Ambrose Hans G.
Aggabao, PhD Ruby L.
Mamauag
Koni Bernadette C.
Tarayao Jaylord P.
Manaud
Institutional Elective 2 - Critical and Creative Page|i
Thinking
CCT is a course designed for the development of critical and creative
thinking skills among students. It uses the design thinking process as a
platform for meaningful and effective innovation and entrepreneurship.
CCT is offered as a 2 unit course (1 unit lecture and 1 unit laboratory
(innovation lab) that guides students in the exercise of CCT as they
pursue specific problem solutions over the regular 18-week semester.
The University in addition to promoting the university for people and
nature, now focuses its efforts on developing graduates to become
innovators and entrepreneurs. CCT and Entrepreneurship course responds
to this call and is inspired by the departure from the usual notion that
graduates are designed to be employed. Rather, graduates must equally
be prepared to become employers themselves and contribute to the
alleviation of unemployment and poverty.
Authors:
Ambrose Hans G.
Aggabao, PhD Ruby L.
Mamauag
Koni Bernadette C.
Tarayao Jaylord P.
Manaud
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
Institutional Elective 2 - Critical and Creative Page|
Thinking ii
TABLE OF CONTENTS
Module 1 Social Innovation 1
Module 2 Design Thinking 3
Module 3 PIPE Model of Design Thinking
Phase 1 Purpose-Empathetic 7
Understanding
Module 4 PIPE Model of Design Thinking
Phase 2 Ideation-Generate Large Set of 15
Solutions
Module 5 PIPE Model of Design Thinking
Phase 3 Prototyping 20
Module 6 PIPE Model of Design Thinking
Phase 4 Enhance-Continuous Improvement 24
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking
Module 1. Social Innovation
LEARNING OUTCOME
In this module, you will learn about the concept of social innovation. After
completing this module, you should be able to:
1. write a reflection paper to explain how critical thinking and creative
thinking are applied in social innovation.
LEARNING CONTENT
Social Innovation
Social Innovation is about creating solutions that addresses the user’s needs.
You cannot serve the community to improve their lives if you do not understand
them and work together with them. The key words here is working WITH the
community, immersing yourselves into the lives of the community to understand
what is needed.
Key Processes of Innovation
The innovation space is built from the four process elements: Critical
thinking, Creativity, and Design. The design process serves as a platform
for critique and value creation that yields to innovation.
Figure 1. Key Processes of Innovation.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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ACTIVITY
To better understand social innovation, watch the ‘Hand in the Mist’ clip
using the YouTube link: https://www.youtube.com/watch?v=nUJ11id6oFo and
the video clip: KUBO- the Disaster Relief House using the Facebook link:
https://www.facebook.com/watch/?v=827249224305892
a. Based in the video clips, what did you learn about social innovation?
b. Summarize what you have watched through a concept map.
RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR
SUPPLEMENTARY READINGS
https://innovationforsocialchange.org/en/social-innovation/
https://iupe.files.wordpress.com/2015/11/tepsie-
research_report_final_web.pdf
ASSESSMENT TASK
Write a reflection paper to explain how the key processes: critical thinking,
creative thinking and design are applied in social innovation.
REFERENCES
https://innovationforsocialchange.org/en/social-innovation/
https://iupe.files.wordpress.com/2015/11/tepsie-
research_report_final_web.pdf
https://www.youtube.com/watch?v=nUJ11id6oFo
https://www.facebook.com/watch/?v=827249224305892
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking
Module 2. Design Thinking
LEARNING OUTCOME
In this module, you will learn about the concept of design thinking and ISU PIPE
model of design thinking. After completing this module, you should be able to:
1. relate the PIPE model of design thinking to collaboration and innovation.
LEARNING CONTENT
Design Thinking
Design thinking is a human-centered approach to innovation that draws from the
designer's toolkit to integrate the needs of people, the possibilities of
technology, and the requirements for business success (Brown, IDEO).
Design thinking is a deep human process that taps into abilities we have that
maybe overlooked by more conventional problem-solving practices. It relies on
our ability to be intuitive, recognize patterns, and construct ideas that are
emotionally meaningful as well as functional.
A concept is innovative if it meets human needs (Desirability), is implementable
(Feasibility) and can sustain the business (Viability). A concept is innovative if we
combine together what is desirable from a human point of view with what is
technologically feasible and economically viable.
Figure 2. What makes a concept innovative?
Desirability
Feasibility Viability
Design thinking requires collaboration.
The success of a Design Thinking project is often credited to the way the project
team is formed. It often involves getting people from multi-disciplinary
backgrounds and engaging users early in the project.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Design Thinking Framework
The phases of design thinking based on IDEO can take you from a blank slate to
a new, innovative solution using these steps:
1. Frame a Question—Identify a driving question that inspires others to
search for creative solutions.
2. Gather Inspiration—Inspire new thinking by discovering what people really need.
3. Generate Ideas—Push past obvious solutions to get to breakthrough ideas.
4. Make Ideas Tangible—Build rough prototypes to learn how to make ideas better.
5. Test to Learn—Refine ideas by gathering feedback and experimenting forward.
6. Share the Story—Craft a human story to inspire others toward action.
PIPE Model of Design Thinking of Isabela State University (Aggabao, 2019)
The PIPE Model design thinking (DT) process is built from the stand point of
continuous improvement. In this lens, innovation is not a terminal process.
Rather, every innovation is considered best product that is subject to
enhancement.
The model uses attitudes and dispositions based on critical and creative
thinking to create innovation. It has 4 phases:
1. Purpose- empathetic understanding
2. Ideation- generate large set of solutions
3. Prototype- modelling of best solution
4. Enhance- continuous improvement through feedback.
It offers a need-based approach towards innovation guided by the use of the
following principles: Exploration, Ideation, Reflective Judgement and Self-
regulation to come up with the best product or solution to a problem.
Figure 3. PIPE model of Design Thinking
Innovation and design may well serve as a platform to the learning process and
an extension delivery modality through systematic collaboration, partnership,
and immersion. This organization maximizes participation of institutions, faculty,
students, and communities.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking
Institution
Stude
Facul
Communities
Figure 4. Partnerships, Collaboration and
Innovation.
Social Innovation programs that use design thinking to address
problems in a community: For Singapore Polytechnic- Learning Express
Programme
For Isabela State University- Design Express Program
ACTIVITY
How does the PIPE model of design thinking promote collaboration and contribute to
innovation?
RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR
SUPPLEMENTARY READINGS
https://www.ideou.com/blogs/inspiration/what-is-design-
thinking https://podcasts.apple.com/us/podcast/creative-
confidence-series/id1231685425
https://podcasts.apple.com/us/podcast/learning-to-embrace-tensions-heather-
currier- hunt/id1231685425
Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based
Approach. University of UAE.
The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.
Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in
collaboration with Singapore Polytechnic.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking
ASSESSMENT TASK
Write down your thoughts about design thinking. Incorporate in your reflection
the concept of social innovation learned in Module 1, the PIPE model of design
thinking and on the readings on the link provided.
REFERENCES
https://www.ideou.com/blogs/inspiration/what-is-design-
thinking https://podcasts.apple.com/us/podcast/creative-
confidence-series/id1231685425
https://podcasts.apple.com/us/podcast/learning-to-embrace-tensions-heather-
currier- hunt/id1231685425
Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based
Approach. University of UAE.
The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.
Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in
collaboration with Singapore Polytechnic.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking
Module 3. PIPE Model of Design
Thinking Phase 1. Purpose-
Empathetic Understanding
LEARNING OUTCOME
In this module, you will learn more about the 1st Phase of the PIPE model of Design Thinking:
Purpose
-Empathetic Understanding. After completing this module, you should be able to:
1. craft problem statement;
2. identify the needs of your user/community; and
3. present Persona
LEARNING CONTENT
THE Phase 1- Purpose BUILDS ON exploration phase that takes off from the quest
to dig on for what inspires people to get engaged in the innovation process. It
employs the designer’s CRITICAL THINKING on the design space for problem
recognition, problem definition, and as the designers get high level of
empathetic understanding of the problem, guide exploration into the solution
space by enacting the ideation phase of the design process.
Learning to think in critically, analytical and evaluative ways means using mental
processes such as focusing, categorizing, selecting, and judging. It is an analytic-
evaluative process to support informed decision making.
Critical thinking requires a predisposition to be critically analytic in the process
of making sense of arguments and logic and rendering informed decisions and
judgments in an effort to make a well- reasoned, clear and responsive
conclusion.
The quest for purpose involves ability to get to know the user (community),
recognize and define their problem using critical thinking and empathetic
understanding. An innovation is bound to be useless unless we understand,
connect and care for the user (community). This is empathetic understanding.
Essential steps used in this phase:
1. Identification of a problem/ issue in a community
2. Preliminary research- through books, internet
3. Ethnographic Research- to gain deeper understanding and connection with the user
4. Analyzing Data
5. Creation of Persona
NOTE: The class will be divided into teams with 10 members each,
preferably members coming from same area/barangay/town to
work on your projects.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Step 1. Identification of a Problem/Issue
In this step you may start looking for possible projects that you will work on.
Identify a problem or issue in your community that is close to your heart. Who
do you want to help? Why do you want to help them? Describe using the
graphics below.
PROBLEM/ISSUE
What is currently
What is the
What factors being done to
problem/issue
contribute to the address the
about?
problem? problem?
Who needs help?
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Step 2. Preliminary Research
Conduct an online research to gather preliminary information about the problem
and issue. Is this problem happening in other places? Take note, you are not
supposed to think of any solution at this point. You are doing this to understand
more the problem/ issues around your user.
Combine the information you gathered from Step 1 and Step 2. At this point, you
are now ready to identify the problem and craft your problem statement!
How to craft a problem statement:
Identify the Verb+ Identify the User+ Problem to be tackled
Sample:
How can we help the students of ISU to become more effective self-
directed learners? How can we encourage the Cabaguenos to reduce
plastic wastes?
ACTIVITY 1
Craft your problem statement.
Problem Statement:
Step 3. Ethnographic Research—Empathy Study
The main goal of this process is to gain deeper understanding and connection
with the community. How do you get to know the people involved in the
issues/problems in the community? How can you connect with them?
Have this in your mind always: PUT YOURSELVES INTO THE USER’S SHOES.
Experience their everyday life. How do they think and feel?
You may use the following methods:
1. Observation
2. Interview
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Observation
The purpose of this method is to use AEIOU and POEMS observation technique
as tools for empathy study. During field observation, record observations under
appropriate headings.
AEIOU Technique:
What to observe: Observations
Activities
Environment
Interactions
Objects
Users
POEMS Technique:
People Objects Environment Message Services
Interview
Use interview as a technique to clarify observations and assumptions. This is
your opportunity to dig deeper into the inner thoughts and feelings of the user.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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It is best to conduct face-to-face interviews to discover your user and their
needs. During the interview:
Probe to uncover the truths behind their human story
Observe their non-verbal cues as well as pick out observations of their natural setting
Record all the interview data for analysis (word for word)
You may conduct interviews in pairs or groups of three. Decide on the role
each member is to play (interviewer, note-taker, observer).
A mix of both Type A & B questions are important during interviews. Type A
questions helps to keep your interviewees at ease while you build rapport with
him/her before moving into ‘tougher’ Type B questions which unravels deeper
information. Type B questions will aim to evoke stories and explore emotions.
Conclude with Type A questions as you end your conversation.
Interviews are not surveys. Do not ask a list of questions. Build on the answers of your
interviewees.
ACTIVITY 2
1. Prepare your guide questions prior to the conduct of your interview using the template
below:
Empathy Study Plan Who will be interviewed?
Demographics Personal Motivations
Questions: Questions:
Areas Related to the Problem
Questions:
2. Conduct an ethnographic research/empathy study.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Step 4. Analyzing Data Gathered: Identifying and Prioritizing Needs
In this particular step, your primary goals are to:
1. cluster the important data; and
2. identify the user needs.
Process 1. Identifying Useful Data (Individual Power)
From the interview data, write down points you think are interesting or significant.
Write one data point in one sentence. Do not summarize or interpret.
Use word for word, as supplied by the interviewee.
Note: Team Leader may split the team into 3 after this step to create
3 micro-groups before proceeding to Process 2.
Process 2. Share the data points. (within each micro-group)
One team member will exchange data points to another team member.
The partner will highlight the most useful data by putting an asterisk (*) to the data
point.
Each data point with an asterisk will be used in the next step.
Process 3. Cluster similar data together (Team Effort)
Each micro-group are required to turn in their asterisked data points.
Cluster asterisked data points (*) according to common pattern/
learning points from the interviewees.
From each cluster, write a general theme/cluster head.
Activity 3
1. Describe in 1-2 sentences the clustered information based on data points. This will be
the
insight.
INSIGHT: Reflection of each cluster (what does the clustered information tell you?)
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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2. From the insights, derive the users’ needs.
NEED: From the insight, what do you think your interviewee/user need?
Need 1:
Need 2:
Need 3:
WHAT MAKES A GOOD NEED STATEMENT:
• It is NOT a solution.
Bad example: I need money for internet connection to study during
the new normal. Better example: I need flexible learning
opportunities to study during the new normal.
• It addresses a gap.
• It addresses your project statement.
Remember, you are now identifying the needs which will be addressed/
given solution in the next phase (IDEATION).
Step 5. Creation of Persona
Persona is a profile which will serve as a reference & inspiration
throughout the solution development. It represents the community/ users
you are working with.
Personas are more than just demographic information, a persona needs to
capture the person’s behavior, beliefs, motivations & pain points.
Sample Persona
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Sample Persona Template:
Persona Name: Motivation Defining
Quote
Demographic Profile Social/Family Challenges/ Top 3 Needs
Lifestyle Pain
Age: Points
Gender:
Job:
Hobbies/Likes/ Deep Need
Dislikes
Statement
ASSESSMENT TASK
1. Create your own persona based on the information and data you
gathered. You may use the sample template as your reference.
2. Present the Persona to the class via the prescribed videoconferencing platform.
REFERENCES
Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based
Approach. University of UAE.
The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.
Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in
collaboration with Singapore Polytechnic.
https://www.youtube.com/watch?v=TiD33_6-NAM-
Empathy Design Thinking Toolkit- Singapore
Polytechnic (2018)
DT Teaching Slides- Singapore Polytechnic
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Module 4. PIPE Model of Design Thinking
Phase 2. Ideation-Generate Large Set of Solutions
LEARNING OUTCOME
In this module, you will learn about the concept of generating large set of
ideas as solution to your problem statement. After completing this module,
you should be able to:
1. Generate large volume of ideas that will meet the needs of the users.
2. Present a one big concept that is feasible, desirable, and sustainable to the users.
LEARNING
CONTENT WHAT IS
IDEATION?
The third stage of the design thinking process is focused on generating ideas
and identifying possible solutions through sessions of brainstorming. The aim of
this stage is to generate a large quantity of ideas that the team can then filter
and cut down into the best, most practical or most innovative ones in order to
inspire new and better design solutions and products.
1 2 3
Revisit Brainstorm and
your Cluster ideas to
generate ideas
concept
Persona’s around each other
WHAT IS BRAINSTORMING?
Brainstorming is an activity that helps a group, organization or team to generate
more innovative ideas. It is one of the most effective way of ideation. The main
purpose of brainstorming is generate large volume ideas within a group setting.
It provides a quick means for tapping the creativity of a limited number of people
to produce large number of ideas or concepts.
Problem Statement: How can we help the students of ISU to become
more effective self- directed learners?
User Needs Think about the parameters Ideas
Help Strong Suping
have internet access Create Learning
I need flexible learning Management
opportunities to study Give Strong Suping various System that can be
during the new ways of accessing used online and
normal. Learning Materials Offline
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Thinking 16
How to do Brainstorming:
Thin Writ Sla
k e p
Rules of Effective Brainstorming 1 Idea per post-
it
1. Defer Judgement
2. Go for Quantity
3. Encourage wild ideas
4. Build on others people’s ideas
5. Stay Focused
6. Do not dwell
7. Be visual
8. Stand Up.
SCAMPER Technique
You may use SCAMPER technique as a guide to generate ideas.
S Substitute What might you substitute? What parts/what materials will I use?
C Combine What might I combine this object with? Can I combine ideas, objects,
function?
A Adapt What might I copy? What will I retain?
M Modify How might I change it?
P Put to Other Use Are there other uses of this object? What happens if I change the
function or purpose?
E Eliminate What can I do without? What can I take away or remove?
R Rearrange What if I turned it upside down? Backwards? Inside out? What if I
rearrange any parts, function or objectives?
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking 17
From ideas to concepts:
Your concept should be a seamless integration of different elements. Make all the
elements work together to form a new and improved experience for your
Persona!
Clustering of Ideas into concepts
After gathering and generating large volume of ideas as possible solutions
and turning these into concepts, you may now cluster these ideas according
to the following:
1. Related ideas
- Place similar or related ideas together to form clusters
- Develop one cluster in to concepts
2. “best persona” ideas
- Place team’s choices of what works best for Persona together
- Develop cluster into a concept
3. “forced associations
- Randomly select ideas and place them together
- Develop cluster into a concept
Activity 1:
1. Describe in 1-2 sentences the ideas generated during brainstorming
this will be the cluster head.
CLUSTER HEAD: the summary of ideas
2. From the cluster head, derive the concept.
CONCEPT: from the cluster of ideas, what do you think is the solution that it suggests?
1.
2.
3.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking 18
One Big Concept. You have to select one concept that you think is the best in
solving the problem statement. Choose this concept using the following
guidelines.
1. Does the concept address the Persona’s Needs?
2. Is it a breakthrough?
3. Does the concept enhance the user’s experience?
In addition, consider the following questions,
DESIRABLE
Will your user want it?
FEASIBLE.
Can it be done now or
Does your user feel
in 5-10 years?
MY positive using it?
GREA Is it easy to use?
T
IDEA!
SUSTAINABLE
Will your idea last?
Are there short-term
and long- term gains?
ASSESSMENT
1. Present the One Big Concept to the class via the prescribed
videoconferencing platform.
SUPPLEMENTARY VIDEO
https://www.youtube.com/watch?
v=UAinLaT42xY&feature=youtu.be&fbclid=IwAR0fl4yZf3zcAfJA zXPox5nq-
HAsaKwLzhQXsC6qYw586AnBvxffZuODKtk
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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REFERENCES
Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based
Approach. University of UAE.
The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.
Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in
collaboration with Singapore Polytechnic.
Design Thinking Toolkit- Singapore Polytechnic (2018).
DT Teaching Slides- Singapore Polytechnic
https://www.interaction-design.org/literature/article/what-is-ideation-and-
how-to-prepare-for- ideation-sessions
https://www.ideou.com/pages/brainstorming-rules-and-techniques
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking 20
Module 5. PIPE Model of Design
Thinking Phase 3. Prototyping
LEARNING OUTCOME
In this module, you will learn about modelling the best solution from the concept
as a solution to the Problem Statement. After completing this module, you
should be able to:
1. Bring ideas to life
2. Present a prototype to the class
LEARNING CONTENT
WHAT IS
PROTOTYPING?
Prototyping is about communicating your concept in the form of a user’s
experience. The concept of rapid prototyping is being able to create the model
or visual representation of the product so that it can be better evaluated –
critiqued, opened for suggestions, and other observation which would feed to its
further improvement. It helps visualize possibilities. It usually answers the
question, what should you create to explain how your user will experience and
benefit for your solution?
WHY DO WE PROTOTYPE?
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Thinking 21
We prototype so we can save time and cost or error in our projects. The earlier
we identify the problems our product may encounter, the earlier that we can
improve it. It is better for us to fail in the earlier part of the testing and succeed
sooner than failing in the later part where time and cost has been wasted.
WHAT CAN BE PROTOTYPED?
Anything. We can create prototyped any concept that we want to show.
Prototypes can be really simple (cardboard) or relatively involved (semi working
model) in various fidelity.
Look & Feel Experiences Processes
Prototypes should be “quick and dirty”. This means that prototypes should not
cost much and should be very beautiful, rather, it must be simple and quickly
done. It is not polished nor a functional one. Prototypes must let the users
experience its function.
Quick ‘n’ dirty
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Types of Prototypes
1. Physical Models - these are the models created to showcase the physical
product. It is like a paper cardboard version of the product.
2. Storyboards – use to show or illustrate the details of the user experience
3. Role Play - The EMOTIONAL EXPERIENCE with a product or service is
sometimes BEST EXPRESSED BY ACTING IT out with team members
taking on the role of the target user or customer.
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Thinking 23
ASSESSMENT
1. Present the Prototype to the class via the prescribed videoconferencing
platform.
REFERENCES
Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based
Approach. University of UAE.
The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.
Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in
collaboration with Singapore Polytechnic.
Design Thinking Toolkit- Singapore
Polytechnic (2018). DT Teaching Slides-
Singapore Polytechnic
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
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Thinking 24
Module 6. PIPE Model of Design
Thinking Phase 4. Enhance-
Continuous Improvement
LEARNING OUTCOME
In this module, you will learn about the importance of the 4th Phase- Enhance -
Continuous Improvement. After completing this module, you should be able to:
1. gather feedback from the users and non-users;
2. revise prototype based on the feedback gathered; and
3. present final prototype in the Young Innovators’ Congress (online platform).
LEARNING CONTENT
The primary goal of the Enhance Phase of the PIPE model of the Design Thinking
is to gather feedback from both users and non-users of the project for
continuous improvement. The users and non-users at this phase are your
innovation partners to add value to your project and come up with a better
project.
How will you Gather Feedback
At this point, you will set an appointment for non-users and users
(community) for the following purposes:
1. present your concept:
a. Problem/Issue to be tackled
b. Persona & Need Statement
c. Concept & Prototype
2. seek feedback:
a. What works for you?
b. What doesn’t work for you?
c. How could this be better?
ACTIVITY
Gathering Feedback
1. Gather a group of 5-10 non-users and gather feedback based on the
guide questions provided. Write down their recommendations and
suggestions. Based on their feedbacks, revise your prototype.
2. After revising your prototype based on the non-users’ feedback, go back
to your users and present your prototype. Write down their
recommendations and suggestions. Based on their feedback, revise your
prototype.
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
Institutional Elective 2 - Critical and Creative Page|
Thinking 25
ASSESSMENT TASK
Present your final prototype in the Young Innovators’ Congress organized by
your College/Department. Again, gather feedback for continuous improvement of
your project.
REFERENCES
Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based
Approach. University of UAE.
The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.
Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in
collaboration with Singapore Polytechnic.
Stay Cool: How to Take Design Feedback Strategically
https://www.toptal.com/designers/prototyping/taking-design-
feedback-strategically
Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020
