EXTAFR100/EXTAFR106/Design Thinking/Define
| “ | When we can identify a problem and face it with confidence and enthusiasm, the solution is on the way. | ” |
| —Zig Ziglar | ||
The Define step is about narrowing in and identifying a problem or, in our case, a challenge, based on what you know and have discovered about your learner. This is key to the design process, as it is the focal point that you will use to build your solution. It is tempting to start BIG, but it is actually more productive and yields better results if you start with something small.
Make sure that the challenge that you have identified is clearly defined.
Using principles from d.school, a design thinking institute based out of Stanford University, a good learner challenge is one that:
- Provides focus and frames the challenge
- Inspires you and others around you
- Informs how you will evaluate subsequent ideas
- Captures the hearts and minds of your users
- Helps you focus on developing concepts and plans that meet the needs for most of the people that matter (in other words, you cannot design something that is 100% perfect for 100% of all involved!)
Hopefully you will be able to easily define your learner challenge once you have created the empathy map. If not, use the map to find patterns that point to an opportunity. If you are still coming up blank, challenge your assumptions. Ask yourself, “What if...?” and “How might I...?”
For example:
- “Currently, I ask students to write a short research paper, and this exercise receives a lukewarm response. How might I re-imagine this activity through the use of technology?”
- Alternatively, is there a concept that students tend to have trouble with?
- Is there a topic or a problem that would benefit from being accompanied by extra examples?
Once you define your challenge, write it down and keep it front and centre. You will be using this for the next steps of the design thinking process.
