This workbook is an accompaniment to the Design Thinking for Educators Toolkit,

available for free at designthinkingforeducators.com. Designer’s

Designer’s Design

Workbook
Thinking
for

Workbook Educators

MY DESIGN CHALLENGE:

EXAMPLE WORKBOOK

Design
Thinking
for
Design
Thinking Educators
for
Educators
What is Design Thinking?
Design Thinking is about believ-
ing we can make a difference,
and having an intentional
process in order to get to new,
relevant solutions that create
positive impact.
THIS WORKBOOK CAN SUPPORT ANY DESIGN CHALLENGE YOU
WANT TO TACKLE. THOUGH WE OFTEN SEE CHALLENGES THAT
CENTER AROUND A FEW SPECIFIC TOPICS:
CURRICULUM
Every day you design ways to
interact with your students around
content. You can follow a design
process to be more intentional
about connecting this content to
the interests and desires of today’s
learners by finding out more about
the things that they do outside of
school and connecting that to the
content you are bringing to them.
Design Thinking gives you faith
in your creative abilities and a
process for transforming difficult
challenges into opportunities
for design.
SPACES PROCESSES & TOOLS
The physical environment of the Your school has already designed
classroom sends a big signal a set of processes or tools that
about how you want your students may or may not be setting up
to behave. Right now we tend to your school for success. This is
think of our classroom spaces as typically outside of the classroom
standard… kids in rows, sitting in and specific interactions around
desks. By rethinking the design learning, and more around how the
of our spaces, we can send new system operates. Every process is
messages to our students about already designed, and thus can be
how they should feel and interact in redesigned! Sometimes creating
the classroom. tools can be essential to support-
ing newly designed processes.
Design Thinking is:
human-centered
collaborative
optimistic
experiemental
SYSTEMS
Not everyone can always make decisions
for the system that they exist within, but
everyone can contribute to the design of
that system. Designing systems is about
balancing the complexity of many differ-
ent stakeholder needs with the needs of
the operation. When designing systems,
we’re often setting high-level strategy
such as stating visions, priorities, poli-
cies, and key communications around
these ideas.
Welcome to the
Designer’s Workbook.
This workbook includes step-by-
step instructions for completing
a design challenge using the
design thinking process. this
workbook is a quickstart guide
to the design thinking process
and is best used in combination
with the design thiinking toolkit
for educators.
The Design Thinking Toolkit for
Educators contains in-depth
instructions and explanations
as highlighted by each step in
this workbook the toolkit also
provides you with examples
from educators, like yourself, of
how they’ve been using design
thinking in their work.
This workbook is an accompanymant
to the Design Thinking for Educators
toolkit, available for free at
designthinkingforeducators.com.
 Getting
Hello Designer!

Whether this is your first design project or

your fiftieth, you are taking a brave step

Started
to address challenges in your classroom,
school or community by designing new
solutions that build from people’s needs
and desires. Exciting!
This workbook is meant to help you
structure your process and capture your
thoughts. Use it how it best helps you…
you can use some of the methods or all of
the methods, it’s up to you.
First step… define your challenge and
create a project plan.

WHAT’S IN THIS SECTION

0-1 Define a Challenge

0-2 Create a Project Plan
0–3 Create a Project Plan
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0–1 Define a Challenge

Dreams and Gripe Session
Finding opportunities for design often begins by noticing problems. Sometimes it comes out as
Next, flip these statements into possible design challenges. Begin your question with “How
wishes (“I really wish our school had _.”) Sometimes it comes out as complaints (“It annoys me
might we…” or HMW for short. This turns the problems you see into opportunities for design!
that we’re not _.”) Either starting point is fine. You might want to try this with a friend… share
your dreams and gripes and ask them to reflect back design opportunities.

DREAMS/THINGS I WISH WOULD EXIST HOW MIGHT WE…

I WISH I COULD COLLABORATE MORE WITH OTHER TEACHERS. HMW... CREATE NEW TOOLS FOR TEACHERS TO COLLABORATE?

GRIPES/THINGS THAT COULD BE BETTER HOW MIGHT WE…

KIDS ARE SO ENGAGED ON THE COMPUTERS BUT I DON’T HAVE ENOUGH. HMW... REDESIGN MY CLASSROOM TO BETTER MEET THE NEEDS

THINGS WOULD BE BETTER NEWER TECHNOLOGY. OF MY STUDENTS?

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0–2 Create a Project Plan

Sketch out the End Goal(s) Establish Constraints
What will I work to produce? What constraints will I need to manage?

END GOAL(S) CONSTRAINTS

PROTOTYPES I WILL TRY AND BUILD NEEDS TO FIT WITHIN MY CURRENT SCHOOL BUILDING

A PILOT PROGRAM BUDGET OF 5O DOLLARS FOR THE YEAR

A VISION DOCUMENT THAT I’LL SHARE WITH OTHERS HAS TO BE READY TO TRY WHEN STUDENTS RETURN FROM BREAK

A “PITCH” PRESENTATION TO ENLIST OTHERS IN THE IDEAS

Define Indicators of Success

What measures and indicators will help me know my ideas are successful?

MEASURES OTHER THINGS TO KEEP IN MIND

POSITIVE FEEDBACK I GET FROM STUDENTS

MY PRINCIPAL FUNDS FURTHER DEVELOPMENT

OTHER TEACHERS WANT TO JOIN ME

DT for Ed 0–2 Create a Project Plan GETTING STARTED Workbook
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Write a Brief How Might We!

Write up a short “brief” that clarifies the challenge you’d like to address. Write it as if you were Capture the design challenge you’ve decided to work on…
handing it to someone else to design with. Capture thoughts on why this is a problem, and what the
opportunity for design will be.
CHALLENGE QUESTION

BRIEF

HMW... REDESIGN MY CLASSROOM TO BETTER MEET

WITH THE ATTENTION SPANS OF STUDENTS DECREASING, AND INCREASING
THE NEEDS OF MY STUDENTS?
COMPETITION WITH THE LATEST TECHNOLOGY, A 30 YEAR-OLD CLASSROOM,

AND MORE STUDENTS BEING ADDED TO THE CLASSROOM EVERY YEAR, THE

INCREASED CHAOS DOESN’T SERVE THE LEARNING EXPERIENCE. CLASSROOM

SET-UP STRONGLY INFLUENCES LEARNING BEHAVIORS, THERE IS A BIG

OPPORTUNITY TO REDESIGN MY CLASSROOM TO BETTER ADDRESS THE

NEEDS AND INTERESTS OF TODAY’S STUDENTS.

WHAT KIND OF CHALLENGE IS THIS? (CIRCLE ONE)

CURRICULUM SPACES PROCESSES SYSTEMS

AND TOOLS

!
TIP
Keep the challenge simple
and optimistic. Make it broad
enough to allow you to
discover areas of unexpected
value, and narrow enough to
make the topic manageable.
DT for Ed 0–3 Create a Project Plan GETTING STARTED Workbook
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0–3 Create a Project Plan

The Design Thinking process is flexible and can integrate into your school structure and Project Checklist
timing. The process can be run in a day, a week, a year, or more. What you put into the challenge What do you need to get in place to enable you to get started on this project? Do you need to
determines what you get out of it. The depth of insight, opportunity areas, and level of concept align schedules to conduct a challenge on a professional development day? Do you need to book
refinement and impact will vary depending on the length of your project For now, choose the space or request materials? Who do you want help from?
timeline you’d like to begin working with. After getting started on the project, you may find that
you’ll want to evolve this plan to meet the needs of your design solutions. TO HELP ME WITH PLANNING, I WILL ENGAGE:
CHECKLIST

BOOK ROOM
Circle your Design Plan BORROW CAMERA
DAY MON TUE WED THU FRI SEPTEMBER OCTOBER NOVEMBER
DISCOVERY
8am 8am 8am 8am 8am 8am

INTERPRETATION
DISCOVERY
EVOLUTION
DECEMBER JANUARY FEBURARY
INTERPRETATION noon noon noon noon noon
noon IDEATION

IDEATION DISCOVERY EXPERIMENTATION

EXPERIMENTATION
INTERPRETATION

EXPERIMENTATION IDEATION MARCH APRIL MAY

EVOLUTION EXPERIMENTATION
5pm 5pm 5pm 5pm 5pm
5pm
EVOLUTION

JUNE JULY AUGUST

EVOLUTION

In a Day In a Week or Two Spread out over Months

Sketch your Timeline

Create a timeline for your project. What are major dates you’ll be working toward? Do you need a
prototype to be ready for use after summer break? Do you want to share learnings at parent-
teacher night or pitch your concept to the school board? Consider deadlines, meetings, and
interim check-in dates.

TIME

I WANT TO COMPLETE THE FIRST ITERATION OF THIS PROJECT BY:

¡Estupendo!

Ahora ha definido un
desafío de diseño para
crear nuevas soluciones y
1
ha esbozado un plan de DESCUBRIMIENTO
trabajo para usted y su
equipo.

Ahora está listo para

pasar a la primera fase
del proceso de diseño ...
Descubrimiento.

WHAT’S IN THIS SECTION

1-1 Comprende el desafío

1-2 Prepare la investigación
1-3 Reunir inspiración
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1-1 Comprende el desafío

Revisa el desafío Comparte lo que sabes
¿Cuáles son algunas cosas que su equipo identificó sobre el desafío de diseño actual? ¿Qué crees que ya sabes sobre este desafío? ¿De qué te gustaría saber más? Capture sus
Capture los pensamientos, las limitaciones y las barreras clave de la discusión. suposiciones y sus preguntas.

PENSAMIENTOS, LIMITACIONES, BARRERAS YA LO SE

- TOO MANY STUDENTS IN MY CLASSROOM, THERE’S ONLY ONE WAY - STUDENTS DON’T LIKE CHANGE. THEY WOULD PREFER TO KEEP THEIR

TO FIT ALL THE DESKS IN THE ROOM DESK LOCATION IN THE SAME PLACE THROUGHOUT THE YEAR.

- DON’T WANT TO GET RID OF SUPPLY OVERFLOW BUT I HAVE - BEHAVIOR CAN BE SHAPED BY CLASSROOM SET-UP

NO WHERE TO STORE IT

QUIERO SABER MÁS SOBRE

- BEST SET-UP FOR INDIVIDUAL STUDY VS. GROUP WORK

- INTERESTING WAYS OTHERS MANAGE SPACE, PEOPLE & RESOURCES

- PRIVACY IN A PUBLIC ENVIRONMENT

¿Su grupo reescribió el desafío después de su discusión? Si es así, captúrelo aquí:

¿CÓMO PODEMOS ...?

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Construye tu equipo Defina su Audiencia

¿Quién está en tu equipo? ¿Quiénes son miembros principales y quiénes son miembros ¿Para quién estarás diseñando? Considere la audiencia central y la audiencia
extendidos? A través de su discusión, ¿qué determinó sobre los roles que jugarán las personas y extendida. Dibuja un recordatorio visual.
los objetivos únicos que cada uno tiene?

MIEMBROS DEL EQUIPO BÁSICO) OBJETIVOS Y ROLES

(ME) TEAM LEADER.. TO LEAD A DESIGN PROCESS

THAT HELPS ME BETTER ENGAGE MY STUDENTS.

AFTER SCHOOL
ACTIVITIES GROUPS
WHO SHARE THE
SPACE

EXTENDIDO

AUDIENCIAS

STUDENTS TEACHERS THAT

MIEMBROS DE EQUIPO EXTENDIDOS OBJETIVOS Y ROLES THAT NEED USE MY ROOM TO
NÚCLEO
MORE ATTENTION COLLABORATE
AUDIENCIAS

EXTENDIDO
AUDIENCIAS

PARENTS THAT
WANT TO COME
HELP IN THE
CLASSROOM
DT for Ed
20
1-2 Prepare la investigación
Identificar fuentes de inspiración
¿Quiénes son todas las personas involucradas en su tema? ¿Quién podría representar
conductas extremas relacionadas con su tema? ¿Con qué expertos desea reunirse para
conocer más sobre su tema? Haga una lista de los candidatos que crea que le
proporcionarán la mayor inspiración y marque con un círculo los 3-5 con los que quiera
involucrarse primero.
USUARIOS, EXPERTOS, USUARIOS EXTREMOS
EXPERTS: INTERIOR DESIGNERS FOR OFFICES, BEHAVIOR EXPERT,
FENG SHUI MASTER, SPACE ORGANIZATION SPECIALIST
EXTREMES: HOME SCHOOLED CHILDREN, STUDENTS GOING TO DIFFERENT TYPES
OF SCHOOLS, STUDENTS ATTENDING AFTER SCHOOL PROGRAMS
1–2 Prepare Research DISCOVERY Workbook
21
Identificar lugares de inspiración
¿Dónde puedes ir para tener una experiencia inspiradora relacionada con tu desafío? ¿Cuáles son
las configuraciones análogas o las experiencias extremas en las que puedes presenciar
comportamientos y actividades similares o relevantes en un contexto diferente? Haga una lista de
tantos lugares como pueda y marque de 3 a 5 que le entusiasma observar primero.
UBICACIONES INSPIRADORAS, CONFIGURACIONES ANÁLOGAS
WORKSPACE ON AN AIRPLANE, IKEA, GOOGLE, PIXAR
SPEND TIMING WORKING & SITTING IN THE STUDENTS’ CHAIR,
IN A CUBICLE, AT A PLAYGROUND
DT for Ed 1–2 Prepare Research DISCOVERY Workbook
22 23

Seleccionar participantes de la investigación

¿Con quién específicamente quieres hablar y aprender? Crea descripciones detalladas
para al menos 3 usuarios diferentes o fuentes de inspiración. Asegúrese de cubrir una
variedad de género, experiencia, etnicidad, etc.

TIPO DE USUARIO
TIPO DE USUARIO HOME-SCHOOLED
STUDENT

DESCRIPCIÓN DE USUARIO USER DESCRIPTION

13-17 YR-OLD STUDENT WHOSE PRIMARY LEARNING SPACE IS NOT IN A FORMAL

CLASSROOM. LEARNING MIGHT TAKE PLACE IN EXPERIENTIAL LOCATIONS SUCH

AS AN OUTDOOR BIOLOGY AND GEOLOGY CLASS, IN A MUSEUM, AT AN OFFICE,

OR THROUGH REMOTE MEANS. INTERVIEW TO TAKE PLACE IN ONE OF THESE

LEARNING LOCATION OR AT THE STUDENT’S FAVORITE STUDY SPOT. WOULD

LOVE TO SEE BACKPACK, FAVORITE BOOK, OR LEARNING TECHNOLOGY.

TIPO DE USUARIO TIPO DE USUARIO

USER DESCRIPTION USER DESCRIPTION

DT for Ed 1–2 Prepare Research DISCOVERY Workbook
24 25

Elabora una guía de preguntas: entrevista !

NOMBRE DE ENTREVISTADO TIP
¿Qué quieres aprender para comprender mejor el desafío que tenemos entre manos? ¿Qué Make a copy
espera comprender sobre las motivaciones y frustraciones de las personas? ¿Qué quieres of this for each
JOHN, AGE 16 interview.
aprender sobre sus actividades?

START ESPECÍFICO VAYA AMPLIO SONDA PROFUNDA

¿Cuáles son algunas preguntas específicas que ¿Cuáles son algunas preguntas que pueden ayudarlo a ¿Cuáles son algunas de las formas en que podrías profundizar en la
puede solicitar para abrir la conversación? comenzar a entender las esperanzas, temores y conversación para encontrar aún más la perspectiva que tiene esta
ambiciones de esta persona? persona?

TELL ME A BIT ABOUT WHAT YOU DRAW YOUR LEARNING SPACE FOR TELL ME A STORY ABOUT A TIME WHEN YOU FELT REALLY GOOD IN THIS

DID IN CLASS DAY... ME AND TELL ME WHAT YOU LOVE SPACE. WHAT HAPPENED? WHO WAS THERE? WHY DID YOU FEEL SO GOOD?

AND WHAT YOU DON’T

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26 27

Crear una guía de preguntas: observación !

SITIO DE OBSERVACIÓN TIP
¿Qué estás buscando aprender en esta observación? ¡Capture los temas y las preguntas que Make a copy
quiera asegurarse en la visita al sitio! Complete una de estas hojas de trabajo para cada of this for each
STARBUCKS COFFEE SHOP observation.
observación, para que pueda considerar lo que preguntará por cada lugar que está visitando.

COSAS POR VER COSAS PARA HACER

¿Qué cosas quiere asegurarse de observar mientras visita este lugar? ¿Cuáles son algunas cosas que puede hacer para obtener
inspiración en este lugar?

HOW DO PEOPLE INTERACT WITH INFORMATION IN DIFFERENT LOCATIONS? PRETEND I AM WORKING ON A BIG PAPER AND TRY TO GET COMFORTABLE

WHERE DO PEOPLE SEEM TO FOCUS BEST OR LIKE TO STUDY? ENOUGH TO STUDY AND FOCUS. WHAT DO I NEED?
DT for Ed 1–2 Prepare Research DISCOVERY Workbook
28 29

Prepararse para el trabajo de campo LISTA DE VERIFICACIÓN

Asigne responsabilidades antes de entrar en el campo. ¿Quién está a cargo de con fi rmar la fecha,
la hora y la ubicación de las actividades de investigación? ¿Quién es responsable de asegurarse QUESTION GUIDE
de tener todo el equipo necesario? ¿Quién tomará la delantera en las entrevistas? En la
documentación? PARTICIPANTS CONTACT DETAILS

TEAM MEMBERS’ CONTACT DETAILS

MIEMBRO DEL EQUIPO ROL

DIRECTIONS TO LOCATION

MEG INTERVIEWER NOTEPADS AND PENS

CAMERA (CHECK BATTERIES!)

MOBILE PHONES

THANK YOU GIFTS FOR PARTICIPANTS

(IF APPLICABLE)

POST-IT NOTES, SHARPIE MARKERS

UBICACIÓN O ENTREVISTADO DIRECCIÓN, FECHA Y HORA

JOHN SMITH 123 MAIDEN LANE, JAN 12, 4:30PM

DT for Ed 1–3 Gather Inspiration DISCOVERY Workbook
30 31

1-3 Reunir inspiración A MEDIDA QUE ESTÉ ENTREVISTANDO, esa persona.

capture lo que ve y oye durante Busque las soluciones alternativas y las
una visita de campo Capture citas directas. adaptaciones que las personas han
Citas de inspiración Separe sus observaciones de sus hecho para crear un sistema que
! interpretaciones para que sepa lo que vio y
lo que pensó que significaba para
satisfaga mejor sus necesidades, como
libros apilados debajo de una
NOMBRE DE LA PERSONA ENTREVISTADA / LOCALIZACIÓN VISITADA TIP
computadora portátil para que la
Fill this out of
pantalla tenga una mejor altura para ver.
this for each
JOHN SMITH, HIS BEDROOM AND WORKSPACE interview.

OBSERVACIONES Y CITAS INTERPRETACIONES

- JOHN KEEPS EARPHONES AT HIS DESK - I THINK MUSIC HELPS JOHN FOCUS WHILE STUDYING

- “I’M VISUAL, SO I USE PINTEREST WHEN I’M WRITING A PAPER.” - I THINK JOHN LEARNS BEST THROUGH VISUAL CONTENT AND WANTS

MORE OPPORTUNITIES TO SURF THE WEB WHILE HE IS WORKING IN SCHOOL.

DT for Ed 1–3 Gather Inspiration DISCOVERY Workbook
32 33

1-3 Reunir inspiración A MEDIDA QUE ESTÉ ENTREVISTANDO, esa persona.

Citas de inspiración
NOMBRE DE LA PERSONA ENTREVISTADA / LOCALIZACIÓN VISITADA
STARBUCKS, NEAR THE UNIVERSITY
capture lo que ve y oye durante Busque las soluciones alternativas y las
una visita de campo Capture citas directas. adaptaciones que las personas han
Separe sus observaciones de sus hecho para crear un sistema que
! interpretaciones para que sepa lo que vio y
lo que pensó que significaba para
satisfaga mejor sus necesidades, como
libros apilados debajo de una
TIP
computadora portátil para que la
Fill this out of
pantalla tenga una mejor altura para ver.
this for each
observation..

OBSERVACIONES Y CITAS INTERPRETACIONES

-THE CAFE MOSTLY HAS ONE PERSON AND ONE LAPTOP PER TABLE - PEOPLE LIKE TO WORK IN PUBLIC BUT STILL WANT THEIR OWN SPACE.
A través de la fase de
Descubrimiento, has
ganado empatía más
profunda
2
e inspiración para tu INTERPRETCIÓN
desafío de diseño.

A través de,
Interpretación, la segunda
fase del proceso de diseño,
hará que el significado y
la definición de sus
observaciones y
entrevistas sean claros.

QUÉ HAY EN ESTA SECCIÓN

2-1 Cuente historias

2-2 Buscar significado
2-3 Oportunidades
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36 37

2-1 Cuente historias ¿Qué fue lo que más le interesó a este

participante? ¿Qué lo motiva a él / ella?
Capture sus aprendizajes
Inmediatamente después de la entrevista, asegúrese de capturar sus aprendizajes. Capture una
observación, resaltado de la historia o cita por nota post-it. Usa las indicaciones para guiarte.

¿CON QUIEN TE VISTE? (PROFESSION, AGE, LOCATION, ETC)

JOHN, 16, HIS HOUSE

¿Cuál fue la historia más memorable y sorprendente?

JOHN SE FOCALIZA MEJOR EN UNA TIENDA DE CAFÉ, NO EN

¿Qué lo frustró?
LA BIBLIOTECA PORQUE ALGUN ESTIMULO LE MANTIENE DE

ZONIFICAR.

¿Qué fue interesante sobre la forma en que

interactuó con su entorno? ¿Qué preguntas te gustaría explorar en tu
próxima conversación?
DT for Ed 2–1 Tell Stories INTERPRETATION Workbook
38 39

Aprendizajes de mi compañero / equipo:

Comparta historias inspiradoras

Tómese por turnos para compartir historias
de las personas con las que habló o de los Aprendizajes de mi compañero / equipo:
lugares que visitó. Mientras escucha a su
equipo, capture sus historias y
observaciones en post-it, usando un post-it
por pensamiento. Capture los aprendizajes
más interesantes aquí.

Aprendizajes de mi compañero / equipo:

Aprendizajes de mi compañero / equipo:

Aprendizajes de mi compañero / equipo:

Aprendizajes de mi compañero / equipo:

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2-2 Buscar significado

Buscar temas Sentir los hallazgos
Busque temas, patrones y conexiones en su muro de notas post-it. Publicación relacionada con el Eche un vistazo más de cerca a sus temas y encuentre superposiciones, patrones y tensiones a
clúster: se trata de temas que observas. Es como mover tus pensamientos y ver nuevos patrones medida que se relacionan entre sí. ¿Puedes agrupar varios temas relacionados en categorías más
como resultado. Cree titulares para cada categoría que capture estos temas y patrones. grandes?

TÍTULOS ¿CUALES SON LAS CATEGORÍAS MÁS GRANDES?

- LOS ESTUDIANTES SIENTEN UNA FALTA DE PRIVACIDAD NECESARIA PARA ESTUDIAR - FLEXIBILITY

- STUDENTS WANT PRIVACY BUT ALSO ACCESSIBILITY TO HELP

CUANDO EN EL AULA.

- LOS ESTUDIANTES DESEAN UNA VARIEDAD DE OPCIONES DE TRABAJO DE

ESCRITORIO / MESA MIENTRAS TODAVÍA TIENE PROPIEDAD EN ESCRITORIOS
PERSONALES.

- EL AULA ACTUAL NO ESTIMULA LA COLABORACIÓN ESTUDIANTIL

COMO NO HAY DONDE PUEDAN TRABAJAR JUNTOS.

¿Encontraste alguna contradicción? ¿Tuviste Después de haber hablado con su equipo y / o

algún aprendizaje inesperado o encontraste haber recibido comentarios sobre las
algo que te pareció sorprendente? ¿Por qué? categorías, ¿qué le entusiasma profundizar?

APRENDIZAJES INESPERADOS ESTOY EMOCIONADO PARA EXPLORAR ...

- CREATIVE WORK PLACES CHANGE CREATING A STUDY SPACE THAT’S

THEIR SPACE CONFIGURATION OFTEN. QUIET ENOUGH FOR FOCUS BUT

- STUDENTS FEEL THEY CAN STUDY ACTIVE ENOUGH TO KEEP STUDENTS

BEST WHEN AWAY FROM THEIR STIMULATED

NORMAL DESKS.
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2–3 Frame Opportunities

Definir las estadísticas Haga que las ideas sean procesables
Las ideas son una expresión concisa de lo que has aprendido de tu investigación e inspiración. Las ideas accionables y exitosas comienzan Es tu pregunta ...
Son los momentos "aha" y los aprendizajes inesperados. con la pregunta correcta, que identifica
oportunidades importantes a través de
A veces, puede ser útil escribir una idea en forma de una declaración de punto de vista (POV) grandes INSIGHTS. Recuerde, cada pregunta
¿LO SUFICIENTEMENTE AMPLIO PARA HABLAR
que hace una idea específica para el usuario o grupo de usuarios. Una forma más simple de "¿Cómo podríamos nosotros?" (HMW) solo AHORA IDEAS?
crear un POV es a través de la ecuación POV. abordará una parte de su desafío para que
pueda crear múltiples HMW y priorizarlos para
usuario + necesidad + aprendizaje interesante = POV
LO SUFICIENTEMENTE ESTRECHO PARA SENTIR
la ideación. MANEJABLE?

INSIGHT/POV
! ¿ENFOCADO EN RESPONDER A SU
USUARIO? DRIVEN INSIGHT?
TIP
Avoid brainstorm
JOHN NECESITA UN EQUILIBRIO DE PRIVACIDAD Y ESTÍMULO PARA questions that already
imply a solution
ESTUDIAR PORQUE SE CENTRA MEJOR CUANDO HAY ALGUNA ACTIVIDAD
PARA EVITAR QUE SE HAGA DEMASIADO ABURRIDO.

¿CÓMO PODEMOS ...?

- ¿CÓMO PODEMOS HACER QUE UN SALÓN DE CLASE SE SIENTE COMO UN

INSIGHT/POV

ESPACIO DE ESTUDIO EN CASA?

- ¿CÓMO PUEDE EL AULA PERSONALIZARSE PARA CADA INDIVIDUO?

INSIGHT/POV

INSIGHT/POV
DT for Ed 2–3 Frame Opportunities INTERPRETATION Workbook
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Crear un recordatorio visual COSAS QUE HACER Mapa de viaje Diagrama de Venn Dos por dos Mapa de relaciones
Los marcos, diagramas e ilustraciones son excelentes Mapa de la red de conexiones: personas,
acciones, objetos, interacciones.
herramientas para comunicar ideas o información compleja.
Ilustrar el flujo de actividad o información.

Haga un mapa del viaje real o fIgurativo que

toman las personas o las cosas.

CREAR UN BOCETO O VISUAL QUE AYUDE A EXPRESAR SUS ASPECTOS.

Ahora que ha creado un
punto de vista y
oportunidades
enmarcadas para su
desafío de diseño, está
3
listo para pasar a la IDEACIÓN
tercera fase del proceso de
diseño ... ¡Ideación!

La ideación le ayudará a
encontrar muchas
soluciones de diseño
posibles para abordar su
desafío.

QUÉ HAY EN ESTA SECCIÓN

3-1 Generar ideas
3-2 Refina las ideas
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48 49

3-1 Generar ideas

Prepárate para una lluvia de ideas
Una sesión exitosa de lluvia de ideas requiere planificación. Los pequeños detalles importan. Invita
CHECK LIST
a un grupo diverso de personas que puedan tener una mente abierta y puedan construir sobre las
ideas de los demás. 6-10 es ideal para una lluvia de ideas. ¿A quién invitarás?
SELECT A FACILITATOR

NAMES
PRESENT YOUR TOPIC

INTRODUCE THE RULES

OF BRAINSTORMING

EQUIP EVERYONE TO PARTICIPATE

START WITH A WARM-UP

MOVE ONE BY ONE

KEEP THE ENERGY HIGH

POST ITS MARKERS

APERITIVOS
REGLAS
¡Nunca subestimes el poder del
azúcar en una lluvia de ideas!)

Se necesita suficiente espacio en la pared para tener espacio para que todos puedan levantarse y 1. APLAZAR EL JUICIO

ver las ideas de los demás, y les dejará espacio para publicar ideas abundantes. ¿Dónde se 2. FOMENTAR IDEAS SALVAJES
llevará a cabo la lluvia de ideas y cómo se configurará el espacio para facilitar una lluvia de ideas? 3. CONSTRUIR EN LAS IDEAS DE OTROS

ROOM SET-UP 4. MANTENTE ENFOCADO EN EL TEMA

5. UNA CONVERSACIÓN A LA VEZ

6. SER VISUAL

7. LA CANTIDAD IMPORTA

POST THE BRAINSTORM RULES.

PAPER
DT for Ed 3–1 Generate Ideas IDEATION Workbook
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Facilitar lluvia de ideas

Cree, o use algunas de las preguntas sugeridas sobre lluvia de ideas del calentamiento.
Facilitate la lluvia de ideas para que la gente tenga el estado de ánimo correcto. ¿Qué preguntas
usarás?

¿Sentirse atrapado?
PREGUNTAS DE CALENTAMIENTO Aquí hay algunas otras cosas para probar:
- ¿CÓMO PODEMOS ENCONTRAR UNA AGUJA EN UN PAJAR?
Agregar restricciones
Cambie la magnitud del espacio de solución, usando
- "NUNCA PODRÍAMOS..." PIENSA EN COSAS QUE NUNCA PODRÍAS HACER EN
tamaño, precio, compromisos de tiempo y recuento.
Pregúntese: "¿Qué pasaría si ... fuera más grande que esta
ESCUELSA, BAJO EL AGUA, EN ESMOQUIN.
habitación? más pequeño que un maní? tomó 5 años para
implementar? tomó 1 minuto? estaba disponible para
todos? disponible solo para unos pocos? "

Use marcas inspiradoras

Pregúntese: "¿Cómo lo harían McDonald's, Nike,
Apple, Urban Out fiters o Disney?"

Específico del tiempo

Pregúntese: "¿Qué pasaría si estuviera hecho para
la mañana? ¿noche?"
¿En qué tema enfocarás tu lluvia de ideas?
Acércate a un público objetivo
TEMA Pregúntese, "¿Qué pasaría si fuera solo para
preadolescentes? niños? ¿Atletas? padres? "
PERSONALIZACIÓN DEL ESPACIO PERSONAL

¿Qué preguntas de lluvia de ideas de HMW usarás?

HOW MIGHT WE...

- ¿HMW DISEÑA EL AULA PARA PERSONALIZARSE PARA CADA INDIVIDUO?

DT for Ed 3–1 Generate Ideas IDEATION Workbook
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Seleccionar ideas prometedoras

Después de una lluvia de ideas, agrupa todas las ideas relacionadas y
haz que el equipo elija sus 3 ideas favoritas.

Reúna los post-its de los conceptos favoritos de la lluvia de ideas. Incluya los bocetos si
corresponde. ¿Qué ideas recibieron la mayor cantidad de votos?

DAR LA VUELTA ALA ESCRITORIO

DT for Ed 3–1 Generate Ideas IDEATION Workbook
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Pídales a los demás miembros del grupo retroalimentación sobre su parte favorita de su boceto, así
como aspectos en los que puedan mejorar. ¿Que dijeron?
Bosquejo para pensar
Escoge una de las ideas favoritas de la lluvia de ideas y muestra el concepto a través NOTAS
de un boceto rápido o dos.
DT for Ed 3–2 Refine Ideas IDEATION Workbook
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3-2 Refina las ideas

Hacer un control de realidad

¿Cuál es el núcleo de tu idea? ¿Qué te Haga una lista de todos los desafíos y A partir de la lista que creó en el paso uno de esta página de la hoja de trabajo, que describe los
emociona? ¿Cuál es el valor más importante barreras que enfrenta con su idea. ¿Que te valores centrales de su idea, ¿cuáles son otras formas con las que podrías abordar las
para su audiencia? ¿Cuál es la verdadera falta? ¿Quién se opondría a la idea? ¿Qué necesidades de manera diferente?
necesidad que esto está abordando? será más difícil de superar?

VALOR, NECESIDADES DESAFÍOS, BARRERAS NUEVOS CONCEPTOS

- PERMITE QUE LOS ESTUDIANTES - NO SUFICIENTE FINANCIACIÓN

TENGAN PRIVACIDAD EN MODIFICAR TODOS LO ESCRITORIOS

ESPACIO PÚBLICO PARA TRABAJAR DE ESTA MANERA

- PERMITE QUE LOS ESTUDIANTES MANTENGAN

ESCRITORIOS PERSONALIZADOS
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¿A QUÉ NECESIDADES O OPORTUNIDADES RESPONDE EL CONCEPTO?

Describe tu idea
Cree una descripción del concepto para la idea que le gustaría prototipar.

CONCEPTO

ESCRITORIO DE HOJA ABATIBLE

BOCETO

DESCRIPCIÓN DEL CONCEPTO DE UNA FRASE:

¿QUIÉN IMPLICA, TANTO EN LA CONSTRUCCIÓN COMO EN EL USO?

¿COMO FUNCIONA?

AGREGUE UNA BISAGRA Y UNA PANEL ABATIBLE EN LA PARTE DE ARRIBA DEL

ESCRITORIO. EL PANEL SE PONDRÁ PARA OFRECER PRIVACIDAD A LOS
ESTUDIANTES CUANDO ESTÁN TRABAJANDO INDIVIDUALMENTE. CUANDO LOS
ESTUDIANTES QUIERAN TRABAJAR COMO UN EQUIPO, AGREGUE RUEDAS AL
ESCRITORIO PARA QUE LOS ESTUDIANTES PUEDAN MOVER EL ESCRITORIO
ALREDEDOR. COJINES DE ESCRITORIO!

¿QUÉ ESPERO INFORMACIÓN ESPERO OBTENER MEDIANTE EL PROTOTIPO DE ESTA IDEA?

You have now gener-
ated lots of ideas and
chosen a few concepts
to move forward.
4
In the fourth phase of EXPERIMENTATION
the design process—
Experimentation—you
will prototype in
order to bring your
concepts to life.

WHAT’S IN THIS SECTION

4–1 Make Prototypes

4–2 Get Feedback
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4–1 Make Prototypes SOME THINGS TO TRY

CREATE SEPARATE TRY “EXPERIENCE SHRINK BIG THINGS DOWN

SIMPLER PROTOTYPES
Take Photos “Works like” (how the back end func-
tions), “acts like” (how the “front-end”
Since your prototype should be out in the world, take photos of it and place them here. interaction works), and/or “looks like”
(how it looks).
PROTOTYPES”
Have people roleplay or bodystorm
using props and prompts.
Use scale models and mockups.
GO 2D
Use storyboards or diagrams.

Place photo here Place photo here

Place photo here Place photo here

P
DT for Ed 4–2 Get Feedback EXPERIMENTATION Workbook
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4–2 Get Feedback

Identify Sources for Feedback
How do you need to test your prototype in order to receive the most relevant feedback? Can you
let people experience your prototype without further explanation by leaving it in various places?
Do you need to walk people through the experience of your prototypes? What will your testing
session look like?
Select Feedback Participants
Who do you want to engage in the feedback process? Who will you learn the most from? Include
people you have met during your field research as well as new participants.

I WILL TEST BY... FEEDBACK PARTICIPANTS

ASKING STUDENTS TO USE DURING STUDY HALL OR AFTER-SCHOOL WHEN MY JOHN SMITH

CLASS ISN’T AS BUSY WOODWORKER

What about your idea do you need to test? What kind of feedback do you need in order to iterate
and refine your idea? What is the most important question you want to ask? Are you trying
to learn whether people would participate in a new activity you designed? Are you wondering
whether people will change behaviors over time because of your concept?

LIST FEEDBACK GOALS

WANT TO KNOW IF THE PRIVACY BLINDERS MAKE THE STUDENTS FEEL MORE

LIKE THEY’RE WORKING FROM THE COMFORT OF THEIR HOME WITH PRIVACY.

WANT TO SEE IF THE ADDED SURFACE SPACE ENABLES MORE COLLABORATION

DT for Ed 4–2 Get Feedback EXPERIMENTATION Workbook
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Build a Question Guide

!
INTERVIEWEE NAME TIP
It is likely that as you have made your idea tangible, you have developed questions about how the Fill this out of
this for each
prototype should work, what people are interested in, how to best engage participation, etc. List
interview.
any questions that have been bubbling up about your concept. During your feedback session,
you’ll want to ask for specific feedback about your idea. What would you like to know more about?

START SPECIFIC GO BROAD PROBE DEEP

What are some specific questions you can ask to What are some questions that can help you start to under- What are some ways you might be able to dig deeper in the conversation,,
open the conversation? stand this person’s hopes, fears and ambitions? to find even more of the perspecitive this person has?
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Facilitate Feedback Conversations: Capture Prompts

Use these prompts to help people give you constructive feedback, and to help you consider what
parts of the experiment you should keep or change.

KEEP KEEP

FLEXIBLE PERSONAL WORKSPACE.

INCREASE INCREASE

COMFORT IN THE DESK AND ABILITY TO COLLABORATE.

DECREASE/STOP DECREASE/STOP

PUTTING 2 DESKS TOGETHER DOESN’T WORK BECAUSE OF THE CRACKS

IN THE SURFACE AREA.

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Integrate Feedback
What was the original intent of your concept? Review the feedback from your testing sessions.
Based on the feedback you have received, do your earlier learnings and ideas from your research
and ideation phase hold true?

REFLECT

THOUGHT I NEEDED TO BUILD NEW DESKS BUT REALIZED THAT I COULD OFFER

PRIVACY AND FLEXIBILITY BY REARRANGING THE ROOM AND ADDING ONE NEW

TABLE. I DIDN’T HAVE TO REINVENT THE WHEEL.

According to your feedback, what do you think is most important to making your idea a success?
How might you improve your prototype? How can you emphasize what was well received about
your prototype?

FEATURES TO ITERATE

STUDENTS STILL LIKED PERSONALIZING THEIR SPACE. HMW ENABLE SPACE

PERSONALIZATION WITH SHARED COLLABORATIVE WORKSPACES?

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Identify What’s Needed How much do I need to make this Who can help you realize your idea? What
List the materials you will need to build your refined concept. Are these supplies available at concept a reality? capabilities are you looking for? Who is
your school? Will you need to purchase any new assets? invested in supporting the concept? Do you
need to find someone to champion the idea?

AVAILABLE AT SCHOOL NEED TO BUY COST PEOPLE

OLD DOOR THAT I CAN TRANSFORM CASTERS TO EASILY ROLL THE 20 US DOLLARS JOHN’S DAD CAN BUILD IT

INTO LARGE WORK SURFACE TABLE OUT OF THE WAY WHEN NOT

IN USE

How can I get funding or materials support?

SOURCES

LOCAL HARDWARE STORE DONATION?

How long will it take to bring this concept to life in a more refined way?
Do you need time for preparation? Does anyone need to be trained?
Do you want to use an existing meeting time differently?

TIME
You now have a proto-
type out in the world.
Congratulations!

Now it’s time for the

5
Evolution step of the EVOLUTION
design process, where
you’ll collect learnings
and consider how you
can scale and engage
others to further your
design solution.

WHAT’S IN THIS SECTION

5–1 Track Learnings

5–2 Engage Others
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5–1 Track Learnings
Define Success
Review the goals you set out in the getting started section of this workbook. Reflect on how your
vision maps to where you are today. How has your concept been used? Is the prototype being
What does success mean to you? What do you wish to see happen with this project? Are you
hoping that a large number of colleagues attend an event? What would you tell the school’s leadership
in order to receive more funding? What would you like to hear a student say about your idea?
IMPACT I AM LOOKING FOR...

used by the people you intended it for? What do they appreciate about your concept?
ULTIMATELY, BETTER GRADES.

FEWER EXCUSES FROM STUDENTS ABOUT WHY THEY CAN’T GET MORE OF THEIR
CONCEPT USE
WORK DONE WHILE IN CLASS. AND SIMILARLY, FEWER COMPLAINTS
STUDENTS ARE SO EXCITED BY THE COLLABORATION TABLE THAT THEY’VE
FROM PARENTS.
STARTED “RESERVING” IT FOR USE.

STUDENTS ARE USING THE PRIVACY CORNER TO STUDY, AND HAVE MY HELP

NEARBY, RATHER THAN GOING TO THE LIBRARY WHICH USED TO BE

THEIR PRIVATE ZONE.

How will you track and measure the success of your design solution? Will you ask people about
the concept? Are you waiting for someone to approach you?

METHOD FOR TRACKING

NUMBER OF TIMES MY CLASSROOM IS REQUESTED FOR AFTER-SCHOOL ACTIVITIES

ASKING STUDENTS ABOUT WHICH CLASSROOM CONFIGURATONS ARE BEST

DT for Ed 5–1 Track Learnings EVOLUTION Workbook
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What do you need to illustrate the “before/after” impact overview of the design solution?
Do you need to gather images? Quotes?
Document Progress
Document progress of your concept. What different behaviors have you noticed since
ASSETS I NEED...
implementing your concept? Have the relationships between people changed? What comments
have your received from your students or peers? QUOTES FROM STUDENTS

PHOTOS OF THE STUDENTS WORKING IN THE DIFFERENT AREA OF THE CLASS

NOTES
EXAMPLES OF THE BEFORE AND AFTER WORK, AND HOW THE COLLABORATION
THE COLLABORATION TABLE HAS RESULTED IN LARGER PROJECTS, PHYSICALLY
TABLE HAS ENCOURAGED THAT CHANGE.
RESULTING FROM STUDENTS. THIS MEANS THAT EACH STUDENTS, LITERALLY HAS

PHYSICAL ROOM ON A PROJECT TO INCORPORATE HIS/HER WORK.

MORE STUDENTS ARE CHOOSING TO WORK IN TEAMS VERSUS

ALONE ON PROJECTS.

BECAUSE THE PRIVACY CORNER IS NEAR MY DESK, SOME OF THE MORE INTRO

VERTED STUDENTS HAVE BEEN ASKING MORE QUESTIONS.

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5–2 Engage Others PERSON RESPONSIBLE FOR FOLLOW-UP

Plan Next Steps (ME): CONNECT WITH PARENTS TO SEE IF ANYONE HAS ARCHITECTURE OR
What are all the actions that need to be taken to build your concept? Capture any open
SOUNDPROOFING EXPERIENCE
questions. Who will be responsible for each task? Who will be responsible for finding
answering to any open questions?
MR. ARCHER WILL REACH OUT TO HIS FURNITURE MAKING FRIEND.

ACTIONS, QUESTIONS

HOW CAN WE MAKE THE PRIVACY CORNER MORE “PRIVATE” AND SOUNDPROOF

AND STILL LET LOUDER STUDENTS COLLABORATE NEARBY

BUILD A STURDIER AND MORE FLEXIBLE COLLABORATION TABLE THAT CAN EASILY

BE STORED/FOLDED UP WITHIN THE CLASSROOM.

Create a timeline which includes your deadline for evolving this concept along
with any other major meetings or dates.

TIMELINE
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Tell a brief and engaging story, focusing on the most important aspects of your concept.
What story will you tell? What inspired your idea and how does it respond to the needs you
!
Pitch Your Concept (optional) TIP uncovered? Why is this idea valuable to the various people involved?
Who are you pitching to? Create a provocative statement Use this method when you are trying
to gain support from others in order
for your idea that will get your audience excited about the to bring your idea to life. STORY, INSPIRATION, VALUE
opportunities you see. Frame it as “What if…?”
ALL STUDENTS DO NOT STUDY, LEARN, OR WORK ALIKE. AS WE NEED TO BE
WHAT IF...
FLEXIBLE IN OUR TEACHING STYLES, AS DO OUR CLASSROOMS NEED TO BE TO
THERE WAS A BETTER WAY TO SHARE PHYSICAL AND HUMAN RESOURCES
SUPPORT US. STRUCTURAL BARRIERS IMPACT LEARNING AND BEHAVIOR. OFFICE
ACROSS THE SCHOOL? WHAT IF WE RESTRUCTURE OUR CLASSROOMS TO SHARE
SPACES ARE FLEXING TO NEW WORK STYLES, OUR CLASSROOMS SHOULD BE
THEM ACROSS GRADES? WHAT IF WE KNOCKED DOWN THE WALLS OF OUR
ABLE TO LEVERAGE THOSE LEARNINGS..
CLASSROOMS TO ENABLE MORE SPACE FLEXIBILITY? WHAT IF WE COULD HAVE

PRIVACY CLASSROOMS OR LOUD COLLABORATION SPACES ALLWITHIN AN ARMS

REACH OF A TEACHER?

What are you asking for from your audience? Clarify your list of needs.

NEEDS

HELP FROM ARCHITECTS, PARENTS, INTERIOR DESIGNERS, TO RETHINK THE BEST

USE OF THE CLASSROOM. OR, HELP US TO START FROM SCRATCH.

DT for Ed 5–2 Engage Others EVOLUTION Workbook
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What are you asking from them? Consider adapting your pitch to speak directly to this
audience. Why would they be interested in helping? How do both parties hope to benefit
!
Build Partnerships (optional) TIP
from a partnership?
Which organizations or individuals that have capabilities Use this method when you need the
resources or capabilities from others
you are missing in order to realize your idea? What is your to realize your idea.
BENEFITS

relationship with them? How can you reach out to them?

WHAT IF...

NOTES NOTES
DT for Ed 5–2 Engage Others EVOLUTION Workbook
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What needs did you learn about?

!
Share your Story TIP
Outline the presentation you’d like to give to share your story. Use this method to when you want
to share your design experience and
Consider these prompts... solution with broader audience.

What was the initial dream/gripe that kicked off this challenge?

What needs did you learn about?

Who was part of the team or contributed to the project?

What was the most surprising thing you learned while looking for inspiration?

What partners did you integrate? What partners did you integrate?
DT for Ed 5–2 Engage Others EVOLUTION Workbook
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Concept

Remember your process

Use photos to illustrate where possible.

What was the most absurd brainstorm idea?

Feedback

Share a few of your initial concepts or prototypes.

What kind of feedback did you receive on these concepts?

Concept Concept

Feedback Feedback
DT for Ed 5–2 Engage Others EVOLUTION Workbook
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Place photo here

Show us where you’ve gotten

Use photos to illustrate where possible. Share your concept.

Place photo here

HOW HAS YOUR PROTOTYPE BEEN SUCCESSFUL?

Place photo here

CAPTURE QUOTES YOU’VE HEARD RELATED TO THE DESIGN AND/OR IMPACT

you’ve seen around the students/school/classroom.
DT for Ed 5–2 Engage Others EVOLUTION Workbook
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Build a Community
Advancing your understanding of Design Thinking is best done
through repeatedly undergoing the process with new design
challenges. Having a network of people you can bounce ideas
off is essential to moving your thinking forward. Who will you
invite to your design network?
DESIGN MEETING TIMES
How often will you meet? How long
will your meetings last? Where will you
meet? What dynamic do you want to
establish? What will you discuss?
Now that you’ve completed one challenge, it’s time to
start the process over again. Define a new challenge
and work your way through the process. refer to the
Design Thinking for Educators Toolkit to bring more
depth to your work!
What design challenge will you tackle next?

Who you will meet?

CHALLENGE QUESTION

WHAT KIND OF CHALLENGE IS THIS? (CIRCLE ONE)

When? How often? CURRICULUM SPACES PROCESSES SYSTEMS

AND TOOLS
 ABOUT THE TOOLKIT: LICENSE:

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