Section outline

  • Introduction

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      We present a description that emphasizes the purpose and value of each resource in the four modules. Each resource has a distinct role in supporting different learning styles, from visual and auditory to text-based learners, ensuring a more accessible and effective learning experience, making it clear how each supports the learner's understanding:

      Video:

      Videos provide a comprehensive introduction to this module's key concepts and learning objectives. It is designed to help you understand the main topics before diving into detailed content. Watch this video to gain a high-level overview and set the context for your learning journey in this module.

      Video Transcript:

      The transcript offers a word-for-word text version of the video content. It is a valuable resource for reviewing material at your own pace, searching for specific terms or sections, or supporting learners with hearing impairments. Use the transcript as a reference to reinforce your understanding of the module's topics.

      Slides:

      To summarize the key points and visuals presented in the video. They provide a condensed version of the lesson, making reviewing and focusing on the most important concepts easier. Download the slides to study independently, take notes, or prepare for quizzes and discussions.

      Adjustable Slides (hidden from students):

      These can be modified to include additional explanations, annotations, or examples that clarify complex ideas. Adjustable slides are especially helpful for revisiting challenging topics or areas where extra support is needed. You can use them to deepen your understanding and help retain the material.image bottom resize

  • Sustainability Unleashed

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      Module 1: Sustainability Unleashed

       

      Module Aims

      The aim of this module is to provide students with a solid foundation for entrepreneurship to address sustainability challenges. Through this module, students will gain a clear understanding of the core concepts of sustainability and entrepreneurship, exploring the interconnectedness of these fields. The module will delve into the Triple Bottom Line framework, emphasizing the importance of considering People, Planet, and Profit in entrepreneurial ventures. Furthermore, students will be introduced to the fundamental principles of Design Thinking. By the end of this module, students should be equipped with the knowledge and mindset necessary to tackle sustainability challenges using entrepreneurial approaches, setting the stage for the subsequent modules in the course.

      Learning Outcomes

      • Understand the foundational concepts of entrepreneurship and sustainability.

      • Explain the relationship between sustainability and entrepreneurship, particularly within the context of the Triple Bottom Line framework (People, Planet, Profit).

      • Gain familiarity with the core principles of Design Thinking, including its 6 stages: Empathizing, Re-defining to Understand, Ideating, Prototyping, Evaluating, and Implementing.

      • Develop an awareness of how Design Thinking can be applied to address sustainability challenges effectively.

      • Begin to cultivate a mindset conducive to empathetic problem-solving for sustainable entrepreneurship.


      Time for Completion

      4 hours:

      • Lecture and discussion (1 hour)
      • Teamwork on sustainability challenge (2 hours)
      • Team presentations and discussion (1 hour)

       

      Detailed Description

      Before Class

      Teacher: Prepare the presentation slides by customizing the basic slide deck as needed. Become familiar with the sustainability challenges. Divide students into teams.

      Students: Become familiar with basic concepts of sustainability, entrepreneurship, and Design Thinking by engaging with the reading and multimedia materials listed below. 

      Introduction

      Welcome students and introduce the objectives of the module. Explain the grading structure and any practical aspects related to the course.

      Implementation

      [Interactive Lesson] Present the interactive lesson on “Sustainability Unleashed – Entrepreneurial Insights and Design Thinking Foundations” and encourage students to ask questions and discuss.

      [Teamwork] Split students into teams and provide each team with a sustainability challenge to work on. In their teams, students become familiar with their sustainability challenge and work on defining their challenge clearly, outlining its key aspects and implications. Students explore how their challenge relates to the Triple Bottom Line framework. Students prepare a short presentation of their sustainability challenge and what they have learned so far.

      [Presentations and Discussion] Each team presents their sustainability challenge followed by a short discussion and Q&A on the challenge and results.

      Recap

      The teacher leads a recap session, summarizing the key concepts covered during the module. Students have the opportunity to ask questions and seek clarification.

      Reading and Multimedia Materials

      Articles:
       
      Videos:

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    • Entrepreneurship for a Sustainable Future

         

         

    • Module 1: Video Transcript File
    • Module 1: Slides File

  • Exploring Empathy

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      Module 2:  Exploring Empathy

       

      Module Aims

      This module aims to equip students with essential skills and knowledge to understand sustainability challenges through the lens of Design Thinking. Students will delve into the importance of empathy, master tools for empathizing, such as interviews with and observation of stakeholders, and learn how to effectively define sustainability challenges. By the end of this module, students should be adept at conducting empathetic research and articulating sustainability problems, laying a strong foundation for innovative problem-solving in the context of sustainable entrepreneurship.

      Learning Outcomes

      • Understand the importance of empathy in the context of sustainability challenges.
      • Proficiently employ tools such as interviews and observations to conduct empathetic research.
      • Effectively articulate and define sustainability problems for entrepreneurial solutions.

      Time for Completion

      4 hours:

      • Lecture and discussion (1 hour)
      • Teamwork on sustainability challenge (2 hours)
      • Team presentations and discussion (1 hour)

       

      Detailed Description

      Before Class

      Teacher: Prepare the presentation slides by customizing the basic slide deck as needed. Select and become familiar with the sustainability challenge(s) that the students will work on.

      Students: Become familiar with the concepts of Design Thinking and empathy in sustainability by engaging with the reading and multimedia materials listed below.

      Introduction

      Welcome students and introduce the objectives of the module, emphasizing the importance of empathy to understand stakeholder needs.

      Implementation

      [Teamwork] In their teams the students begin by empathizing with the sustainability challenge. They conduct role-played interviews and observations to gain a deeper understanding of the problem, the stakeholders involved, and potential solutions. Students work collaboratively to effectively define the sustainability challenge based on their empathetic research.  Students prepare a short presentation explaining their empathic research and how they used it to define their sustainability challenge.

      [Presentations and Discussion] Each team presents their results followed by a short discussion and Q&A on the challenge and results.

      Recap

      The teacher leads a recap session, summarizing the key concepts covered during the module. Students have the opportunity to ask questions and seek clarification.

      Reading and Multimedia Materials

      Articles:
       
      Videos:

    • Understanding Sustainability Challenges with Design Thinking

       

       


    • Module 2: Video Transcript File
    • Module 2: Slides File

  • Igniting Innovation

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      Module 3: Igniting Innovation

       

      Module Aims

      The aim of this module is to cultivate a deep understanding of innovative processes for successful sustainable entrepreneurship. Students will learn to apply design thinking and creative problem-solving techniques, such as brainstorming and mind mapping, to redefine problems and ideate effectively. The module also introduces students to the concepts of the Circular Economy and the Sharing Economy. By the end of this module, students will be prepared to transform their innovative ideas into actionable, sustainable business ventures.

      Learning Outcomes

      • Understand the importance of both critical and creative thinking in addressing and solving sustainability challenges in the context of entrepreneurship.
      • Develop the ability to effectively redefine sustainability problems, turning vague or complex issues into clear, actionable challenges ready for innovative solutions.
      • Gain proficiency in ideation techniques such as brainstorming and mind mapping to find creative and practical solutions to sustainability challenges.
      • Grasp the fundamentals of the Circular Economy and the Sharing Economy to identify how these models can contribute to sustainable business solutions.
      • Combine the understanding of sustainability and innovation to create new businesses that are sustainable, profitable, and socially responsible.
      • Gain proficiency in employing design thinking to accelerate solutions for the UN’s Sustainable Development Goals

      Time for Completion

      4 hours:

      • Lecture and discussion (1 hour)
      • Teamwork on sustainability challenge (2 hours)
      • Team presentations and discussion (1 hour)

       

      Detailed Description

      Before Class

      Teacher: Prepare the presentation slides by customizing the basic slide deck as needed. Select and become familiar with the sustainability challenge(s) that the students will work on.

      Students: Become familiar with innovative thinking for sustainability, the Circular Economy, the Sharing Economy, and the basics of creating sustainable businesses by engaging with the reading and multimedia materials listed below.

      Introduction

      Welcome students and introduce the objectives of the module, emphasizing the importance of innovation for sustainable entrepreneurship.

      Implementation

      [Interactive Lesson] Present the interactive lesson on “Igniting Innovation – Re-defining and Ideating for Sustainable Business” and encourage students to ask questions and discuss.

      [Teamwork] The students work on their sustainability challenge in their teams. Encourage the teams to use re-defining techniques to understand the core of their designated challenge fully. The teams apply ideation techniques to generate innovative solution ideas, focusing on sustainability, feasibility, and scalability.

      [Presentations and Discussion] The teams present their solution ideas, followed by a short discussion and Q&A on the challenge and results.

      Recap

      The teacher leads a recap session, summarizing the key concepts covered during the module. Students have the opportunity to ask questions and seek clarification.

      Reading and Multimedia Materials

      Articles:
       
      Videos:

    • Re-defining and Ideating for Sustainable Business

       

       

    • Module 3: Video Transcript File
    • Module 3: Slides File

  • Bringing Solutions to Life

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      Module 4: Bringing Solutions to Life

       

      Module Aims

      This fourth and final module aims to empower students with the practical skills and knowledge necessary to transform innovative ideas into tangible, sustainable solutions. The module design continues to guide students through the critical stages of prototyping, evaluating, and implementing sustainable solutions, with a special focus on the iterative nature of the design thinking process. Students will consolidate their practice in creating low-fidelity prototypes, effectively gathering and incorporating feedback/feedforward, and applying an iterative mindset to refine their solutions. The module will also explore strategies for scaling sustainable solutions and measuring their impact, ensuring that students understand how to launch viable solutions onto the market. By the end of this module, students should be equipped to not only envision but also give life to sustainable solutions that can make a meaningful difference in addressing global sustainability challenges.

      Learning Outcomes

      • Demonstrate the ability to create low-fidelity prototypes for sustainable solutions, applying practical skills in prototyping to visualize and test ideas.
      • Apply evaluation techniques that leverage constructive criticism and adaptability to elicit feedback/feedforward on prototypes to be incorporated into the iterative design process for refining and improving sustainable solutions.
      • Understand and execute the steps involved in implementing a sustainable solution, from developing a stable version of the product or service to launching it on the market.
      • Develop strategies for scaling sustainable solutions, including identifying potential barriers and opportunities along the path toward growth and impact amplification.
      • Measure the impact of sustainable solutions, utilizing appropriate metrics and tools to assess environmental, social, and economic benefits.
      • Exhibit an iterative design thinking mindset, recognizing the importance of continuous improvement and adaptation in the development of sustainable solutions.

      Time for Completion

      4 hours:

      • Lecture and discussion (1 hour)
      • Teamwork on sustainability challenge (2 hours)
      • Team presentations and discussion (1 hour)

       

      Detailed Description

      Before Class

      Teacher: Prepare the presentation slides by customizing the basic slide deck as needed. Select and become familiar with the sustainability challenge(s) that the students will work on.

      Students: Become familiar with prototyping techniques, evaluation methods, and strategies for implementing and scaling sustainable solutions by engaging with the reading and multimedia materials listed below.

      Introduction

      Welcome students and introduce the objectives of the module, emphasizing the crucial role of innovation, prototyping, evaluating, and implementing in achieving sustainable entrepreneurship through effective teamwork and iterative development.

      Implementation

      [Interactive Lesson] Present the interactive lesson on “Bringing Solutions to Life – Prototyping, Evaluating, and Implementing” and encourage students to ask questions and discuss.

      [Teamwork] In their teams, students develop a low-fidelity prototype of a solution to their challenge. Encourage creativity and the use of readily available materials to represent solutions visually and functionally. Instruct teams on how to elicit feedback/feedforward on their prototypes from peers and other stakeholders, emphasizing the importance of constructive criticism and adaptability. Guide teams through the evaluation of feedback and the iterative refinement of their prototypes, stressing the importance of an iterative process for improvement. Debate strategies for implementing and scaling their solutions, including identifying potential barriers and opportunities for impact amplification. Students prepare a presentation where they share and demonstrate their prototype, including how they elicited and incorporated feedback/feedforward and their plan(s) for implementation.

      [Presentations and Discussion] Each team presents their prototype, followed by a short discussion and Q&A on the challenge and results.

      Recap

      The teacher leads a recap session, summarizing the key concepts covered during the module. Students have the opportunity to ask questions and seek clarification. They will also reflect on the course and module activities and how they can apply the skills, knowledge, and attitudes they have gained in future real-life situations.

      Reading and Multimedia Materials

      Articles:
       
      Videos:

    • Prototyping, Evaluating, and Implementing


       

       

    • Module 4: Video Transcript File PDF
    • Module 4: Slides File

  • SEED Grading Rubric

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      0 points

      1 point

      2 points

      3 points

      Risk-taking: Identification and Reflection

      Significant issues are missing; no reflection on the learning experience.

      Limited identification of key issues and reflection.

      Minor gaps in the key issues, Potential for more exploration of further meaningful reflection.

      Key entrepreneurship issues precisely articulated. Deep understanding of personal and group learning.

      Boundary crossing: Coordination and Transformation

      Flawed or no collaboration plans; insights are not actionable strategies.

      Some coordination but plans suffer from execution challenges; strategies lack innovation or adaptability.

      Potential for effective coordination across boundaries to transform ideas into actionable strategies for sustainable entrepreneurship.

      Diverse boundaries, coordinated and transformed; coordinated collaboration plans; learning applied to real-world scenarios with innovative thinking and adaptability.

      Feasibility

      Solutions lack practicality and feasibility; implementation challenges not addressed at all.

      Limited consideration of feasibility; significant implementation challenges unaddressed.

      Some aspects of feasibility considered, but significant implementation challenges remain unaddressed.

      Well-thought-out and feasible solutions proposed, considering potential obstacles and practical implementation.

      Market potential

      Limited understanding of the target market and its potential.

      Some understanding of the target market, but minimal exploration of market potential.

      Some understanding of the target market, but market potential not fully explored or articulated.

      Strong analysis of the target market (including size and characteristics) and market potential for the proposed solution.

      Triple Bottom Line

      People, planet and profit not considered.

      Limited attention to one or two of the three bottom lines.

      All three bottom lines addressed, but with incomplete or superficial analysis.

      All three bottom lines addressed with thorough and well-researched analysis.

      Addressing and solving the challenge

      Insufficient consideration of challenge-specific metrics; lack of relevance to the presented challenge.

      Minimal attention to challenge-specific metrics; limited relevance or depth.

      Some attention to challenge-specific metrics, but limited relevance or depth.

      Comprehensive and insightful analysis of challenge-specific metrics directly related to the presented solution to the sustainability challenge.

      Novelty

      Lack of originality:

      ideas presented are common or unremarkable.

      Limited originality:

      ideas lack creativity or uniqueness.

      Moderate level of originality:

      some creative ideas presented.

      Highly original:

      demonstrates a fresh perspective.

  • SEED Case Studies

    • Students must
      Mark as done

      Apple's iPhone

      Apple's success with the iPhone is often attributed to its human-centered design approach. By deeply understanding user needs and preferences, Apple revolutionized the smartphone industry, creating a device that seamlessly integrates technology into users' lives.

      Empathizing: Apple's design team started by empathizing with users to collect insights regarding the reality that phone users were carrying multiple devices, such as cell phones, music players, and personal digital assistants (PDAs). Note that in the 1990s and 2000s, PDAs were handheld personal computers for sending and receiving email, storing contact information, managing calendars, and handling documents and spreadsheets. To better understand the existing technology at the time, especially about BlackBerry devices, a combination PDA and early smartphone, the eponymous 2023 movie from director Matt Johnson is a reliable source. Apple’s ethnographic studies, interviews, observations, and user motivation analysis revealed behaviors, preferences, and frustrations with their mobile devices, especially regarding their fragmented complexity and the lack of a seamless user experience.

      Re-defining to understand: With a clear understanding of users' pain points, the teams re-framed the problem statement to address the identified pain points. The result of this process was the question: How to create a single device that could combine communication, computing, and entertainment in a user-friendly way? By envisioning a single, integrated device that could seamlessly combine communication, computing, and entertainment functions, this re-definition helped focus efforts on designing a revolutionary product that would simplify users' lives and offer unparalleled convenience.

      Ideating: Designers, engineers, and product developers collaborated to explore a wide range of design concepts and features that could potentially fulfill the re-defined problem statement. Apple encouraged idea generation among these cross-functional teams through creative brainstorming sessions. Given the emphasis on exploring unconventional solutions to the defined problem that would unveil new conceptual solutions, the ideation phase involved thinking outside the box and exploring unconventional solutions, such as touchscreen interfaces, virtual keyboards, and intuitive user interfaces.

      Prototyping: With a multitude of ideas generated during the ideation phase, Apple's design team transitioned to prototyping, a critical step where both physical and digital prototypes were created to bring concepts to life so they could be tested and refined. The iterative process allowed the team to experiment with various iterations of different form factors, interfaces, and features to optimize the design based on user feedback and usability testing.

      Evaluating: Apple conducted extensive usability studies, focus groups, and beta testing to gather feedback on the prototypes. Through iteration of this feedback loop, the feedforward led to refinements and improvements, ensuring that the final product would resonate with users.

      Implementing: Following iterative design, prototyping, and evaluation cycles, Apple finalized the design of the iPhone and prepared for its implementation. In January 2007, Apple CEO Steve Jobs officially unveiled the iPhone at the Macworld Conference & Expo, showcasing its touchscreen interface and innovative features. The iPhone was subsequently launched on June 29, 2007, marking a milestone in the history of mobile technology and revolutionizing the smartphone industry with its groundbreaking design, intuitive user interface, and seamless integration of hardware and software. 

      Further reading:

      Discussion questions related to Apple’s iPhone

      1. What made the iPhone such a hit? How did Apple understand what people wanted in a phone?
      2. How did Apple keep making the iPhone better? How did they listen to what users were saying to make things better based on feedback?
      3. How did Apple balance technological innovation with product accessibility for a broad audience?
      4. What were the key criteria used to evaluate the effectiveness of Apple prototypes during testing phases?
      5. How did Apple's ethnographic studies and user motivation analysis contribute to the design and development of the iPhone?
      6. Does Apple still care about the people's needs? Does the company aim to sustain their triple bottom line of people-planet-profit?
      7. How did Apple's understanding of user needs and preferences influence the design of the iPhone's hardware and software?
      8. How did Apple gather insights about user behaviors and frustrations with existing mobile devices during their studies?
      9. What key factors contributed to Apple's success in revolutionizing the smartphone industry with the iPhone?
      10. In what ways did Apple's prototyping process contribute to the refinement of the iPhone's design, ultimately leading to its successful launch in 2007?

    • Students must
      Mark as done

      Airbnb

      As a tech start-up Airbnb began as a simple website where its founders, Brian Chesky and Joe Gebbia, rented out air mattresses in their San Francisco apartment to attendees of a local Silicon Valley conference. Airbnb used design thinking to disrupt the hospitality industry. By empathizing with travelers' desire for unique and authentic experiences, Airbnb created a platform that connects hosts with guests in a user-friendly and intuitive way. Airbnb is considered a role model for “designpreneurship”, where entrepreneurs with backgrounds in design professions work together to start companies. In an environment of digitalization, the three pillars for success of Airbnb have been identified as innovation, persistence, and scalability.

      Empathizing: Since they started as hosts, they knew that they needed to get to know the users of their service. First, they carried out empathizing strategies with their guests, asking specifically:

      "What do people do when they are traveling?

      How can they learn how to get from the airport to their lodging quickly?

      How can one recommend their favorite place to eat in the neighborhood?"

      As the company grew, the founders decided to live exclusively in Airbnb rentals to better comprehend the challenges both hosts and guests faced in using their platform. This hands-on approach gave them firsthand experience with the pain points users encountered. Among the insights, they found the major problem related to the poor-quality photos of the listings. They realized that people were reluctant to book stays because they could not visualize the properties clearly. To address this issue, Airbnb began offering free professional photography services to its hosts. As a result, bookings increased significantly, demonstrating the power of empathy in driving effective solutions.

      Re-defining to understand: With the initial success of implementing the process for hosts to secure high resolution and better-quality images, Airbnb founders dedicated further time to better understand the needs and desires of the guests, who were looking for affordable, easy to access, and unique travel accommodations. Conversations with their customers to understand these needs led to many significant breakthroughs.

      Ideating: Listening to the hosts and guests’ comments after using the service has been a source of ideation, where many ideas are generated based on the acquired insights from empathizing and re-defining to understand. To improve Airbnb platform services, the 11 star concept was created, which proposes that Airbnb properties can exceed the traditional five-star rating system commonly used in the hospitality industry. The 11 star concept suggests that hosts can go above and beyond in providing exceptional experiences for their guests, offering amenities, services, and personal touches that elevate the stay to a level beyond what is typically expected.

      Prototyping: Airbnb prototyped the 11 star concept by encouraging hosts to provide exceptional experiences and amenities that went beyond what traditional hotels typically offered. They incentivized hosts to innovate and personalize their listings by introducing features such as Superhost status, which recognizes hosts who consistently receive high ratings and provide exceptional hospitality. Beyond the photography services, Airbnb introduced design consultations and educational resources to help hosts improve their listings. By empowering hosts to showcase their creativity and hospitality, Airbnb encouraged the development of unique and memorable experiences that aligned with the concept of 11 star hospitality.

      Evaluating: Airbnb's success can also be attributed to constant experimentation and an iterative approach to problem-solving. The company has continuously tested new features and improvements, making small but impactful changes to its platform. For instance, Airbnb discovered that guests were more likely to book a rental if the host had a complete and detailed profile. To encourage hosts to fill out their profiles, the company introduced a progress bar, which nudged hosts to add more information (for more on paternal libertarianism and choice architecture, see the references to Richard H. Thaler, distinguished with the 2018 Nobel for economics. This simple tweak resulted in more comprehensive profiles and improved the overall user experience.

      Implementing: Launched in August 2008, Airbnb has grown into a global online marketplace for lodging, offering a wide range of accommodations from apartments and houses to unique properties like castles and treehouses. Through innovative initiatives and support for their hosts, the 11 star concept underscores Airbnb's emphasis on creating unique and memorable experiences for travelers, encouraging hosts to showcase their creativity and hospitality in ways that set their listings apart from traditional accommodations.


      Further reading: 


      Discussion questions related to Airbnb

      1. How did Airbnb's founders use their own early hosting experiences to understand what both hosts and guests needed? Can you find more information about their origin story?
      2. How did the founders’ empathetic approach, particularly through first-hand experiences as guests, contribute to the identification of pain points and the development of innovative solutions?
      3. What did Airbnb do to solve the problem of low-quality photos in their listings, and how did the solution help boost bookings and improve the experience?
      4. How did the introduction of the 11-star ranking make Airbnb stand out in the hospitality industry? Describe some examples of how hosts can enhance their listings and provide exceptional hospitality.
      5. What were some key factors contributing to Airbnb's successful implementation and growth from a small startup to a global online marketplace?
      6. How did Airbnb leverage principles of what Richard H. Thaler has called paternal libertarianism and choice architecture? Can you ideate other areas where this influential strategy could contribute to greater sustainability in other areas?
      7. How did Airbnb use continuous experimentation and an interactive approach to improve its platform over time?
      8. What challenges has Airbnb faced in scaling its platform globally and how have they addressed these challenges?
      9. How did Airbnb's iterative approach to problem-solving, as seen in their constant experimentation and introduction of features like progress bars for profile completion, contribute to the overall improvement of user experience and platform functionality?
      10. What pain points can you identify for Airbnb and its competitors in offering greater sustainability in the hospitality industry? What future innovations would you like to see to make Airbnb more sustainable?

    • Students must
      Mark as done

      Tesla's Electric Vehicles

      Tesla's electric vehicles are a result of applying design thinking to the automotive industry. By re-imagining the traditional car design and focusing on sustainability and performance, Tesla has become a leader in the electric vehicle market, applying methods for identifying opportunities, mitigating risks, and scaling operations.

      Empathizing: Tesla starts by empathizing with consumers and understanding their needs, desires, and concerns regarding transportation and sustainability. Tesla also considers broader societal trends, regulatory requirements, and environmental concerns related to transportation and energy consumption. Note that, in 1998, the United States government, under the Clinton Administration and with the automotive industry, and the Northeastern states, had reached an agreement to put cleaner cars on the road leading up to the Clean Air Act. The first of these new cars, called National Low Emission Vehicles (NLEV), were released in New England in the 1999 model year and made available nationwide in 2001. Another idea to limit emissions from the personal vehicle sector in the USA proposed that 10% of newly registered vehicles must be emission-free until 2003. Nevertheless, pressure from the car and oil companies forced the law to be repealed. Martin Eberhard and Marc Tarpenning understood the need for change in vehicle emissions and thus founded Tesla, where Elon Musk became a partner in resolving vehicle emissions.

      Re-defining to understand: The problem with gas-powered vehicles is that the minimization of emissions is limited. Re-framing the problem of emissions, the company realized that only a vehicle driven by power produced by sustainable energy could be the solution. So, Tesla defined the main challenge as the need for sustainable transportation solutions that reduce dependence on fossil fuels and mitigate environmental impact, and identified performance, affordability, charging infrastructure, and environmental sustainability as key criteria for success.

      Ideating: Tesla aimed to produce a car that represented a real or even better alternative to the gasoline-powered car. But they did not want to be dependent on the government and laws, so imagining ideas that were exciting and out-of-the-ordinary, they came up with a dual proposition that included not only a nation-wide charging network but also electric vehicles with a much-improved range. From a corporate perspective, Tesla hired candidates even when they were new to the industry if they showed special aptitude for solving problems. This hiring strategy aimed to contribute to the generation of new ideas from design and engineering teams working together to reach the best possible compromise. Outsiders of the industry would also tend to avoid overthinking about the presumed principles of car manufacturing. Ideas generated during ideation sessions include electric propulsion systems, battery technologies, lightweight materials, aerodynamic designs, and renewable energy integration. Additionally, the car must be cheap even if the price of the battery was initially much higher than that of an Otto motor, but to get this price mass production was needed. Lastly, Tesla came up with the idea of Over-the-air Updates for cars, a very convenient way for their customers to receive information and installations of new features and even have problems resolved in their cars after the vehicles were sold.

      Prototyping: Rapid prototyping techniques, computer simulations, and virtual modeling have allowed Tesla to quickly iterate and refine vehicle designs, optimizing performance, efficiency, and user experience. As a part of their prototyping, Tesla launched their first car, the Tesla Roadster in 2008 to especially demonstrate that a fully electric vehicle can be driven not only in the city but also on the highway. The price of over $100,000 (US) and the range limited to 200 miles were prohibitive factors for most consumers, even those with enough available income to spend on behalf of the environment. Launching the prototype, however, showed that the car could in fact be produced and some premiums were included in sales for the prototype. For example, the first vehicles were sold with unlimited charging at Tesla SuperChargers to give their drivers the possibility to drive for free.

      Evaluating: A lot of testing was done by the customers. Tesla listened a lot to their customers and fulfilled a lot of their wishes. Tesla also created a voting system with which customers could rate the developers’ ideas. If an idea was particularly well received by customers, the developer received a bonus. In this way, Tesla was able to encourage its employees to perform at their best.

      Implementing: For background on the earlier history of the electric car, the 2006 documentary Who Killed the Electric Car?, directed by Chris Paine, offers a context-rich analysis for better understanding of the stakeholders, from consumers to government and gas companies to the automobile industry.

      Further reading:


      Discussion questions related to Tesla’s electric vehicles

      1. How did Tesla understand what consumers wanted in terms of transportation and sustainability, and how did this influence their ideas to designing electric vehicles?
      2. What specific challenges did Tesla identify in thinking about C02 emissions and sustainable transportation, and how did they address these challenges in their electric vehicle designs.
      3. What were some of the unconventional ideas generated during Tesla's ideation sessions, and how did they contribute to the development of electric vehicles?
      4. How did Tesla listen to customer feedback and incorporate it into their product development process in a voting system for developers' ideas?
      5. Is an electric vehicle a good investment in the long term?
      6. Can the batteries be recycled and where can they be recycled?
      7. How did Tesla redefine the problem of emissions in the automotive industry and what were the key criteria they identified for success?
      8. How did Tesla encourage innovation hiring and idea generation within its design and engineering teams?
      9. How did Tesla's approach to rapid prototyping and iterative design contribute to the evolution of their electric vehicle offerings, particularly in terms of enhancing performance, range, and user experience?
      10. How did Tesla prioritize sustainability and address concerns regarding CO2 emissions in the automotive industry through their electric vehicle designs, and what strategies did they employ to overcome challenges associated with sustainable transportation?

    • Students must
      Mark as done

      IDEO's Work with the Mayo Clinic

      IDEO, a renowned design consultancy, is actively working with Design Thinking methodology with the Mayo Clinic to improve the patient experience in healthcare. The Center for Innovation (CFI) was created by the Mayo Clinic in 2008 as a bridge between design thinking and the practice of medicine, specifically within their own facilities. CFI was imagined as a space where the teams could conduct observations and research interviews with patients, family members, and users. They also planned to work with visualization, modeling, prototyping, and testing of possible solutions for the provision of health services.

      Empathizing: To empathize with the users, namely patients, healthcare providers, administrators, and other stakeholders, activities were carried out to reach a deep understanding of their needs, motivations, and experiences. IDEO and the Mayo Clinic conducted interviews, observations, and immersion sessions to empathize with the challenges and opportunities within the healthcare system.

      Re-defining to understand: This step involved reframing the challenge to reflect a human-centered perspective that could identify opportunities for innovation in the healthcare services. The Mayo Clinic’s history of innovation in care delivery, starting with the invention of the patient medical record in the early 20th century, demonstrates over a century dedicated to finding ways to improve both patient outcomes and the health care experience.

      Ideating and prototyping: Divergent thinking is the key for the fusion of design thinking with the medical practice at the Mayo Clinic. Although the complete process is not publicly available, four concrete examples follow:

      i) Redesigning Patient Waiting Areas to improve the experience for patients and their families while waiting for appointments or procedures. The process could aim for more comfortable and engaging spaces that are conducive to relaxation or productive use of time.

      ii) Redesigning the appointment scheduling process to make it more convenient and efficient for both patients and healthcare providers. Ideas could improve on user-friendly digital platforms, which are widely spread across the healthcare sector worldwide.

      iii) Enhancing Telemedicine platforms for remote consultations would involve improving the user interface, integrating virtual waiting rooms, and ensuring seamless communication amongst patients and healthcare providers.

      iv) Improving Patient Education Materials would mean making this literature more engaging, accessible, and culturally sensitive.

      Evaluating and Implementing: The Center for Innovation at the Mayo Clinic has implemented a structured approach to prototype solutions and turns them into more refined products through a very specific protocol that develops potential solutions into more concrete products. This protocol ensures that every idea deemed worthy is being developed to its fullest. Note also that many innovations are small changes, like the refinement or enhancement of an existing medical device or procedure, where the surgeons, doctors, and nurses are impacted directly by the enhanced usability and effectiveness of the instrument.


      Further reading:


      Discussion questions related to IDEO’s work with the Mayo Clinic


        1. If you wanted to follow the collaborative steps to empathize with various stakeholders within the healthcare system, including patients, healthcare providers, and administrators, how would you conduct these activities?
        2. How did IDEO team up with the Mayo Clinic to make waiting rooms more chill and appointment scheduling less of a hassle?
        3. What advantages can you identify in this type of collaboration, between a health service provider and a California-based global design and consulting firm known for collaborating with Stanford University to create d.school for design thinking?
        4. IDEO uses a sequence of slogans on their site. Consider the impact of these actions and how you could incorporate them into your own practice: We build to think. We listen to unlock. We play to discover. We question to create. We inspire to provoke.
        5. What inspired ideas did they come up with to make telemedicine easier to use for both patients and doctors?
        6. How did the Mayo Clinic make sure their patient education materials were actually helpful?
        7. What role do small innovations play in the overall improvement of healthcare services, particularly in terms of usability and effectiveness of medical devices or procedures?
        8. How have they ensured that the solutions developed through their collaboration are sustainable? What innovative solutions can you imagine to improve the patient experience in healthcare? Explore the impact of better waiting rooms, appointment scheduling, telemedicine platforms, and patient education materials.
        9. How did IDEO and the Mayo Clinic ensure that patient education materials were not only accessible and engaging but also culturally sensitive, and what impact did these materials have on enhancing health literacy and improving patient outcomes?
        10. Explore how culturally-sensitive patient education materials can contribute to improving health literacy and patient outcomes.

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      Mark as done

      Nike's Flyknit Shoes

      Depending on your age, you may still feel that Nike’s Air Jordans are the top in technology for athletic shoes. Beyond what Nike calls the “colorways” and designs available in Air Jordans, Nike’s more recent Flyknit technology allows for more intricate and detailed customization options, offering lightweight construction, adaptive, and sustainable solutions that enhance performance and comfort. Nike used design thinking to create its Flyknit shoes by involving athletes in the design process. Iteratively prototyping different designs, Nike was able to create a product that meets the specific needs of its users. While Nike incrementally introduced changes in materials and manufacturing for many years, the launch of Flyknit in 2012 was a fundamental breakthrough in sustainable innovation. Designers, programmers, engineers, and athletes joined together at Nike’s Innovation Kitchen to develop a shoe that would meet runners’ demands for a more comfortable, high performing sneaker while simultaneously reducing manufacturing waste.

      Empathizing: Nike conducted extensive research to understand the environmental impact of its shoe manufacturing process, including material waste, energy consumption, and carbon emissions. Nike's journey through Design Thinking begins with empathy, focusing on understanding the athletes it serves regarding their preferences for footwear design, comfort, and performance. Nike invests extensively in understanding the needs, aspirations, and challenges of its diverse consumer base. Through athlete interviews, surveys, and observations, Nike learned that these athletes were looking for a more sock-like upper construction of their shoes.

      Re-defining to understand: After gaining insights into athletes' experiences, Nike defines its goal. It goes beyond merely producing sports gear; it involves addressing the performance and comfort issues athletes encounter and the development of a more sustainable shoe manufacturing process that reduces waste and environmental impact. Nike recognizes that sporting success isn't just about the athlete but also the gear they use. For that, the process required not only rethinking the design, but the entire process of manufacturing shoes, which required inventing new machinery and software. While sneakers are traditionally made by gluing and stitching multiple pieces of material together, Nike developed a method to use one continuous thread woven into a lightweight shoe that would allow for more breathability and support and adapt to a foot in motion. Key criteria for success included reducing material waste, lowering energy consumption, and maintaining or improving product performance and comfort.

      Ideating: Ideation is the aim of Nike’s multidisciplinary team of designers, engineers, materials scientists, and sustainability experts. For creative and innovative athletic gear, they brainstorm innovative solutions that combine performance with style. They create cushioned running shoes and incorporate moisture-wicking fabrics in their commitment to pushing the boundaries of athletic wear. Imaginative and inventive designs from Nike include using advanced knitting technology to create a seamless upper for shoes, reducing material waste, and streamlining the manufacturing process. For example, the lightweight construction comes from knitting yarns that together form a seamless, sock-like upper using a precise engineering process. This construction significantly reduces the overall weight of the shoe compared to the traditional cut-and-sew method and the materials used in Air Jordans. Ideas for reducing waste during production are largely related to constructing the upper to exact specifications required for each shoe size, which contrasts with used in manufacturing Air Jordans. In addition to sustainability ideation, other ideas generated for Flyknit-inspired sales include limited-edition releases in collaboration with athletes and artists, exploring the possibilities offered by customization and personalization through variations in color, pattern, and structure within the knit upper.

      Prototyping: Nike moved into the prototyping phase using the new knitting technology, experimenting with different materials, knit patterns, and structures to optimize performance and sustainability. Tangible models of their athletic gear were created to rigorously test their concepts and these prototypes are tested under various conditions to ensure they meet the demands of athletes so that the products not only look good but also perform up to the standards established. Note that Nike spent over 10 years producing nearly 200 prototypes of the shoe. Issues related to stretch, support, and breathability within the upper material have impacted the prototyping so that the precision fit conforms to the shape of the foot, providing a snug and supportive feel without sacrificing flexibility,

      Evaluating: Nike involves real athletes in the testing phase. These selected athletes provide critical feedback on the prototypes, which is used to fine-tune their athletic gear that is inevitably tested again. This iterative process guarantees that the final products meet the performance standards expected by athletes for durability, comfort, flexibility, and performance. In addition, environmental impact assessments are conducted to measure the reduction in material waste and energy consumption compared to traditional manufacturing methods.

      Implementing: Nike launched the Flyknit shoe, featuring a seamless knit upper made from recycled polyester yarn, as a groundbreaking sneaker innovation. The revolutionary method of manufacturing enables Nike to create shoes that excel in performance while reducing the number and amount of materials used and cutting waste by a reported 80%. Nike also introduced sustainability initiatives such as the Reuse-A-Shoe program, which collects old athletic shoes for recycling into new products. Nike has saved 3.5 million pounds of waste since Flyknit’s launch and diverted 182 million plastic bottles from landfills by switching to recycled polyester in all Nike Flyknit shoes. Flyknit provides just one example of how Nike is driving profitable growth and reducing risk through sustainable innovation.

      Further reading:


      Discussion questions related to Nike’s Flyknit Shoes

      1. What makes Nike Flyknit different from their Air Jordans?
      2. What cool ideas did Nike come up with to make their Flyknit shoes more sustainable and better for athletes?
      3. How can an iterative process like design thinking ensure the development of products that meet athletes' needs and preferences?
      4. What sustainability initiatives has Nike implemented on the launch of Flyknit shoes, and what impact have these initiatives had on waste reduction and environmental conservation?
      5. How has the introduction of Flyknit shoes influenced Nike's overall approach to innovation and sustainability in athletic footwear?
      6. How does Nike involve athletes in the testing phase, and how does their feedback contribute to refining the design and performance of Flyknit shoes?
      7. How has the Flyknit technology influenced consumer perception and purchasing behavior towards Nike products, and what impact has it had on the company’s profitability and market position?
      8. How did Nike incorporate athlete feedback into the design process of their Flyknit shoes, particularly in terms of addressing preferences for footwear design, comfort, and performance?
      9. Evaluating the environmental impact of Nike’s other manufacturing processes, how does Flyknit technology contribute to sustainability and performance improvement in athletic footwear?
      10. Can you explain how Nike has integrated feedback from athletes into the ideating and evaluating phases of Flyknit shoes?

       


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      Mark as done

      Uber

      Uber transformed the transportation industry by applying design thinking principles to their ride-hailing app. By focusing on user needs, such as convenience, safety, and transparency, Uber has created a seamless experience for both riders and drivers. Their user-centric design approach, also known as the Double Diamond UX model, where UX means user experience, is central to their design process. In 2017, to start from zero, without the impediment of the existing codebase or the intervening design choices, the company returned to where it had started in 2009.

      Empathizing: The first phase of the Double Diamond model is about discovering the problem and understanding user needs by identifying patterns and trends regarding the ride-hailing app. In this phase, Uber’s designers conduct extensive research, collect data, and map user journeys to gain a deep understanding of their needs and pain points. By observing and interviewing both riders and drivers, Uber’s designers identify their behaviors, attitudes, preferences, frustrations, and motivation, which help them to create more effective solutions. To counter the user frustrations, for both riders and drivers, the designers aimed for 99.99% availability, which translates to just one failure per 10,000 runs, one minute of downtime a week, or one cumulative hour of downtime a year for the entire company.

      Re-defining to understand: Once user needs are identified, the second phase in the problem space of the double diamond model involves defining the problem. This can involve creating a clear and concise design brief, outlining the user problem and the goals of the product. Uber designers aim to ensure that the problem they are solving is in fact the right problem, which in turn will help the company to create the right solution. The main objective for Uber’s design process thus became how to make it easy for riders to simply push a button and get a ride from Uber drivers to get where they need to go. Specifically, Uber wanted to increase the availability of their core rider experience and allow for radical experimentation within a set of product rails.

      Ideating and Prototyping: A broad variety of ideas are generated through creative brainstorming sessions and sketching exercises. Creating multiple design iterations and prototypes, and testing them with users to gather feedback, Uber’s designers use various tools and techniques, such as wireframes, mockups, and interactive prototypes, to refine and improve their solutions. Uber's designers iterate on these prototypes based on feedback from internal stakeholders and user testing sessions. Through rapid prototyping and iteration, they refine and improve their solutions, exploring different concepts and approaches to find the most effective solution. They aimed for ways to build quality features quickly and innovate on top of the rider app without compromising the core experience. To satisfy both needs, Uber designers looked for ways to give the new mobile architecture cross-platform compatibility, where they met the challenges of the divergent approaches to architecture, library design, and analytics for both iOS and Android engineers to work on a unified ground. The prototyping involved practicing a clear organization and separation of business logic, view logic, data flow, and routing.

      Evaluating: In this phase, Uber’s designers implement the selected design solution and launch it to the public. They also continue to monitor user responses with A/B testing and analyze user feedback to further refine the product and enhance the user experience. The designers came up with the concept of code isolation, which separates optional code from core code. While core code, which is subject to a stringent review process, must always run for signing up and taking/completing/canceling a trip; in contrast, the optional code can be turned off and reviewed. This makes it possible for Uber engineers to try out new features and automatically turn them off in case they do not work correctly, without interfering with the ride experience.

      Implementing: After evaluating the prototypes and selecting the most promising design solutions, Uber's designers move into the implementation phase. To translate the refined prototypes into actual features and functionalities within the ride-hailing app, collaboration with developers, engineers, and other stakeholders ensures that the designs are translated accurately and effectively into the final product. Uber's designers work closely with the development team to address any technical challenges and ensure seamless integration of the new features into the app's existing infrastructure. Additionally, rigorous testing is conducted to identify and resolve any bugs or usability issues before the new features are rolled out to users. Once implemented, continuous monitoring and iteration are essential to gather real-world feedback and make further improvements to the app, ensuring that it continues to meet the evolving needs and expectations of both riders and drivers.

      Further reading:


      Discussion questions related to Uber

      1. How did Uber use design thinking to make their ride-hailing app better for both riders and drivers?
      2. What cool ideas did Uber come up with to improve their app? Do any of these features also impact the environment, considering the triple bottom line − people-planet-profit?
      3. Explain the user-centric design approach implicit in the Double Diamond UX model.
      4. In the re-defining phase, how does Uber ensure that the problem being addressed is the right problem, and what specific goals do they aim to achieve with their product?
      5. How does Uber collaborate with developers, engineers, and other stakeholders during the implementation phase to create design solutions into actual features in the app?
      6. Can you explain how Uber implements the concept of code isolation to evaluate and refine new features within their ride-hailing app without disrupting the user experience?
      7. What strategies does Uber employ during the implementation phase to ensure effective collaboration between designers, developers, engineers, and other stakeholders in translating design solutions into actual features within the app?
      8. Discover Uber’s Global Headquarters in San Francisco’s Mission Bay neighborhood. Can you identify the sustainable aspects of this architecture and community planning?
      9. What can you discover about Uber’s competition on the market? How are their user designs similar/different?
      10. What other collaborations can you imagine for a nuclear physicist, a computational neuroscientist, and a machinery expert? Hint: Experts from these three areas originally worked together to predict arrival times for Uber.

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      Mark as done

      Netflix

      Netflix leveraged design thinking to revolutionize the entertainment industry. By understanding user preferences and viewing habits, Netflix developed personalized recommendation algorithms that keep users engaged and coming back for more. Keep in mind that Netflix's human-centered UX design goes further than digital design itself since it covers the user experience from start to finish.

      Empathizing: Starting in 1997, Netflix founder Reed Hastings spent $10 million a year on streaming technology research to better understand the market, the trends, and users. To understand their users' preferences, behaviors, and pain points related to discovering and enjoying content, they analyzed user data, conducted user interviews, and observed how users interacted with the platform to gain insights into their needs and desires, especially the challenges related to content overload and user dissatisfaction with browsing experiences. Rather than appealing to the masses, knowing their users also helped the company understand the value of catering to niches, provoking their target audiences with in-house productions like Black Mirror (starting in 2011) and Stranger Things (from 2016).

      Re-defining to understand: After gathering insights from the empathizing phase, Netflix would redefine the problem they are trying to solve. This could involve identifying challenges such as the overwhelming amount of content available, difficulty in finding relevant recommendations, or user dissatisfaction with the browsing experience.

      Ideating: In the ideation phase, Netflix brainstorms potential solutions to address the redefined problem. This can involve exploring innovative approaches to content discovery, such as personalized recommendation algorithms, user-driven curation features, or interactive content exploration tools.

      Prototyping: Netflix creates prototypes to visualize and test potential solutions developed during the ideation phase. This includes building prototype recommendation algorithms and interfaces to simulate how personalized recommendations would appear to users. Prototyping has allowed Netflix to experiment with different approaches and iterate based on feedback. For example, to understand feasibility, and following up on the results of a series of Streaming Tests, this feature was included in the DVD subscription, permitting users to become accustomed to streaming itself and gathering recommendations for further change.

      Evaluating: In the evaluation phase, Netflix gathers feedback on the prototypes from users and stakeholders to validate the effectiveness of the personalized recommendation algorithms in delivering relevant content recommendations. Conducting A/B testing, user surveys, and data analysis, the teams can assess the impact of the prototypes on user engagement and satisfaction. By 2010, after more than a decade of experimentation and in keeping with their four pillars: think big — start small — fail quickly — scale fast, Netflix was prepared to destroy their DVD delivery service and their early attempts at streaming

      Implementing: Finally, Netflix moves forward with implementing the personalized recommendation algorithms based on the feedback received during the evaluation phase. This involves integrating the algorithms into the Netflix platform, optimizing them for scalability and performance, and rolling out the feature to users. Implementation also includes ongoing monitoring and refinement based on user feedback and usage data.

      This process demonstrates how Netflix has leveraged design thinking principles to develop personalized recommendation algorithms that enhance the user experience and drive engagement on the platform. The Forbes’ review of Netflix’s innovation process by Chunka Mui, a futurist and innovation advisor who also publishes in the Harvard Business Review, the MIT Technology Review, and the Future Perfect Newsletter via LinkedIn, can serve as a portal to finding other writing by this author and his co-authors Peter B. Carroll and Tim Andrews.

      Further reading:


      Discussion questions related to Netflix

      1. How did Netflix use design thinking to figure out what shows and movies their viewers would like?
      2. How did Netflix initially empathize with their users to gain insights into their preferences, behaviors, and challenges related to content discovery?
      3. What were some of the challenges Netflix faced when trying to recommend shows to their viewers?
      4. What role did prototyping play in their experimentation process?
      5. Consider the impact of user interfaces that do not fully contemplate the user experience. In what areas of activity in your life do you use satisfying interfaces? What makes each case a good experience?
      6. What evidence can you find that Netflix applied their four pillars − think big, start small, fail quickly, scale fast − during their experimentation with streaming and the implementation of personalized recommendation algorithms?
      7. How did Netflix implement the personalized recommendation algorithms developed during the design thinking process, and how did they continuously refine these algorithms based on user feedback and usage data?
      8. How did Netflix leverage design thinking principles to develop personalized recommendation algorithms?
      9. What is your impression of the enhanced user experience? Do the algos drive engagement on the platform?
      10. How do other competitors in the entertainment industry promote sustainability and where do you think Netflix ranks in comparison?

    • Students must
      Mark as done

      Starbucks' Mobile Ordering App

      Starbucks applied design thinking to its mobile ordering app, allowing customers to order and pay for their drinks ahead of time. By understanding the pain points of waiting in line, Starbucks created a solution that enhances the customer experience, increases efficiency, and boosted their sales by $4 billion.

      Empathizing: Starbucks began by empathizing with its customers to understand their frustrations and challenges with the traditional in-store ordering process. They observed and listened to customer feedback regarding long wait times and the desire for more convenience.

      Re-defining to understand: After gathering insights from customers, Starbucks re-defined the problem statement to focus on improving the ordering experience by reducing wait times and increasing convenience. They sought to understand not just the symptoms of the problem (long lines) but also the underlying needs and desires of their customers, especially since long lines could mean that a customer would simply give-up or drive away due to perceived wait times at the drive-thru window.

      Ideating: With a better understanding of the problem, Starbucks engaged in brainstorming sessions to generate innovative ideas for a mobile ordering solution. They encouraged creativity and collaboration among team members to explore various concepts that could address the identified pain points while aligning with Starbucks' brand values. One of the ideas was to drive the app with a loyalty program. By associating the accumulated customer data with AI and machine learning, the automated personalized incentives help the company to push new products and influence consumer habits in what the chief strategy officer of Starbucks has called personalization "the single biggest driver...of improved spend per member."

      Prototyping: Starbucks then created prototypes of the mobile ordering app to bring their ideas to life in a tangible form. These prototypes allowed them to test different features and functionalities, such as order customization, payment options, and pickup preferences, before fully developing the app. Specifically, the designers point out that their initial prototype proved how a location-enabled mobile app would improve not only speed but also accuracy in drive-thru pickups.

      Evaluating: Starbucks conducted extensive testing and feedback sessions with customers to evaluate the usability and effectiveness of the mobile ordering app prototype. They collected data on user interactions, satisfaction levels, and any issues encountered during the ordering process to identify areas for improvement.

      Implementing: Based on the feedback received and insights gained from the evaluation phase, Starbucks made necessary refinements to the app and proceeded with its implementation. Initially launched in specific regions in 2015, the app progressively expanded to new markets, offering a more convenient and streamlined method to order their preferred beverages. Launch Consulting confirms that, with over 30 million users, mobile ordering accounts for over 16% of Starbucks's revenue.

      Further reading:


      Discussion questions related to Starbucks

      1. How can a quicker experience at the drive-thru or even for an in-store experience help the environment?
      2. How did Starbucks empathize with its customers to understand their frustrations and challenges with the traditional in-store ordering process?
      3. What were some of the problems Starbucks wanted to fix with their mobile ordering app to make ordering coffee easier?
      4. How did Starbucks accumulate customer data and use AI and machine learning to enhance the mobile ordering experience?
      5. How does the Starbucks ordering experience impact the environment? Can you imagine other practices that could be implemented in other areas that reduce the time while cars are idling?
      6. How did Starbucks evaluate the usability and effectiveness of their mobile ordering app prototype?
      7. How did they use feedback to make refinements before implementation?
      8. What did the company do to address concerns about privacy and security, particularly in relation to customer data and payment information, in the implementation of its mobile app?
      9. What specific features did they prioritize to enhance the customer experience?
      10. What were some of the key problems or pain points that Starbucks aimed to address through the development of their mobile ordering app?

       


    • Students must
      Mark as done

      Raia Heritage Initiative: Safeguarding the spirit

      The Raia Heritage Initiative (RHI) defends the prestige and valorization of the secular traditions linked to the manifestation of popular culture, notably the capeia arraiana (pronounced /kæp.eɪ.ə ə.raɪ.a.nə/), in Portugal and worldwide. This bullfighting form, a tradition of the central eastern borderland in Sabugal, near Spain, has been officially recognized since 2011 in the Portuguese list of Intangible Cultural Heritage. As a cultural manifestation exclusive to this territory called the raia (pronounced /raɪ.ə/), this intangible cultural heritage constitutes an added value for the region, with significant tourist potential and economic development. By promoting this attraction, the RHI aims to strengthen the bonds of cooperation amongst the regions and even cross-border. In co-creation with the RHI, the Guarda Polytechnic Institute (IPG) coordinated the design thinking team of stakeholders - teachers, students, and representatives of the RHI - to respond to the main questions for this challenge:

      How to promote the intangible cultural heritage of the capeia arraiana without losing its identity?

      How to preserve the culture and the tradition of the capeia arraiana and promote the territory?

      What technologies to use in the identification, safeguarding, and sharing of the intangible culture of the capeia arraiana?

      Empathizing: To understand the stakeholders, the team members engaged with community members, cultural experts, historians, and local authorities to gather insights into the significance of the capeia arraiana and its challenges. The team explored the unique elements of this tradition to define its identity and importance to the local community. Having identified the associated cultural value, the team was ready to re-frame the challenges.

      Re-defining to understand: After working with activities to understand the challenge from other perspectives, the problem statement of the core challenge was reformulated as:

      How might we help the RHI to balance promotion of the capeia arraiana while preserving its authenticity and identity for the community?

      In terms of cultural identity, the team determined that key aspects of the capeia arraiana to be safeguarded were, specifically, traditional music, attire, rituals, and community engagement.

      Ideating: Brainstorming creative ways to promote the capeia arraiana, the team came up with promotional strategies that respect this heritage, such as cultural festivals, workshops, and educational programs. Ideas were also generated for community engagement, where the local community would be involved in preserving and celebrating the capeia arraiana through participatory events and storytelling. The team also came up with technological solutions, including digital archives, virtual reality (VR) tours, and mobile apps.

      Prototyping: A number of prototypes were created. For example, for the technological solutions, digital tools and platforms were prototyped to identify, safeguard, and share the capeia arraiana. The team also prototyped an online repository, featuring videos, audio recordings, and written materials about the capeia arraiana, and developed immersive VR experiences for users to explore the rituals and traditional places where the capeia arraiana takes place. The apps designed provided information about upcoming events, historical context, and interactive features for users to engage with the activity.

      Evaluating and Implementing: Community feedback on the prototypes that were implemented within the local community was gathered to evaluate aspects such as usability, effectiveness, and cultural sensitivity. The impact was ascertained to assess how the technology prototypes can best contribute to promoting and preserving the capeia arraiana while maintaining its identity. With the practice of iteration in mind, refining and improving the technological solutions will be based on ongoing feedback on the results to ensure the solutions align with the community’s needs and values.

      Further reading:


      Discussion questions related to the Raia Heritage Initiative

      1. How is the capeia arraiana in this border region of Portugal different from bullfighting in Spain? What happens to the bulls after the event?
      2. How will the local Raia community dialog with defenders of animal rights? What could be changed in the capeia arraiana so that this cultural activity could be aligned with these concerns?
      3. How can we maintain tradition while avoiding the suffering and stress of the animals?
      4. How can cultural anthropology contribute to understanding activity that is different from your own? Can you find any “rites of passage” in your own cultures?
      5. What expressions of cultural heritage can you identify in your own region? When do they take place?
      6. On the UNESCO lists of Intangible Cultural Heritage, can you discover other practices that you believe should be safeguarded (or not)?
      7. Does the importance of cultural heritage warrant safeguarding every tradition? Where do you draw the line?
      8. Do you attribute equal importance to the tangible and the intangible? For example, as we write, Tulsi Ranyar has published an article with the BBC on the restoration of 14th-century Buddhist monasteries by the local community in the Mustang district of Nepal, where the role of women in society is being re-defined based on this activity.
      9. What is the place of the triple bottom line – people, planet, profit – in the production of this (and other) cultural event(s)? As you identify the issues related to the capeia arraina, have you considered the advantages and disadvantages for the local community?
      10. If the capeia arraiana were banned, how would the local community feel/behave? What would they say/do? Create a persona to empathize with this situation.

    • Students must
      Mark as done

      NextGen Vocational Education and Training School

      While designing the university of the future is a common practice activity for initiates in design thinking, this case study involves improving teaching and learning in a vocational education and training school (VET, also known in Portuguese as a professional school). Considering the needs for learning prior to or even in preparation for university requires understanding the specific challenges of this educational context. As found by a design thinking team in this case study, strategic enhancements can significantly improve the teaching and learning experiences in school, ultimately better preparing students for successful careers in their chosen fields.

      Empathizing: The team tried to better understand the key stakeholders by identifying and empathizing with students, school board members, administrators, industry partners, and alumni. They conducted interviews, observations, and surveys to gather insights into the challenges, goals, and aspirations of different stakeholders within the defined context. As they got to know the situation better, the team developed personas to represent different types of learners, teachers, and even the auxiliary staff as well as community members and potential industry collaborators to better define their needs and pain points. Some of the challenges identified were:

      Maintaining relevance and innovation in the school curriculum.

      Engaging students through interactive and hands-on teaching methods to develop practical and technological skills for professional success in specific fields.

      Collaborating with industry partners and maintaining partnerships with industry stakeholders.

      Re-defining to understand: To identify the key challenges, the team synthesized the insights gathered during the empathy phase. This examination helped to define the core challenges and opportunities for improvement in the teaching and learning processes. They re-framed the problem in two How might we…? (HMW) questions, developed to encapsulate the main issues:

      (HMW1) How might we help the board and administration improve collaboration between academia and industry in their community?

      (HMW2) How might we help the students and teachers enhance practical skills development at their school?

      Ideating: In this design thinking phase for generating creative solutions, the team brainstormed potential solutions with this diverse group of stakeholders, including administrators, educators, students, and industry partners. They pulled together as a team, encouraged by out-of-the-box thinking, and came up with ideas that leverage technology, experiential learning (ExL, understood as learning through reflection on doing), and interdisciplinary collaboration. Some of the ideas to selected to join industry and academia beyond the classroom for HMW1 were:

      1) Implement a systematic process for identification of funding calls (private or public) for enhancing technologically-based ExL, perhaps through an observatory that could help other schools with similar ambitions share and learn from each other.

      2) Create a network for Virtual Research Environments and Discussion Forums that bring together representatives of school administrators, industry, teachers, students, and other stakeholders.

      3) Define a clear identity for the school within the community and industrial fabric.

      4) Co-design with industry and community partners for curriculum revision and reformulation.

      Regarding HMW2, further ideas were generated to improve the teaching and learning processes:

      5) Design ongoing teacher training programs on how to apply interactive and practical teaching strategies so that students can engage in more ExL opportunities.

      6) Co-design case studies with industry professionals who are invited for this purpose.

      7) Explore diverse learning processes in a growth mindset.

      8) Coordinate the timelines for internships and workshops so that students can apply theoretical knowledge in real-world settings.

      9) Develop Virtual Labs as a technologically-based simulation in real-world settings.

      Prototyping and evaluating: Before developing their prototypes, the team continued to explore their ideas and came up with a set of target prototypes. They built tangible representations of selected ideas and concepts, including pilot programs, new learning resources, and technology-enabled solutions, such as:

      1) Workshops, seminars, and field trips to join youth and teachers with industry professionals in Communities of Practice and Learning to promote green initiatives and practice design, critical, and creative thinking.

      2) A rotating semester, blending theory with practical industrial training in class and in short internships to incorporate interactive and practical teaching.

      3) Additional internal regulation on (a) the integration of community and industry professionals in the final juries for the evaluation of the students’ final projects and/or internships; (b) an attractive school name − NextGen − to reflect its future-forward stance; and (c) obligatory student and teacher collaborations in community activities that promote well-being and sustainability.

      4) A mobility exchange program for teachers from school(s) and professionals from industry.

      5) Hiring industry professionals as “specialist teachers” to share the teaching activities.

      6) Integrating community stakeholders and industry managers in the NextGen Community Consulting Council.

      7) Self-awareness and growth mindset training across the curriculum complemented by weekly interdisciplinary World Cafés, where the students can develop more accountability and greater pride of purpose as future international, national, and community representatives.

      The team is iterating quickly so they can test the most promising prototypes in controlled environments within the school, where they are gathering feedback from the stakeholders and making improvements based on these insights. Rolling out their refined prototypes in real-world teaching and learning settings, the teams feel more confidence in monitoring their effectiveness and gathering quantitative and qualitative data on their impact. In collecting the feedback, the team is engaging the stakeholders in ongoing feedback loops, which will serve to assess the usability, relevance, and impact of the solutions to be implemented.

      Implementing: An important aspect of implementation is iterating and scaling, where the stakeholders learn to participate in further refinement of the solutions so that they can prepare for broader implementation school-wide and within the community and local industrial fabric. Any new decisions will go through the design thinking approach as they consider scalability and sustainability factors.

      Further reading:


      Discussion questions related to the NexGen Vocational School

      1. What is the relevance of innovation and sustainability in developing teaching practices?
      2. Some national schooling systems simply do not contemplate vocational education as a transition into higher education. Discuss the advantages and disadvantages of a more practical approach to learning.
      3. Where can you see this co-design between industry and schools in your own community?
      4. Does your current university sponsor curricular internships at local or (multi)national firms and organizations? Which stakeholders benefit most from these internships?
      5. What are the pros and cons of stakeholder involvement? Can you imagine some “unpredictable” or surprising results that could derive from enhanced interaction between the stakeholders?
      6. How does education fit a business model? Do you see education as a system to protect students from the labor market, in an effort to preclude child labor? Aiming for a sustainable transition to the labor market, why would a close-knit community be beneficial?
      7. As a budding entrepreneur, why would it be important to get involved in your community at a young age? How can you encourage community involvement at school?
      8. Consider motivation for each of the stakeholders. For example, how could you help your teachers to feel good about any potential extracurricular activity?
      9. Redesigning a school brings stakeholders together across multiple generations. Find examples to contradict the saying “You can’t teach an old dog new tricks''.
      10. Can you ideate more solutions for excellence in learning before you reach university?

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