the Empathise mode, by
discovering connections and patterns.
is all about bringing clarity and focus to the design space. It is
your chance, and responsibility, as a design thinker to define the
challenge you are taking on, based on what you have learned
about your user and about the context.
—d-school, An Introduction to Design Thinking PROCESS GUIDE
State Your Users' Needs and Problems
Ref: https://www.interaction-design.org/literature/article/what-is-
ideation-and-how-to-prepare-for-ideation-sessions
Definition 101
12. Ref: https://www.interaction-design.org/literature/article/what-is-
ideation-and-how-to-prepare-for-ideation-sessions
Ideate you’ll share what you’ve learned with your team, make
sense of a vast amount of data, and identify opportunities for design
you can start to “think outside the box”, look for alternative
ways to view the problem and identify innovative solutions to
the problem statement you’ve created
Challenge Assumptions and Create Ideas
It’s not about coming up with the ‘right’ idea, it’s about
generating the broadest range of possibilities.
—d-school, An Introduction to Design Thinking PROCESS GUIDE
Definition 101
13. Ref: https://www.interaction-design.org/literature/topics/design-
thinking?page=2
Prototype is to identify the best possible solution for each of
the problems identified during the first three stages
produce a number of inexpensive, scaled-down versions of the
product (or specific features found within the product) to
investigate the problem solutions generated in the previous
stage
Start to Create Solutions
Fail faster, succeed sooner.
— David Kelly, founder of IDEO
Definition 101
14. Ref: https://www.interaction-design.org/literature/article/stage-5-in-
the-design-thinking-process-test
Test the results generated are often used to redefine one or more further
problems. Designers can then choose to return to previous stages in the process to
make further iterations, alterations and refinements to rule out
alternative solutions
test the complete product using the best solutions identified in
the Prototype phase
Try Your Solutions Out
If you’re not prepared to be wrong, you’ll never come up with
anything original.
— Sir Ken Robinson
Definition 101
15. Tool and Course on Design Thinking
http://www.designkit.org/methods
https://www.interaction-
design.org/courses/design-thinking-
the-beginner-s-guide
Methods
Human-centered design is a practical,
repeatable approach to arriving at
innovative solutions. Think of these
Methods as a step-by-step guide to
unleashing your creativity, putting the
people you serve at the center of your
design process to come up with new
answers to difficult problems.
Definition 101
19. Learning Experience is not about the Content,
but about the Way the Content is taught or delivered
Ref: Design for how people Learn by Julie Dirksen
Definition 101
20. What if…there is no teacher at all.
Ref: Design for how people Learn by Julie Dirksen
Definition 101
21. Learning Experience that the learners can take back to to real world
and help them do the things they needor want to do
Good Learning Design is…
Ref: Design for how people Learn by Julie Dirksen
Definition 101
22. Learning Experiences are like Journeys…
Startswhere the Learner is Now, and endswhen the Learner is Successful
The journey isn’t just knowing more, it’s Doing more
Ref: Design for how people Learn by Julie Dirksen
Definition 101
23. Gaps between a learner’s current situation
and where they need to be in order to be successful
There’s more thanjust Knowing Information
Ref: Design for how people Learn by Julie Dirksen
Definition 101
24. What to do with that Information?
Knowledge Gaps
Something is accomplished when the learner uses that information to do Things
Information is the tools the learners need
Missing information?...there are lots of easy cheap ways
to convey information
Ref: Design for how people Learn by Julie Dirksen
Definition 101
25. Information + Practices + Skills + Attitudes = Competences
Ref: Design for how people Learn by Julie Dirksen
Definition 101
26. Skill Gaps
Time spent on Practices and Developed Skills
Ref: Design for how people Learn by Julie Dirksen
Definition 101
27. Motivation Gaps
knows what to do but chooses not to do
Destination
Concern about Change
Distraction Effort
Big Picture to Guide
Ref: Design for how people Learn by Julie Dirksen
Definition 101
28. Unlearning
Old information and procedures get in the way of new information and procedures
The special Motivation Gaps
Ref: Design for how people Learn by Julie Dirksen
Definition 101
29. Habit Gaps
It’s not a Habit yet
Environment Gaps
Communication Gaps
Miscommunication
Ref: Design for how people Learn by Julie Dirksen
Definition 101
30. Identifying and Bridging Gaps
Habit Gaps
Environment Gaps
Communication Gaps
Knowledge Gaps
Skill Gaps
Motivation Gaps
What information does the learner need to be successful?
When along the route will they need it?
What formats would best support that?
What will the learners need to practice to develop
the needed proficiencies?
Where are their opportunities to practice?
What is the learner’s attitude toward the change?
Are they going to be resistant to changing course?
Are any of the required behaviors habits?
Are there existing habits that will need to be unlearned?
What in the environment is preventing the learner from
being successful?
What is needed to support them in being successful?
Are the goals being clearly communicated?
Ref: Design for how people Learn by Julie Dirksen
Definition 101
31. Understanding your Learning ..part of designing good learning experiences
Skill Level
What’ need to know?
Types/ Attributes / Motivations / Styles
Basic
Different from you?
Context
Learner’s
Demographics
PERSONA
PASSION
PLAYGROUND
Definition 101
33. PERSONA
What’ need to know?
Types / Attributes / Motivations / Styles
- Just tell me what I need to know (Quick run through)
- Hey! This is cool (Rampant and curiosity)
- I need to solve a problem (Trial and error)
- This is a required course (Need to be convinced)
- oOh Shiny (Short attention)
- I fear change (Need time to practice)
- I pretty much know all of this already (Don’t need the whole back story, need something new)
- I don’t want to feel stupid (Silent learner)
Which type are you?
Definition 101
34. What’ need to know?
Types / Attributes / Motivations / Styles
Which type are you?
Learning Styles
Spatial, linguistics,
logical, kinesthetic,
musical..etc
Feeling, watching,
thinking, doing
Left brain, Right brain
Visual, auditory, kinesthetic
-not every one learns the same way
-there are different kinds of intelligence
-we are more alike than we are different
-you may want to vary the learning approach
depending on the subject being learned
Definition 101
PERSONA
35. What’ need to know?
Types / Attributes / Motivations
Which one are you?
Intrinsic and Extrinsic Motivation
Learn because…reason (reward or avoid punishment)
Learn because…Enjoy
PASSION
Definition 101
36. Certainty
Variety
Significance
Connection & Love
Growth
Contribution
- Need for Safety, stability, comfort
- Need for Stimulus and change
- Need to Be speacial and worthy of attention
- Need for Connection with others and ultimately to
love and be
- Need to Develop and expand
- Need to Give beyond yourself
Ref: http://www.parasuniversal.com/2017/02/anthony-robbins-six-human-needs-
rebuilding-broken-relationships/
PASSION
Definition 101
38. Certainty
Variety
Significance
Connection& Love
Growth
Contribution
C C
C C
Communication Collaboration
CriticalThinking Creativity
DDigitalLiteracy
Digital Literacy
C C
C C
Communication Collaboration
Critical Thinking Creativity
DDigital Literacy
21st Century Skills
-Critical Thinking
-Creativity
-Communication
-Collaboration
-Digital Literacy
PASSION
Definition 101
39. The Language of Passion
Ref: https://www.youtube.com/watch?v=_vElFJOrLEk
“Passion is energy. Feel the powerful comes from
focusing on what excites you”
-- “Oprah Winfrey”
Discover our Passion
Establish Yourself Help Others
PASSION
Definition 101
41. The Language of Passion
Ref: https://www.youtube.com/watch?v=_vElFJOrLEk
“สร้างตัวตนจากสิ่งที่เราค้นพบ”
- Contrive Your Path วางแผนให้ดี
-Strive for Excellence ต้องดิ้นรนฝึกฝนทุกวัน อย่างไม่รู้จักเหนื่อย
-Thrive เติบโตอย่างสวยงาม
Establish Yourself
PASSION
Definition 101
42. Help Others
The Language of Passion
Ref: https://www.youtube.com/watch?v=_vElFJOrLEk
“นาตัวตนของเราไปช่วยคนอื่น”
- Serve Them
-Teach Them
-Inspire Them. Combing passion and contribution
PASSION
Definition 101
44. Knowledge
Knowledge + Skills
Knowledge + Skills+ Attitude
Information
Experience
Mastery
Learn
Do
Expert
Innovate
Passion, Energized,
Thorough
Trial, Repeatability,
Sharpening
Frame, Teach,
Improvement
Original, Value
creation, Integration
Service Design Playground
PLAYGROUND
Information + Practices + Skills + Attitudes = Competences
Definition 101
45. - Design Strategic for each learning types
-Transform extrinsic to intrinsic (keep motivated)
-Take a moment to consider before moving on
- Don’t make your learner feel stupid! (make the learner feel smart)
-What do your learners like?
- Current skill level?
- Scaffolding (build support)
- Help novices structure their closet (your brain is like a closet)
- Filter their new learning through their past experience (try to make explainations for things we don’t
understand)
- Make interaction (get feedback)
- Research your learners and follow around (shadowing)
-Try stuff out with your learners
COOKIT WELL!
PLAYGROUND
Definition 101
46. Learners vs.Customers
- Sit in class
- Knowledge
- May Engage/may not Engage
- Spend time
- Products
- Maximize investment
(Engagement)
What customers really want ?
Knowledge, Skills, and Attitude transferring
You can do this!
Life Long Customers
Practice 101
47. Inspiration Ideation Iteration
- I have challenge - I have learned something - I have prototype
- How do I approach it? - How do I interpret it and express my
idea?
- How do I test it with users and refine
it?
- Problems -> Challenge - Bring Ideas to life - Prototype and Evolve it
Practice 101
48. - Survival Instinct
- Deadline (Time)
- Competition (Ego)
Why do you need to be fast ?
- Reward (Satisfaction)
Digital Disruptors
- Mobile (Ubiquitous)
- Machine Learning / Artificial Intelligence
- API (Collaboration Platform)
- Blockchain (Trust Platform)
- IoT ( Internet of Things)
Digital Fast Forward
Practice 101
49. Social Media Era Ref: https://blog.mcmkt.com/jumpstart-guide-to-promoting-
inbound-content-on-facebook
Digital Fast Forward
Practice 101
Skill Level
What’ need to know?
Types/ Attributes / Motivations / Styles
Basic
Different from
you?
Context
Learner’s
Demographics
PERSONA
PASSION
PLAYGROUND
50. Digital Fast Forward
Ref: https://www.amazon.com/Crushing-
Great-Entrepreneurs-Business-
Influence/dp/0062674676/ref=sr_1_2?ie
=UTF8&qid=1523240330&sr=8-
2&keywords=crushing+it
Flash Briefing
Social Media Era
Practice 101