Meinel / Leifer Design Thinking Research

Investigating Design Team Performance
1. Auflage 2019
ISBN: 978-3-030-28960-7
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 308 Seiten

Reihe: Understanding Innovation

Extensive research conducted by the Hasso Plattner Design Thinking Research Program at Stanford University in Palo Alto, California, USA, and the Hasso Plattner Institute in Potsdam, Germany, has yielded valuable insights on why and how design thinking works. The participating researchers have identified metrics, developed models, and conducted studies, which are featured in this book, and in the previous volumes of this series.Offering readers a closer look at design thinking, and its innovation processes and methods, this volume addresses the new and growing field of neurodesign, which applies insights from the neurosciences in order to improve design team performance. Thinking and devising innovations are inherently human activities - and so is design thinking. Accordingly, design thinking is not merely the result of special courses or of being gifted or trained: it is a way of dealing with our environment and improving techniques, technologies and life in general. As such, the research outcomes compiled in this book are intended to inform and provide inspiration for all those seeking to drive innovation - be they experienced design thinkers or newcomers.


Professor Dr. Christoph Meinel (Univ. Prof., Dr. sc. nat., Dr. rer. nat., 1954) is Dean of the Digital Engineering Faculty of the Potsdam University and Director and CEO of the Hasso Plattner Institute for Digital Engineering gGmbH (HPI) and a full professor (C4) for computer science and serves as department chair of Internet Technologies and Systems at HPI. In addition he teaches at the HPI School of Design Thinking, he is an honorary professor at the Department of Computer Sciences at Beijing University of Technology and a guest professor at Shanghai University. Christoph Meinel is a research fellow at the Interdisciplinary Centre for Security, Reliability and Trust (SnT) at the University of Luxembourg. Meinel is a member of acatech, the German 'National Academy of Science and Engineering', and numerous scientific committees and supervisory boards.Together with Larry Leifer from Stanford University he is program director of the HPI-Stanford Design Thinking Research Program. He is scientifically active in innovation research on all aspects of the Stanford innovation method 'Design Thinking'. Christoph Meinel is author/co-author of 9 books and 4 anthologies, as well as editor of various conference proceedings. More than 400 of his papers have been published in high-profile scientific journals and at international conferences. He is also editor-in -chief of 'ECCC - Electronic Colloquium on Computational Complexity,' 'ECDTR - Electronic Colloquium on Design Thinking Research', the 'IT-Gipfelblog' and the tele-TASK lecture archive and openHPI.
Larry Leifer is professor of Mechanical Engineering at Stanford University, CA, USA. Dr. Leifer's engineering design thinking research is focused on instrumenting design teams to understand, support, and improve design practice and theory. Specific issues include: design-team research methodology, global team dynamics, innovation leadership, interaction design, design-for-wellbeing, and adaptive mechatronic systems. Dr. Leifer has taught Design Innovation for decades and continues to redesign the course ever year with new methodologies and technologies. Once a design student himself at Stanford University, he has started many design initiatives at Stanford including the Smart-Product Design Program, Stanford-VA Rehabilitation Engineering Center, Stanford Learning Laboratory, and most recently the Center for Design Research (CDR). A member of the Stanford faculty since 1976, his research themes include: creating collaborative engineering environments for distributed product innovation teams, instrumentating those environments for design knowledge capture, indexing, reuse, and performance assessment, and design-for-wellbeing, socially responsible and sustainable engineering.

Autoren/Hrsg.

Meinel, Christoph

Leifer, Larry

Inhaltsverzeichnis

1;Foreword;6
2;Contents;8
3;Introduction;10
3.1;1 Investigation of Design Team Performance;10
3.1.1;1.1 Identifying and Overcoming of Creativity Blocks;14
3.1.2;1.2 Orientation;15
3.1.3;1.3 The Applicability of Neuro Design Research;16
3.2;2 The HPI-Stanford Design Thinking Research Program;17
3.2.1;2.1 Program Vision and Goals;17
3.2.2;2.2 Road Map Through This Book;18
3.2.3;2.3 Outlook;19
3.3;References;20
4;New Approaches to Design Thinking Education;22
5;Accessing Highly Effective Performative Patterns;23
5.1;1 Introduction;24
5.2;2 The State of Play in Design Thinking Education;25
5.2.1;2.1 Design Thinking Learning Outcomes;25
5.3;3 Design-as-Performance: A Praxis Approach to DT Education;27
5.4;4 Theory of Performance;29
5.4.1;4.1 Defining Performative Patterns;29
5.5;5 Teaching Performative Patterns;31
5.5.1;5.1 Fundamental Units;32
5.6;6 Designing as Performance: Components, Elements, and Core Concepts;33
5.6.1;6.1 Media, Behaviors, and Frameworks for Performance;33
5.6.2;6.2 Accessing Highly Effective Performative Patterns;34
5.6.3;6.3 Formal Elements of Training Packages;34
5.6.4;6.4 Assessing Training Packages;37
5.7;7 Conclusion;38
5.8;Publication Bibliography;39
6;Designing a Synthesis MOOC: Lessons from Frameworks, Experiments and Learner Paths;42
6.1;1 Introduction;42
6.2;2 Course Design: Inspired by Frameworks and Experimentation;44
6.3;3 MOOC #2: General Results;47
6.4;4 Looking into Synthesis Paths;48
6.5;References;53
7;Reflective Tools for Capturing and Improving Design Driven Creative Practice in Educational Environments;55
7.1;1 Introduction;55
7.2;2 What Is Design Thinking?;56
7.3;3 The Design Process Versus the Creative Process;57
7.4;4 Measuring Design Driven Creative Practice;62
7.4.1;4.1 Background;62
7.4.2;4.2 Materials;62
7.4.3;4.3 Output;64
7.4.4;4.4 Conclusion;64
7.5;5 The Influence of Academic Settings on Design Driven Creative Practice;64
7.5.1;5.1 Background;64
7.5.2;5.2 Materials;65
7.5.3;5.3 Output;69
7.5.4;5.4 Conclusion;69
7.6;6 Conclusion;69
7.7;References;70
8;Augmenting Learning of Design Teamwork Using Immersive Virtual Reality;72
8.1;1 Introduction;72
8.2;2 Challenges to Design Team Learning;73
8.2.1;2.1 Lack of Exposure to Varying Context;73
8.2.2;2.2 Lack of Deliberate Practice;74
8.2.3;2.3 Lack of Appropriate Feedback Channels;74
8.3;3 Virtual Reality as a Medium to Augment Design Team Learning;74
8.4;4 Affordances and Limitations of VR;76
8.4.1;4.1 Affordances of VR for Simulating Design Teamwork;76
8.4.2;4.2 Limitations of VR for Simulating Design Teamwork;77
8.5;5 Prospective Case: Using VR for Augmenting Design Team Learning;77
8.6;6 Research Agenda to Realize the Promise of VR;78
8.6.1;6.1 Research Targeting the Fidelity of VR Teamwork to Real Teamwork;79
8.6.2;6.2 Research Targeting the Influence of VR Team Work on Participant Learning;79
8.6.3;6.3 Research Targeting the Conditions for Designing an Optimal VR Experience for Design Team Learning;80
8.7;7 Conclusion;80
8.8;References;80
9;Exploring Effective Team Interaction;82
10;Hive: Collective Design Through Network Rotation;83
10.1;1 Introduction;84
10.2;2 Related Work;86
10.2.1;2.1 Membership Change Brings New Insight to Teams;86
10.2.2;2.2 Open Innovation and Crowdsourced Design;87
10.3;3 Hive;88
10.4;4 Network Rotation;89
10.4.1;4.1 Constructing a Collaboration Network;90
10.4.2;4.2 Optimization: Tie Strength and Network Efficiency;91
10.4.3;4.3 Stochastic Search;92
10.5;5 Field Experiment;94
10.5.1;5.1 Method;94
10.5.2;5.2 Results;97
10.6;6 Field Deployment: Firefox Accessibility;101
10.6.1;6.1 Method;102
10.6.2;6.2 Results;102
10.7;7 Discussion and Future Work;106
10.7.1;7.1 Trading Off Local Effectiveness with Global Desirability;106
10.7.2;7.2 Boundary Conditions of the Effectiveness of Network Rotation;107
10.7.3;7.3 Limitations;108
10.7.4;7.4 Design Implications;109
10.7.5;7.5 Ethical Implications;110
10.8;8 Conclusion;110
10.9;References;111
11;Towards Empirical Evidence on the Comprehensibility of Natural Language Versus Programming Language;115
11.1;1 Introduction;115
11.2;2 Experimental Design;118
11.2.1;2.1 Experimental Layout and Operationalizing of Variables;118
11.2.2;2.2 Scenarios: Creation Process and Document Properties;119
11.2.3;2.3 Questionnaires: Structure and Measurement;122
11.2.4;2.4 Participants: Selection and Training;123
11.3;3 Experiment Procedure;124
11.3.1;3.1 Participant Management in Amazon Mechanical Turk;125
11.3.2;3.2 Questionnaire via SurveyMonkey;125
11.3.3;3.3 Pre-processing the Results;127
11.4;4 Results and Discussion;127
11.4.1;4.1 Participants’ Background and Behavior;128
11.4.2;4.2 Analysis of Quantitative Results;129
11.4.3;4.3 Summary of Qualitative Feedback;130
11.4.4;4.4 Threats to Validity;132
11.5;5 Related Work;133
11.6;6 Summary and Conclusions;134
11.7;References;135
12;Team Creativity Between Local Disruption and Global Integration;136
12.1;1 Introduction;136
12.2;2 The Coherence Style Framework (CSF);138
12.3;3 The Interplay Between Local Disruption and Global Integration;141
12.4;4 Implications;143
12.5;References;144
13;The Neuroscience of Team Collaboration During a Design Thinking Event in Naturalistic Settings;146
13.1;1 Introduction;146
13.1.1;1.1 Neuroscience of Design Thinking;147
13.1.2;1.2 Neuroscience of Design Teams;148
13.1.3;1.3 Hyperscanning as a Promising Measure of Social Interaction;148
13.2;2 Experimental Design;150
13.2.1;2.1 Experimental Procedure and Tasks;151
13.2.2;2.2 Post Experiment Assessments;152
13.2.3;2.3 Creative Divergent Thinking (DT);152
13.2.4;2.4 Alternate Uses Task (AUT);153
13.2.5;2.5 Executive Functions;153
13.2.6;2.6 The Wechsler Abbreviated Scale of Intelligence-II;153
13.2.7;2.7 Task Related Assessments;154
13.2.8;2.8 Assessing IBS of Design Teams;155
13.3;3 Implications and Future Activities;155
13.4;References;155
14;Mining the Role of Design Reflection and Associated Brain Dynamics in Creativity;158
14.1;1 Introduction;159
14.2;2 Background;160
14.2.1;2.1 Defining Reflection;160
14.2.2;2.2 The Role of Reflection in Design Thinking;161
14.2.3;2.3 Defining Rumination;162
14.2.4;2.4 The Role of Rumination in Design Thinking;162
14.2.5;2.5 Relationship Between Reflection and Rumination;162
14.3;3 Our Approach;163
14.3.1;3.1 The Design Team Activity Phase;164
14.3.2;3.2 Behavioral Assessment Phase;166
14.3.3;3.3 fMRI Scan Phase;166
14.4;4 Challenges Faced and Discussion;167
14.5;5 Future Work and Impact;168
14.6;References;169
15;Tools to Support Design Thinking Practices;171
16;Prototyper: A Virtual Remote Prototyping Space;172
16.1;1 Introduction;172
16.2;2 Prototyper;173
16.2.1;2.1 3D Modeling Using a Basic Construction Kit;175
16.2.2;2.2 Interfaces to the Analog World—Import and Export of Physical and Virtual Prototypes;176
16.2.3;2.3 Awareness Through Audio-Visual Remote User Embodiment;176
16.2.4;2.4 A Web Browser-Based Cross-Platform Application for Immediate Access;179
16.2.5;2.5 Interaction;180
16.3;3 Conclusion and Future Work;183
16.4;References;184
17;Investigating Active Tangibles and Augmented Reality for Creativity Support in Remote Collaboration;186
17.1;1 Introduction;186
17.2;2 Background;187
17.2.1;2.1 Computer Supported Cooperative Work;187
17.2.2;2.2 TUI for Collaboration and Their Benefits;188
17.2.3;2.3 Active Tangibles for Remote Collaboration;188
17.2.4;2.4 Tangible Augmented Reality;189
17.2.5;2.5 Motivations and Approach;189
17.3;3 Implementation;190
17.3.1;3.1 User Tracking;190
17.3.2;3.2 Augmented Reality;191
17.3.3;3.3 Active Tangibles;192
17.3.4;3.4 Remote Synchronization and Communication;193
17.4;4 Design Considerations;193
17.4.1;4.1 Multiplying Communication Channels;194
17.4.2;4.2 Preventing Concurrent Manipulations;194
17.5;5 Applications;194
17.5.1;5.1 Lego Serious Play;195
17.5.2;5.2 Remote Collaborative Learning;196
17.6;6 Limitations and Future Work;197
17.7;7 Conclusion;198
17.8;References;198
18;DT@IT Toolbox: Design Thinking Tools to Support Everyday Software Development;202
18.1;1 Introduction;202
18.2;2 Background and Related Work;204
18.3;3 Methodology;206
18.3.1;3.1 Research Design (Mixed Methods Approach);206
18.3.2;3.2 Initial Assessment;207
18.3.3;3.3 DT@IT Toolbox Development and Evaluation;208
18.3.4;3.4 Final Assessment;209
18.4;4 DT@IT Toolbox;210
18.5;5 Results;214
18.5.1;5.1 Method Evaluation;216
18.5.2;5.2 Empathy Evaluation;219
18.6;6 Discussion and Limitations;222
18.7;7 Conclusion and Future Work;224
18.8;References;225
19;Poirot: A Web Inspector for Designers;229
19.1;1 Introduction;229
19.2;2 Related Work;231
19.3;3 Formative Investigation;232
19.3.1;3.1 Interviews;232
19.3.2;3.2 Designer Survey;234
19.3.3;3.3 Collection and Analysis of Design Documents;235
19.3.4;3.4 Key Insights;235
19.4;4 Tool Design;235
19.4.1;4.1 Selecting Elements;236
19.4.2;4.2 Updating Styles and Content;237
19.4.3;4.3 Maintaining Visual Consistency;237
19.4.4;4.4 Tracking Changes and Documentation;239
19.5;5 User Study;240
19.5.1;5.1 Participants;240
19.5.2;5.2 Apparatus;240
19.5.3;5.3 Tasks;240
19.5.4;5.4 Procedure;241
19.6;6 Results;243
19.6.1;6.1 Task Completion;243
19.6.2;6.2 Time;244
19.6.3;6.3 NASA TLX;245
19.7;7 Discussion;246
19.8;8 Limitations and Future Work;247
19.9;9 Conclusion;248
19.10;References;248
20;Applying Design Thinking Practices;252
21;Getting Hands-on with Tele-Board MED: Experiencing Computer-Supported Teamwork in Therapist-Patient Sessions;253
21.1;1 Introduction;254
21.2;2 The Tele-Board MED System;255
21.2.1;2.1 Digital Note-Taking with Tele-Board MED;256
21.2.2;2.2 Creating Medical Reports with Tele-Board MED;257
21.3;3 User Experience Study with Therapists;259
21.3.1;3.1 Study Participants and Setup;259
21.3.2;3.2 Goals and Hypotheses;261
21.3.3;3.3 Evaluating the Report Generation Feature;262
21.3.4;3.4 Tele-Board MED User Experience Evaluation;263
21.3.5;3.5 Assessing Interactions Through Video Analysis;264
21.4;4 Conclusion;268
21.5;References;269
22;Towards More Human-Centered openHPI Collab Spaces;271
22.1;1 Introduction;272
22.2;2 The Collab Space;273
22.3;3 Research Approach;274
22.3.1;3.1 The MOOC ‘Object-Oriented Programming in Java’ as a Field of Experiment;276
22.3.2;3.2 Feedback on the Different Collaboration Tools;277
22.3.3;3.3 Patterns and Findings;279
22.3.4;3.4 Prototyping and Testing;281
22.4;4 The Iteration Phase;282
22.5;5 Conclusion;285
22.6;References;285
23;Overcoming Prominent Pitfalls of Work Space (Re-)Design: Using a Theoretical Perspective to Reflect and Shape Practice;287
23.1;1 Introduction;287
23.2;2 Perspectives on Space;289
23.2.1;2.1 Interactionist Understanding of Space;290
23.2.2;2.2 Psychological Ownership;291
23.2.3;2.3 Affordances;292
23.2.4;2.4 The Frankfurt Kitchen: Why Size Does Not Always Matter;293
23.3;3 Analyzing the Status Quo;295
23.3.1;3.1 Jobs to Be Done: Work Space Beyond Functionality;295
23.3.2;3.2 User Journeys: Understand Who Does What with Which Tools;297
23.3.3;3.3 Going Beyond: Some Hands-on Exercises;298
23.4;4 The Behavioral and Cultural Components of Space;301
23.4.1;4.1 Changing Space Through Changing Behavior;302
23.4.2;4.2 Changing a Space as Change Management;304
23.5;5 Discussion;306
23.6;References;307