Global Innovation Webinar Series: Design Thinking and Youth - 10 Oct 2013
- 1. Engaging with Youth through Co-Creation and Design Thinking 1Wednesday, October 9, 13
- 2. Sandjar Kozubaev @sandjar sandjar.kozubaev@gmail.com Amy Gustincic @agustincic amygustincic@gmail.com Bokhodir Ayupov bokhodir.ayupov@undp.org 2Wednesday, October 9, 13
- 3. How it all began … 3Wednesday, October 9, 13
- 4. Design Thinking 4Wednesday, October 9, 13 collaborative human centered culture of innovation and rapid prototyping—a bias toward action
- 5. Business Sustainability Design Design Thinking 5Wednesday, October 9, 13 This is what we mean when we say ‘design thinking’
- 6. MBA in Design Strategy 6Wednesday, October 9, 13 Main point. Explain where our thinking comes from and what is the Design MBA program.
- 7. How might we create an educational experience to encourage social innovation? 7Wednesday, October 9, 13
- 8. 8Wednesday, October 9, 13
- 9. Interdisciplinary problem solving through design thinking, strategy and leadership 9Wednesday, October 9, 13 The idea for workshop was born through multiple conversations
- 10. 8 days 2 instructors 20 students UNDP Uzbekistan Team Project: Social Innovation and Volunteerism in Uzbekistan facebook.com/SIV.Uzbekistan 10Wednesday, October 9, 13
- 11. Day 1: Innovation Day 2: Context & Empathy Day 3: Storytelling Days 4–5: Prototyping & Testing Day 6: Strategy Day 7: Making It Work Day 8: Team Presentation 11Wednesday, October 9, 13 Content overview
- 12. Lessons Learned 12Wednesday, October 9, 13 In this presentation we will share the main lessons learned.
- 13. Avoid Cosmic Solutions 13Wednesday, October 9, 13 Depending on how the educators sets the context for the brainstorming and discovery, the solutions may be very impractical. SIV project had some experience in the past when a discovery process lead to more confusion. Avoid unachievable solutions. Need to provide a pathway to something tangible. How do you provide an appropriate level of reference without “leading” the students down a pre-determined path. Need to strike a balance.
- 14. Contextualize Locally 14Wednesday, October 9, 13 Choose a problem in a context very familiar to the students. In this case we chose the bazaar, one of the most ancient institutions in the region.
- 15. Choose Your Language Wisely 15Wednesday, October 9, 13 Terminology was a key obstacle for us. Some of the terms don’t even exist in Uzbek or has a different tint to it. For example “prototyping” Students had to experience some things that we tried to explain before they really got it. (“hacks”) Obstacles to design thinking/innovation are amplified when there’s a language barrier.
- 16. Making vs. Talking 16Wednesday, October 9, 13 Incorporate the idea of making prototypes as early as you can. Less talking more doing. make clear to the students what the expectations of prototypes are—not finished solutions.
- 17. Work vs. Play 17Wednesday, October 9, 13 An example that playful interactions foster creativity even in a serious situation (UNDP workshop example) Problem: Make people feel comfortable enough to play. UNDP people did not want to draw. As soon as they got materials, they were much freer.
- 18. Learning from Local Experience 18Wednesday, October 9, 13 We involved people who work in local nonprofits. They shed light on what it means to do social-innovation and how you can do it.
- 19. Perform vs. Present 19Wednesday, October 9, 13 We didn’t let them use slideshows. Only what they can make by hand. Encourage storytelling. Students were angry and confused by it. Going beyond traditional activities/media was a challenge.
- 20. Students Will Always Surprise You 20Wednesday, October 9, 13 Students will always take the knowledge and tools in unexpected directions. One of the exercise turned int a deep discussion about the meaning of brands, their promises and how to identify that.
- 21. Managing Expectations 21Wednesday, October 9, 13 Sometimes it helps to throw an unexpected challenge to the students but it may violate their trust. We had a panel of business leaders for critique but some students felt uncomfortable. Who gets to see their work and how it’s evaluated.
- 22. •Training manual •Tools •Website •Creative commons Sharable Knowledge 22Wednesday, October 9, 13 Ensure that whatever you create is easily sharable. That doesn’t just mean giving the material away. It’s ensuring that you use the proper license (e.g. Creative Commons)
- 23. Repeatable Knowledge 23Wednesday, October 9, 13 How do you make sure people can iterate on the process further and independently. The second iteration of the learning experience is what matters most.
- 24. Timing and Pacing •Is 8 days too long? •What are the tradeoffs? •What is the goal? •How long does it take to change minds? 24Wednesday, October 9, 13 How do you decided the length of the workshop. There are trade-offs and you need to think about them in advance.
- 25. •Sources of funding •Other institutions of support •Identifying systemic opportunities •Scaling up The “Now what?” Issue 25Wednesday, October 9, 13 Where do the students go from here? Make it work even if there are no grants.
- 26. Q & A 26Wednesday, October 9, 13
- 27. Sandjar Kozubaev @sandjar sandjar.kozubaev@gmail.com Amy Gustincic @agustincic amygustincic@gmail.com Bokhodir Ayupov bokhodir.ayupov@undp.org facebook.com/SIV.Uzbekistan 27Wednesday, October 9, 13
- 28. Thank You 28Wednesday, October 9, 13