議題導向敘事力與設計思考之跨域創新教學發展計畫
三創與設計思維 開課教授 劉世南
Creativity, Innovation, Entrepreneurship and Design Thinking
Students expect to learn by knowing about how designers approach problems and the methods which they use to ideate, select and execute solutions, individuals and businesses. During the course, the professors present different Design Thinking (DT) tools to teach students, how designers face problems and what methods they use to devise, select, and execute solutions.
Students expect to learn by knowing about how designers approach problems and the methods which they use to ideate, select and execute solutions, individuals and businesses will be better able to improve their own problem solving processes and take innovation to a higher level. Thus, design thinking is a form of solution-focused thinking which starts with a goal (a better future situation) instead of solving one specific problem. In this course, we will lead students to learn DT practice and apply to creativity, innovation, and entrepreneurship. Over the course, students will directly apply what they have learned to cultural and creative industries, public service and social entrepreneurial challenges about which they are passionate: they will untangle the complexities of related policy and explore innovative ways to create real impact.
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Students participate in a series of Design Thinking workshops.
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Professor (Director) Institute of Creative Industries, NCKU.
Professor Shyhnan Liou As the challenges and opportunities facing society grow more complex, and as stakeholders grow more diverse, design thinking" is playing a greater role in finding meaningful paths forward. Design thinking is a formal method for
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practical, creative resolution of problems or issues, with the intent of an improved future result. In this regard it is a form of solution-focused thinking which starts with a goal (a better future situation) instead of solving one specific problem. Design thinking integrates empathy for the context of a problem, creativity in the generation of insights and solutions, and rationality in analyzing and fitting various solutions to the problem context. The goal of the course is matching people’s needs with what is technologically feasible and viable as a business strategy. In doing so, students will learn practical skills such as user research and rapid prototyping, which will serve as a differentiator in any field.
PhD, candidates Institute of Creative Industries, NCKU.
Ingrid Hernandez / Industrial Engineer/ Industry & Service Innovation.
David Gomez / Industrial Engineer/ Brand & Marketing Planning.
Our objective as TA was to introduce and
Teams came up with ideas, created
illustrate the best practices for each step
models of those ideas, and critique them
of DT. Students found this was an incredi-
in an iteration that moves toward a
bly powerful tool for any field: from Engi-
solution. Students had a clear under-
neering to Entrepreneurship and beyond.
standing of user research to uncover the real needs.
學生組成
醫學院 11人
文學院 6人
社會科 學院 6人
工學院 21人
管理學院 5人
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規劃與 設計學院 8人
電機資訊 學院 14人
理學院 5人
生物科學 與 科技學院 6人
課程 TIMELINE
SEPTEMBER
OCTOBER
Empathize Lecture/ Workshop Empathy 10/01-10/29
NOVEMBER
Design and Innovation Lecture/ Define Workshop 11/05-11/26
Introduction/Reading 9/10-9/24
Overview of the course: Design thinking in 3C process, and Models for process of design thinking
Mindset of design thinkers/ 3C as an integrated system. Empathy for design & Innovation: know your users.
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Define Introduction and Exercise: Frame the right problem. Understanding the importance of narrative Creativity, Art and Curation.
DECEMBER
Creativity in Life Lecture/ Ideation Workshop 12/03-12/31
Define Introduction and Exercise: Frame the right problem. Learning Ideation tools, mastering brainstorming.
JANUARY
Culture Lecture/ Prototype Workshop 01/07-01/28
Prototype Introduction and Exercise: build to think and test to learn. C u l t u r e , C r e a t i v i t y, Industries and Ecology
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FEBURARY
Team Presentations 02/04
Test Introduction and Exercise: learn about your solution and your user. Each present and submit their final projects.
教學方法 Direct instruction is employed to teach a variety of DT tools to students, by showing real cases of how designers face problems, select ideas, and execute solutions. Additionally, students work in groups to facilitate discussion-based learning, they are involved in a series of workshops, applying what they have learned to a project which they are passionate.
The lectures provide students with a set of tools for selecting, scoping and structuring a project. Providing a better understanding of the cultural and creative industries context, public services and social entrepreneurial challenges to explore innovative ways to create real impact.
Workshops are design to trigger discussion and to identify problems, discover causes, brainstorm, and prioritize interventions. This method help to overcome organizational barriers to translating into practice.
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Students follow the five steps of the DT process: Empathize: research your users' needs, Define: state your users' needs and problems, Ideate: challenge assumptions and create ideas, Prototype: start to create solutions, and Test: try your solutions out.
教學進程
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3C as holistic value chain Prior to start their group projects students learn about the link between Creativity, Innovation and Entrepreneurship, real case examples are shown where students have the chance to participate and debate. The objective is to demonstrate students how in the real-world entrepreneurs implement creative ideas to introduce innovative products or services, or to deliver products or services in a new, more efficient, and hence innovative way.
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Problem Identification Groups were asked to select a specific site in Tainan City to develop their Design Thinking project., following by identify an issue or potential improvement in the selected site, to do it so students apply the empathize tools to observe and document details that relate to the users; and define methods thought during the lectures to captures the design vision by defining the right challenge to address in the ideation sessions.
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Solution Design In this last stage of the class students are ready to generate ideas experiment and test their prototypes. The solid background of knowledge from the lectures and workshops means that they can start to “think outside the box”, look for alternative ways to view the problem and identify innovative solutions to the problem statement they have created.
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活動 / 講座集錦
Empathy Map In this activity students fill out the Empathy Map,
Team members fill out each of the four quadrants of
teams review their notes, pictures, audio, and video
the Empathy Map while defining and synthesizing.
from their fieldwork of the selected site.
The four quadrants refer to what the user: Said, Did, Thought, and Felt.
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Prototype: Create Solutions. This is an experimental activity, and the aim is to
Design teams produce a number of inexpensive,
identify the best possible solution for each of the
scaled-down versions of the product or service to
problems identified during the problem identification
investigate the problem solutions generated in the
stage.
previous stage.
Test: Try your solutions. Each team rigorously test with the real user the
Students can then choose to return to previous
complete product using the best solutions identified
stages make further iterations, to rule out alternative
in the Prototype phase. This is the final phase of the
solutions, which are presented in the final presenta-
DT model.
tion and report.
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本課程與成果由國立成功大學「議題導向敘事力與設計思考之跨域創新教學發展計畫」經費補助