DESIGN THINKING STRATEGIES

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I both use and teach various models of the Design Process when it comes to solving complex design problems. I primarily use a model which involves writing a linear design brief, brainstorm, concept development, refinement, presentation and evaluation. However, more recently and what I am moving to and what I have written into the Queensland Senior Design Syllabus is a combination of a few models including IDEO and d School, but primarily aversion of the double diamond design process (British Design Council).

 

This iterative model shows two phases that are critical to the design process — an initial phase of divergent thinking where a broad insight is sought, followed by a phase of convergent thinking where that insight is narrowed and brought into something usable. In this syllabus, the first point of convergence defines the problem and the second delivers a design proposal collaborate with others when generating ideas, solving problems, and seeking approvals and feedback.

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Various creative thinking techniques are used to develop idea generation; SCAMPER is the technique I use and encourage my students to use, however, having an understanding of the four-pleasure framework: socio-pleasure, physio, psycho-pleasure and ideo-pleasure.  Using the Attract/Converse/Transact (ACT) (Van Gorp, Adams 2012) framework can also intentionally trigger emotional responses when all three elements (ACT) are addressed.

 

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