Sparking Dynamic Dialogue on Everyday Solutions through Solution Mapping Cards

Abstract: The practice of solving issues by putting the requirements of the customer first is known as "design thinking." Its foundation lies in the compassionate observation of people's interactions with their surroundings and the use of an experiential, iterative process to generate creative solutions. The "human-centered" nature of design thinking refers to the utilization of data showing how customers interact with a good or service, as opposed to how a company or other party anticipates such interactions. A product or service must be continuously improved by designers seeing how users interact with it in order to be really human-centered. In design thinking, this is the "iterative" phase. In place of incessant study or ruminating, it encourages moving fast to test prototypes. Unlike traditional problem solving, which is a linear process of identifying a problem and then finding solutions, design thinking only works if it is iterative. It's less of a way to arrive at a single solution, and more of a way to continually evolve your way of thinking and respond to consumer needs.

The emergence of service system problems that are carried out manually which causes inefficiencies that take a long time. The absence of records and data archive management becomes difficult to track finances, decision-making processes and evaluate the overall performance of RTs making a lack of transparency and accountability. The purpose of this research is to design the user interface of the RT administration system application with the design thinking method so as to produce an easy-to-use application user interface as needed as a solution to existing problems. This research uses the design thinking method. The nature of design thinking is human-centered. Design thinking uses strategic innovation to design for users through an empathetic process by trying to understand user needs and focusing on human behavior and emotions to produce optimal innovation. As a result, the creation of the RT administration application user interface utilizes the design thinking method that produces prototypes according to user needs. This prototype became the basis for designing an RT service application with an easy-to-use and intuitive UI. The application of the design thinking method has been proven to help produce an easy-to-use application, which is expected to improve RT services and create a more engaged and informed community of citizens.

PurposeThis paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success.Design/methodology/approachThe study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience.FindingsTransfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students.Research limitations/implicationsThis pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase.Originality/valueThis study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

Social innovation is a dynamic phenomenon; with solutions emerging and moving from the margins of society to the mainstream. The word ‘‘social’’ in “social innovation” refers both to the means and the end. As a means; it indicates that these innovations are based on the capabilities of the people who activate and benefit from the innovation; and on unexpected interactions and partnerships between citizens; institutions; businesses; and governments. As an end; it indicates that the social effort is targeted to solve commonly recognized problems that existing businesses and technological solutions have failed to address. This implies that design discipline (and service design) can have an important role in identifying these small; local social inventions and their working prototypes; and make them spread to address economic; social and environmental challenges. p> Research activities on service design for social innovation - particularly undertaken in DESIS Network - have identified a particular kind of service configurations known as collaborative services: services where the final users are actively involved and assume the role of service codesigners and co-producers. Recognition of the collaborative service model led to the coining of another one: relational services; in which participants need not only to be operationally active and collaborative; but also well inclined and willing to relate with others in an intensive personal manner.

In an era of accelerating global complexity, traditional compartmentalized science instruction often fails to foster the transdisciplinary agility required for modern challenges. This quasi-experimental study (N=141) evaluated the efficacy of a design thinking-infused biology curriculum against problem-based learning and traditional didactic models in senior high school. Data triangulated from a validated Transdisciplinary Thinking Scale and focus group discussions revealed that the design-centric cohort achieved statistically significant gains in knowledge integration, collaborative synthesis, and divergent critical thinking. The findings suggest that the iterative, human-centered nature of design thinking effectively bridges academic silos, transforming biological concepts into actionable solutions. Consequently, this research provides a rigorous pedagogical framework for equipping 21st-century learners with the integrated competencies necessary to navigate and resolve multifaceted socio-environmental crises.

The paper presents “ADESSO - Aesthetics of Design for Social Innovation”, foundational research that aims at investigating the sensorial insights and the aesthetic experience related to services, relationships, environments, communication strategies, and spaces within Design for Social Innovation approaches, highlighting the impact on processes and outcomes.As Design for Social Innovation deals with all that design branches can do to promote and support social changes towards social and environmental sustainability, such processes are usually typified by a strong dematerialization of the design object itself: they own a relational and dialogical perspective. As the object itself of the design process has constantly been expanded, mainly towards its intangibility, the focus on the value generated by the experience of artefacts and places has found its area of investigation. Also, a decreased authorship has progressively turned the designer’s role into participatory-design-led practices. Indeed, Design Aesthetics has mainly dealt with product design and the related sensorial involvements, and no specific studies have so far included Design for Social Innovation.Focusing on these three principal axes of change for design research, ADESSO starts by investigating the aesthetic experience generated throughout sustainable and participative cases, stressing the importance of differential contributions to the whole process.

During the last decade the world’s urban population has grown extensively and today more than half of the global population lives in cities. Sub Saharan Africa (SSA) is currently the fastest urbanizing region in the world and the change is concentrated to a few metropolitan areas. South Africa is one of the countries in the SSA region that early got to experience high rates of urbanization. In 1960 Johannesburg became the first city in the region to exceed 1 million inhabitants soon followed by Cape Town. Due to the extensive governmental interference during the apartheid years (1948- 1994) South Africa has an unusual urbanization process. Even though apartheid was abolished over 20 years ago its legacy is still a dominant feature in many South African city structures, one of them being Cape Town. Through the history Cape Town has been formed by numerous of laws and zoning rules. The city structure is shattered, divided into small islands keeping the diverse population and its different livelihoods separated from each other. The majority of the poor population lives in the fringes of the city, far away from economic and social opportunities. Today the spatial planning system of Cape Town does not appoint with the existing poverty in an efficient way making it hard to create opportunity for bottom-up development, much needed when the formal economy has failed to absorb the mostly unskilled job seekers. In line with a bottom-up approach participatory practices have shown to be successful. This thesis aims to investigate how participatory practices can be implemented in planning and design to create opportunities for social development in an economically and socially marginalized community. This has been done through a case study of Human Centered Design (HCD) in a site-specific design project in the township Khayelitsha, Cape Town. The site-specific project demonstrates how the method of HCD could be implemented while developing an activity centre for youth and focus on the value of HCD as a participatory tool when designing for social innovation. The result reveals that power relationships within the group can have a great impact on the result because of the highly social nature of a participatory process, and that it’s important to distinguish the long-term opportunities from the wishes that could be resolved immediately. When it comes to development of participatory practices landscape architecture can contribute greatly serving as a link between the physical, ecological and social aspects needed to create holistic environments for the future.

The Nature of Design Thinking

The Effects of instructional design model based on the nature of design thinking on secondary pre-service teacher’s instructional design activities

This thesis examines the typical nature of design thinking, which is compared and contrasted with scientific and political thinking. A theretical framework is formulated and applied to landscape planning and design. During the 20th century the established operational orientation in landscape architecture was accompanied by an emerging strategic design approach, referred to as 'research by design'. Two cases of large scale landscape planning and design in the netherlands are given in this publication: the restructuring of sandy soil areas programme and the Stork Plan for Rhine-Meuse floodplain in the central belt of the Netherlands

The DESIS Philosophy Talks are an initiative of DESIS Network aiming to nurture the dialogue between design and philosophy. The idea is to match practical issues and topics emerging from design practice in the field of social innovation around the world (for instance, the ones developed within the framework of DESIS Network) with insights from the philosophical tradition. Several notions, such as beauty, public vs. private, community, etc., which normally belong to the field of social sciences appear to emerge from a kind of “phenomenological” study of different cases of design for social innovation. The DESIS Philosophy Talks want to explore them from a philosophical, theoretical perspective and see how the result of these discussions can add meaningful value to the design practice (www.desis-philosophytalks.org) In the past years we have been raising the question whether we can speak of a “sustainable aesthetics” emerging from the “phenomenological” observation of both cases of grassroots social innovation and design for social innovation. The French philosopher Jacques Ranciere speaks of the idea of aesthetics as shifting the political paradigm. Can we describe this emerging new paradigm of aesthetics starting from Ranciere’s notion of aesthetics? Can we consider “sustainable aesthetics” today as moving the political paradigm towards a more participative and open society? If this is the case, what is the role and responsibility of design in embracing this emerging “sustainable aesthetics”? This paper presents a hypothesis on how such an aesthetics could be considered as a driver of social and behavioural change.

<p>Design has always played a role in the process of production, transformations in society and the economy, shifts in technology and impacts on the environment. The nature of the changes created by our post-industrial era is challenging the character of design and its role in society. The post-industrial era is creating complex projects for technology, service, systems, strategy and products. Clients are even becoming undefined stakeholders, and this can be extended to the entire community and the environment.</p><p> The rise of digital technology and the knowledge society are introducing a new culture, which can be open, participatory, shared and collaborative. Here the designer is acting as a researcher, always questioning the character of the project, its outcomes and process. Open access, co-design, crowdfunding, digital manufacturing, open-source, DIY, enabling systems and networking can be included in the toolbox of the designer and can create opportunities to drive the change towards sustainability, equity and democracy. Social innovation is leveraging forms of collaboration and co-production in which designers, innovators, users and communities co-create knowledge and solutions for a wide range of social needs, exploiting the networking technologies.</p><p> This book explores a number of areas where design can contribute to face the contemporary transformations in our society with real-life collaborative research and innovation projects. Through a number of Canadian social innovation case studies collected in social, environmental and technological fields, we recognize how the role of the designer cannot be limited to the production of finished objects; rather, designers can create tools and platforms to help users and citizens participate in projects, even allowing forms of personalization.</p>

This DRS conversation connected researchers, educators, and practitioners who want to contribute to a deeper understanding of the relationship between design and change.We invited Jeanne Ledkta as a special guest to expand the conversation.We discussed the scales and scope of designing change, designers of change, and change theories in design.We brought up diverse perspectives such as behavior change, service design, strategic design, systemic design, organizational design, design for social innovation, and transition design.While more conversations are needed to consolidate these concepts and the Designing Change SIG's direction, the insights gained from this conversation provided a solid foundation.

The article clarifies concepts incorporated to Design for sustainability, exposing differences and convergences among the terms. Distributed Economy, Collaborative Network and Creative Communities are concepts linked to Design for Social Innovation. The article begins by defining the context in which Social Innovations are understood as beneficial for the environment and for social restructuring. It presents a concept of Design for Social Innovation and, from a brief bibliographical review, describes how the other concepts (Distributed Economy, Collaborative Networks and Creative Communities) are related to this theme and to the Design for Sustainability field.

It was a pleasure to attend this year's IDES 4001 seminar paper presentations about design, social innovation, and design for social innovation.All the speakers were very interested in their topics -even passionate.We need to be inspired by that kind of passion to ensure that design and social innovation can make a positive mark on the world in these complex times.We may wonder whether we designers can make a difference big enough to turn things around.We may imagine that we can offer only a few small voices in the sea of complexity that threatens to upset our world.In that small classroom, presentation after presentation, it became obvious to me that it's time to pay attention and these students are ready to help us do just that.Thank you for sharing your ideas with us.Gustavo Severo de Borba I had the opportunity to listen to 24 students, with different perspectives, thoughts, and ideas about design and social innovation.I learned a lot with each one of them, about the subject matter, but even more about their interests and passions.The students overcame the obstacles related to writing one of their first papers and presenting something important to them: co-design for people with dementia, mobility, traditional communities, and much more.They did it with passion, trying to show us, in 5 minutes, how critical their perspective is.They shared their ideas, and we heard their voices.We, as professors, need to change the way we connect to students.Learning about all of them is a small step in that direction.Giving voice to students is probably the only way to start this change.