Innovation

&
Design
Thinking
Prof. H. R. Patil
Department of Mechanical Engineering
Basaveshwar Engineering College(A)
Bagalkot
 Syllabus

•Introduction about the design thinking,

•steps in Design Thinking
• Empathize
• Design
• Ideate
• Prototype and
• Test
•Explore presentation signers across globe
•MVP or Prototyping.
  The action or process of innovating.
 Innovation is the practical implementation of ideas that
Innovation result in the introduction of new goods or services or
improvement in offering goods or services.
 Innovation is defined as the process of making an idea or
invention into a goods or service that creates
value and/or for which customers will pay.
 About Design Thinking
Design Thinking is a • Human-centric methodology integrates
method for practical, expertise from design, social sciences,
creative resolution of engineering, and business.
problems, and creation of • It blends an end-user focus with
solutions. It is a form of multidisciplinary collaboration and
solution-based or solution- iterative improvement to produce
focused thinking with the innovative products, systems, and services
intent of producing a much
• Design thinking creates a vibrant
needed/required solution
for a problem. interactive environment that promotes
learning through rapid conceptual
prototyping
Key Principles of Design
Thinking
 Why is Design
Thinking
Important?
• Helps solve complex problems with a
structured approach.
• Encourages innovation by challenging
assumptions.
• Reduces risk by testing ideas before full
development.
• Enhances user satisfaction by focusing on
real needs.
• Works across industries—used in tech,
healthcare, education, and business
strategy.
Steps in Design thinking
 The Empathize phase is the first and most crucial step
in Design Thinking. It focuses on deeply understanding
users, their needs, emotions, and challenges to design
solutions that truly address their problems.
1. Why is Empathy Important in Design?
Empathy • Avoids Assumptions – Instead of guessing what users need,
designers learn from real experiences.
• Creates User-Centric Solutions – Designs are more effective when
they align with actual user behaviors.
• Enhances Innovation – Understanding user pain point’s leads to
creative problem-solving.
 Empathi
ze
• “To create meaningful innovations, you need to know
your users and care about their lives.”
WHY empathize
• the problems you are trying to solve are
rarely your own—they are from particular
group of people;
HOW to empathize
• Observe.
• Engage.
• Watch and Listen.
START WITH EMPATHY
• Skill that allows us to
understand and share the
same feelings that others
feel.
• Through empathy, we are
able to put ourselves in
other people's shoes and
connect with how they might
be feeling about their
problem, circumstance, or
situation.
Oral-B iO
Electric
Toothbrushes
Uber
 Design Thinking in Teaching!!!
In early 2000s something new appeared on the education scene, adapted from the
worlds of innovation and business where it was developed
How can we in Engineering Colleges adopt it?
Empathize:
End users (Students and their parents)
Define:
Problems related to the grade or the marks in CIE and External exams
Ideate:
Through meetings among teachers, HODs, Principal and sometimes management and by all
means
Prototype:
Generating different methodologies and using it on the students and see the results in CIE
then to come to a conclusion
Test:
The best suitable method is adopted for the well being of the student (Failing is not allowed
here as compared to the business models). It was called, simply and descriptively, design
thinking.
  Being able to identify problems
and reframe them as actionable
opportunities;
 Understanding the value of
collaboration and feedback;
 Viewing setbacks and failures as
valuable learning moments;
 Appreciating the value of hard
Why to Consider the rapidly changing
world we live in. To thrive in the
future students will need to be
work and persistence;
 Developing self-belief as
teach adaptable and flexible. They will
need to be prepared to face
problem solvers;
 Developing empathy;

Design situations that they have never

seen before.
 Developing a growth mindset;
 Developing stamina and

thinking? resilience; and

 Developing entrepreneurial and
community-minded behaviors.
 A focus that is both future and
solutions-oriented
Videos
 [Link] and agreeing on criteria for their designs.
[Link] tools and materials – in this case, Makers
How did Empire and 3D printing.

the [Link] each other to learn how to use the new

tools.
students [Link] a working prototype.

in the [Link] testing process for our first graders involved:

[Link] each other feedback
video use [Link] their designs against the previous agreed
Design criteria
[Link] modifications and improvements to their
Thinking? designs
[Link] their designs in the context they would be used.
[Link] on their problem-solving processes and
learning outcomes.
Shared Models in Team-
Based Design
Shared
Models in
Team-Based
Design
Introduction:
Media-model framework

• Can we find rigorous frameworks in order to make informed choices during product or service
development?
• Rough sketches and prototypes yield paradigmatic changes in a model ("an important change
that happens when the usual way of thinking about or doing something is replaced by a new and
different way”.)
• High-resolution renderings and models yield parametric changes in a model (relating to or
expressed in terms of a parameter or parameters)
• If we can establish these postulates as true, the next step is to develop an instructional
framework which can inform intelligent design and implementation of prototyping strategies to
improve product and service development.
 • Properties of the media (means of mass communication)
that design engineers use during product development
• Resolution - refinement or granularity that can be
Media observed in the fit and finish of a shared representation.
• Abstraction- amplification through simplification, or
Models pulling specific characteristics out of context.
and
Media
Cascade
s

Low- and high-resolution depictions of an

High and low material abstraction in research
vehicle

•We have observed four classes of abstraction:

• Material, e.g., material construction
• Formal, i.e., shape or appearance
• Functional, e.g., “works-like”
• Mathematical, e.g., dimensions, optimization
 Media Cascades
Hundreds if not thousands of representations are enlisted in the development of new products.

• Product briefs, • Media-models are characterized by the dimensions of

• Rough sketches, resolution and abstraction
• Rough prototypes, • Projects develop and unfold in different media during a
• CAD models, development cycle, and which we refer to as media-
• Functional prototypes, cascade.
• Working model. • “Cascades of media” to describe the sequence of
representations
Media-models • Rough sketches and
framework prototypes exhibit low
resolution and varying levels
of abstraction.

• Wooden car prototype, the

material itself is leveraged
as an abstraction to pull out
specific design constraints
that are invoked by steel.

• Manufactured products are

not abstract because they
are the actual things.
Media-models classified

• Ambiguous media
Rough sketches and rough
physical prototypes, serve
as a scaffold for engineers
to fill in the gaps, and are
completed as engineers
posit many possible
formulations of the problem.

The objects say: I am not the real thing. I am an

ephemeral notion.
Media-models classified

• Mathematized media
CAD model of a device
for analyzing material
• Maps, and highly
realistic images are
completed through
refinement of what is
presented. Thus they
encourage convergent
conversations.
Media-models classified

Hybrid Media
• Allow several kinds of
operations and
discussions
• Often involve
combinations of
different media, such
as photographs,
drawings, and text
 Media-models classified
 Ambiguous media-models afford
paradigmatic shifts.

To  Mathematized media-models afford

summari parametric adjustment.
ze
 Hybrid media-models afford
understanding and changes in
relationships
Cognitive Strategies
• Cognitive strategies are one type of learning strategy that learners
use in order to learn more successfully.
• These include repetition, organizing new language, summarizing
meaning, guessing meaning from context, using imagery for
memorization.
• Media-models, which serve as cognitive prosthesis (an artificial
device to replace or augment a missing or impaired.)
• Successful product development is dependent on the ability of a
design team to employ different cognitive strategies.
Design Thinking Process

Problem Space Solution Space

Design Design
Challenge Solution
 New Insights

• Statement of intention
• Asking process questions
• Envisioning user scenarios
• Enacting user scenarios
• Combining metaphors (It’s like X+Y)
• Experiencing eureka moments (“Ahhh!”)
 New Insights
• Statement of intention “. . .[Let’s] throw out this design all together.”
• Asking process questions “Do we want to make assumptions about whether
this is used in the field or in the lab?”
• Envisioning user scenarios When you think about designing a great product, you
don't think about cool features alone. You also think about the emotional state that you
want each person to experience as a result of using your product. You try to empathize
with that person. What will make them smile? What outcome will make them feel
proud, fulfilled, or accomplished? How do we come to know these things?
• Enacting user scenarios Scenarios are descriptive or pictorial stories of the users
or personas we are designing for. Scenarios involve a user performing certain actions or
simulations to accomplish a goal.
• Combining metaphors (It’s like X+Y) A direct comparison between two
unrelated or indirectly linked things is called a metaphor.
• Experiencing eureka moments (“Ahhh!”)
 • A version of a new product, which
allows a team to collect the
maximum amount of validated
learning about customers with the
Minimum
least effort.
Viable
• Is a version of a product with just
Product
enough features to be usable by
early customers who can then
provide feedback for
future Product development.
MVP (Minimum Viable Product)
• Depending on who you speak to—designer, engineer, or
business stakeholder—you may hear a variety of definitions
for an MVP:
• “It’s the thing that the client wants the most”
• “It’s the minimum set of features that satisfies a given
problem”
• “It’s the quickest version of a product that we can design and
ship”
What is the Purpose of a Minimum Viable Product?

• Eric Ries, who introduced the concept of the minimum viable product as
part of his Lean Startup methodology, describes the purpose of an MVP this
way: It is the version of a new product that allows a team to collect the
maximum amount of validated learning about customers with the least
amount of effort.
• A company might choose to develop and release a minimum viable product
because its product team wants to:
• Release a product to the market as quickly as possible
• Test an idea with real users before committing a large budget to the product’s full
development
• Learn what resonates with the company’s target market and what doesn’t
• In addition to allowing your company to validate an idea for a product
without building the entire product, an MVP can also help minimize the time
and resources you might otherwise commit to building a product that won’t
succeed.
Minimum Viable Product
 Prototyping
• Iterative prototyping helps designers refine their ideas and
discover previously unknown issues and opportunities.
• “Enlightened trial and error outperforms the
planning of flawless intellect.”
• Prototyping demands repeatedly trying ideas and getting feedback
• A canonical prototyping iteration comprises four steps:
• envisioning possibilities,
• creating a prototype to embody a possibility,
• getting feedback about the prototype, and
• re-evaluating constraints
• Time constraints - focus on realization rather than iteration
• Oscillating Between Creation and Feedback
• Prototypes can help define an idea’s role, implementation, and look and feel
• They communicate to clients, users, and fellow designers
• In the feedback phase, designers make inferences from observations
• Experimentation and feedback leads designers to discover unknown attributes, constraints,
• Prototyping with Internal and External Representations
• Designers can use mental imagery to envision and improve ideas
• Mental simulation as a proxy for external prototyping
• Conduct a series of “what-if”moves
• Prototypes are designer’s way of trying things out.
• Prototypes similarly elicit information about the design context that did not previously exist
in the designer’s head.
• Is Iterative Prototyping Undervalued?
• Organizations often avoid prototyping because they believe the cost/investment will be
significant and the return will be minimal.
• “it is hard to persuade companies that one more iteration costs less than a flawed product,”
 Egg drop exercise,
• Participants design a vessel from everyday materials to protect a raw
egg from a fall.

• Variations of the exercise are practiced in secondary and tertiary

education classrooms around the United States.

• This study measures performance by dropping a single egg from a one-

foot marker, then two, then three, and so on until the egg cracks.

• Task performance is measured by the highest height (in feet) at which

the egg survives a fall.
Method
• Materials and Design Task
Presents a clear, objective measure of design quality
Requires minimal design or engineering expertise
Can be completed by individuals within one hour
Offers many paths to achieve an effective result.
• Participants
• Procedure