Design Thinking Observation Exercise

Summary

In this video, the speaker shares their experience with the 'Insights for Innovation' course, focusing on the empathize phase of design thinking. They highlight an activity called 'Whose Life?' which encourages curiosity and non-judgmental observations to better understand people’s needs. The speaker explains how they used this activity with students to teach empathy, observation strategies, and the importance of a beginner’s mindset. They also share insights on organizing workspaces, emphasizing how personal items can enhance productivity and well-being. The video concludes with a recommendation for the course and the speaker's book on design thinking in the classroom.

Takeaways

• 💡 The speaker took an IDEO U course called 'Insights for Innovation,' which focused on the empathize phase of design thinking.
• 🧠 The course emphasized developing empathy skills to better understand people’s needs and wants.
• 🎯 A key activity from the course, 'Whose Life,' teaches participants to observe with curiosity and without judgment.
• 👩‍🏫 The speaker implemented the 'Whose Life' activity in both a summer workshop and classroom settings with students.
• 🔍 Observations were made using photos of workspaces to explore what these spaces reveal about their owners’ values and behaviors.
• 🗣️ Students were guided to ask open-ended questions such as what they see, why items are in the space, and what the person values.
• 📸 Students noticed patterns in the speaker’s workspace—though messy, it was organized into specific zones for different purposes.
• ❤️ Personal items like action figures, sneakers, and family photos were included to bring joy and enhance productivity.
• 🚫 The speaker learned the importance of modeling non-judgmental questioning, as some students initially used negative tones.
• 🌱 The activity helped students practice empathy, curiosity, and observation—key skills for design thinking and understanding others.
• 📚 The speaker recommended both the IDEO U course and their own book, 'Design Thinking in the Classroom,' for further learning.

Q & A

What was the focus of the course 'Insights for Innovation'?

The course 'Insights for Innovation' focused on the 'empathize' phase of design thinking, where students learned how to empathize with others to better understand their needs and wants.

What is the 'Whose Life' activity, and how does it help in developing empathy?

'Whose Life' is an activity where participants make observations about someone else's space. It encourages them to think curiously and without judgment, which helps develop empathy by understanding the needs, values, and habits of the person through their environment.

How did the narrator integrate the 'Whose Life' activity into their teaching?

The narrator used the 'Whose Life' activity during a two-day workshop and later in their own classroom to teach design thinking mindsets and observation strategies to students and educators.

What questions were asked during the 'Whose Life' activity to guide observations?

The questions included: 'What do you see?', 'Why do you think it is in this space?', 'What does this person value?', 'How do you think this person uses this space?', 'What activities do you think happen in this space?', 'What is a pattern or theme that you see?', and 'What questions would you ask this person?'

What was the pattern students observed in the narrator’s workspace?

Students noticed that while the narrator's workspace appeared messy, it was actually organized into different sections, such as educational materials, tech gear, workout clothes, and more. This organization helped the narrator work more efficiently.

What items in the narrator's workspace seemed unusual to the students, and why?

Students found items like bottles of hot sauce, a cup, and a fork next to the narrator's mouse and keyboard, as well as action figures, photos of the narrator’s son, and a sneaker collection. These items were not directly related to work but served personal and productivity-related purposes.

How did the narrator explain the purpose of the unusual items in their workspace?

The narrator explained that the items in their workspace were meant to enhance productivity. For example, having a fork, cup, and hot sauce nearby allowed them to avoid taking breaks to go to the cafeteria, and having personal items like photos and action figures brought them joy, which improved their productivity.

What challenge did the narrator face when guiding students through the activity?

The narrator faced the challenge of helping students stay neutral and non-judgmental during their observations. Some students initially asked questions with a negative tone, which was a reminder for the narrator to model how to stay curious and neutral.

What lesson did the narrator learn from their experience in teaching the 'Whose Life' activity?

The narrator learned the importance of consistently emphasizing the need to stay neutral and non-judgmental when making observations. The tone of questions could easily shift from curiosity to judgment, which could affect the quality of insights gained.

What additional steps did the narrator take to extend the activity beyond the classroom?

The narrator encouraged students to take photos of their own spaces at home and bring them to school, allowing them to practice making observations of their classmates’ spaces as well. This provided more opportunities for the students to apply their skills in a different context.