{ "document_id": 14132, "page": 13, "width_pt": 612, "height_pt": 792, "rotation": 0, "pipeline_version": "paddleocr-vl-1.6+paul-48", "engine": "paddleocr_vl", "source_run_id": 14245, "item_count": 14, "counts_by_type": { "footer": 2, "list": 1, "list_item": 6, "text": 5 }, "build_ms": 3, "items": [ { "id": "p13.1", "order": 1, "type": "text", "bbox": { "l": 59.76, "t": 757.68, "r": 578.4, "b": 713.28 }, "text": "an expert to campus to teach a seminar in the concepts. Because of the widespread adoption of Design Thinking, the acquisition of this skill will be applicable and relevant in a wide range of occupations that our graduates might enter." }, { "id": "p13.2", "order": 2, "type": "text", "bbox": { "l": 59.52, "t": 699.84, "r": 578.4, "b": 612.72 }, "text": "Design Thinking is a proven strategy for leaders to assess problems and provide insights. In a complex work environment, Design Thinking helps companies to make a complex system \"simple, intuitive and pleasurable,\" according to John Kolko (2015), vice president of design at Blackboard. Design Thinking is a \"robot-proof\" area because it focuses on skills that are strictly human: an analysis on users' experience, especially their emotional ones, creating models to examine complex problems, and using prototypes to explore potential solutions (Kolko, 2015)." }, { "id": "p13.3", "order": 3, "type": "text", "bbox": { "l": 59.52, "t": 599.52, "r": 578.4, "b": 454.32 }, "text": "Design Thinking encourages innovation and it reinforces another important “robot-proof” skill—creativity—which is generally difficult to teach. Design Thinking has been employed in various fields: education, industry, business, and, of course, those associated with aesthetics. Writing for Forbes, Cohen (2014) aptly calls Design Thinking a “unified framework for innovation.” Stanford University’s Hasso Plattner School of Design, known also as d.school, facilitates use of Design Thinking strategies among its students and offers training for those outside of academia. As a way of fostering creative solutions, Design Thinking identifies and investigates both the known and ambiguous aspects of a situation in an effort to discover a solution that may lead to one or more satisfactory goals. Because Design Thinking is iterative, intermediate “solutions” are potential starting points for alternative paths, allowing for redefinition of the initial problem (Kees and Nigel, 2001)." }, { "id": "p13.4", "order": 4, "type": "text", "bbox": { "l": 59.76, "t": 441.12, "r": 578.16, "b": 382.56 }, "text": "Put another way, Design Thinking is an innovative way of solving real-world problems to serve the people who use the end product (Popovic, 2016). According to Popovic (2016), design thinking is a process, undertaken in a predefined order, in order to solve problems according to a plan. The plan involves the following six steps or modes:" }, { "id": "p13.5", "order": 5, "type": "list", "bbox": { "l": 82.56, "t": 374.16, "r": 577.92, "b": 168.72 }, "text": "", "attrs": { "item_count": 6 }, "children": [ { "id": "p13.5.1", "order": 6, "type": "list_item", "bbox": { "l": 82.8, "t": 374.16, "r": 576.72, "b": 345.6 }, "text": "Empathize Mode. Problem solving begins with the individuals who are impacted by the problem. These individuals should be engaged in dialogue about the problem.", "marker": "1." }, { "id": "p13.5.2", "order": 7, "type": "list_item", "bbox": { "l": 82.8, "t": 341.52, "r": 576.96, "b": 312.96 }, "text": "Define Mode. In this step the problem is defined based on information learned about those impacted. It may be framed by the creation of a problem statement.", "marker": "2." }, { "id": "p13.5.3", "order": 8, "type": "list_item", "bbox": { "l": 82.56, "t": 309.12, "r": 577.92, "b": 266.16 }, "text": "Ideate Mode. Ideas are generated based on the definition of the problem. Emphasis is placed on generating a wide range of solutions at this stage (divergent thinking). The best solution will emerge through later stages in the process (convergence).", "marker": "3." }, { "id": "p13.5.4", "order": 9, "type": "list_item", "bbox": { "l": 82.56, "t": 262.08, "r": 577.2, "b": 234.72 }, "text": "Prototype Mode. Here different models are considered that will allow movement toward a final solution.", "marker": "4." }, { "id": "p13.5.5", "order": 10, "type": "list_item", "bbox": { "l": 83.04, "t": 229.92, "r": 577.2, "b": 202.08 }, "text": "Test Mode. At this stage, users try the prototypes to narrow down which will be the best possible solution.", "marker": "5." }, { "id": "p13.5.6", "order": 11, "type": "list_item", "bbox": { "l": 83.04, "t": 197.76, "r": 577.44, "b": 168.72 }, "text": "Share Mode. In the final step, the lesson learned or knowledge gained from this process is shared with the wider community.", "marker": "6." } ] }, { "id": "p13.6", "order": 12, "type": "text", "bbox": { "l": 59.52, "t": 154.32, "r": 578.64, "b": 67.44 }, "text": "As a pedagogy, the essence of design thinking is to put learners into contexts that make them think and work like an expert designer. Design thinking can be applied to any subject area that creates innovative products to address people's needs, including engineering, architecture, medicine, computer programming, website production, and creative writing. The principles and practices of design thinking are being adopted for industrial and media design courses in college and vocational education (Dam & Siang, 2018)." }, { "id": "p13.7", "order": 13, "type": "footer", "bbox": { "l": 34.08, "t": 37.92, "r": 289.68, "b": 23.52 }, "text": "Quality Enhancement Plan: “Learning that Works”", "attrs": { "block_label": "footer" } }, { "id": "p13.8", "order": 14, "type": "footer", "bbox": { "l": 568.08, "t": 36.24, "r": 576.96, "b": 25.44 }, "text": "9", "attrs": { "block_label": "number" } } ], "excluded_furniture": { "first": [], "last": [] } }