Tag Archives: design thinking

Process, product, and purpose

I love this quote from David Jakes:

“Design creates useful things. Much has been written by various educators about valuing process over product, but in the real world, people create things. It’s easy to value process over product when the product is a grade or points on a test. In your classroom, shift from a transactional approach to a design-based transformational one where the product has value and meaning to students and has the potential to impact intellectual growth, spark personal development, or contribute to improving the human condition.”

There is a lot of talk about process over product. However this comparison is built on a false dichotomy. It’s not about one over the other, rather it’s process with the purpose of producing a product.

For example, when looking at design thinking, we start with empathy for the end user. The final product is the goal, it’s the purpose we are designing for, but the process of design thinking is the journey we go on.

So, it’s not process over product, it’s process with purpose. The final product is important, be it a presentation, an app, a business or business plan, a play, or a piece of art. How you get there is important too. Understanding the purpose, having a real reason to produce a final product is the reason to go through the process.

What’s exciting is having students learn, value, and be motivated to go through the process to get to that final product. That’s a shift from a more traditional test, or a cookie-cutter assignment where everyone produces an identical final product. Instead the students are part of the process, and understand the purpose of getting to the final product… which they have constructed or co-constructed.

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Here is a specific example: There are a couple educators from the Northwest Territories coming to visit us at Inquiry Hub. They are heading this way to see Trevor Mackenzie on Vancouver Island, and he recommended they come visit our school. Unfortunately the only day they can come is a professional development day when there are no kids at our school. So, I asked 6 kids if they would be willing to come in and present to these teachers.

Once they agreed, I sent this in an email to the teachers coming to visit:

“As an FYI, I’ll be handing over the presentation fully to the students, they will design what it looks like. With the design thinking model in mind, the big question is “What does the end user want/need”… so, please give me a short write-up of what you are looking for.

They will give you the shape of our day, what the student experience is like, but beyond that what do you want to get out of the visit? Whatever you share is exactly what I’ll be sharing with them to prepare with.”

Our students will design the presentation, they will understand the purpose of their final product, and while the process is important, and while they have had a ton of practice producing great presentations, they know that delivering a good final presentation to an authentic audience is what will matter in the end.

It’s not one over the other, it’s process for the purpose of a good final product.

User Interface and user experience

It’s a delicate balance: providing a multitude of options and also creating a good user interface that isn’t confusing. Today I went to an online menu and there were several options that only showed up as buttons with tiny icons on the top right of the screen. I would never had known there were other options available if my friend hadn’t mentioned these tiny bubbles were whole other menus.

The concept was good, not overwhelming the page with too many options. The interface was bad, putting tiny icons at the top of the page, which I wouldn’t be looking for as I head to the menu. These icons are not what I came to the page to see, and not having them either float on the screen as I scrolled down or added at the bottom of all the other choices, lacked usability.

This is where design thinking, and focusing on the needs of the end user are so important. Why add features a user either doesn’t see or doesn’t know how to access? Why create unnecessary steps, extra features that are challenging to use, or pop up screens that break the flow of creativity or general use? The answer is almost always that the disconnect is unintentional. Good ideas, bad user interface… bad from the perspective of the end user.

The starting question might be ‘what does the user want’? But the question that most needs to be thought about is ‘what is the user experience?’ The experience is what ultimately matters.

The luxury of convenience

I had a chuckle today in the grocery store. A woman rushed by me, grabbed an item of of the shelf and keep going almost in a single motion. She was obviously in a hurry. She was also on her cell phone and the part of the conversation I caught was, …”Seriously, I wish our damn phones were still connected to our walls with a wire.” The irony of her saying this on a very portable phone wasn’t lost on me.

I then went to Starbucks and sat for a few minutes having a breakfast sandwich. Our local store is newly renovated and it both looks and feels really nice. They expanded the serving area without taking much seating away, and the order pickup area has a large section with the alphabet in 3 rows to help people find their order by name much faster. However, when I went to dispense my garbage I realized that the only recycling and disposal bins were at the back of the store next to the washrooms. This is not remotely convenient.

On the opposite end of the spectrum, when we were doing our main floor renovation last year, we knew we wanted a coffee station on the small counter next to our fridge. It wasn’t part of the original plan, but I requested a sink be added to the counter. I thought about how after the coffee has been pressed on our espresso machine, we would want to rinse out the portafilter, and it would be really inconvenient to walk this over to our kitchen sink about 15 feet away, while it dripped coffee. Between making coffees and rinsing out the wet cat food containers for our cat, there are days I use this sink more than the main kitchen sink.

 On a completely different topic, Zoom calls can be great to bring people together, when geography can be challenging, but it can also be a complete time suck with added opportunities for meetings to happen, when a memo or email would be faster. A memo instead of a Zoom call can free up a lot of time that a meeting can steal from the efficiency of a more productive day.

There’s no doubt that having a mobile phone provides considerable convenience compared to phones with a spiral cord connected to it, in a fixed location. But we can’t deny the distraction that these smart phones have created, taking time away from us. So their convenience comes with a fair bit of inconvenience as well. 

I think people often spend a lot of time thinking about how one thing can be convenient and through a lack of design thinking forget about how other things also need to be convenient. It is true that sometimes one convenience needs to be a sacrificed, and not everything can be equally as convenient. The new Starbucks layout is definitely more convenient for the employees, but they really missed the mark, making it less convenient for customers. That’s a luxury that shouldn’t be missed. 

Ask a student

I’ve created a survey for my Grade 11’s and 12’s. They are the only students in our school that know what our community and culture was like pre-lockdowns and pre-restrictions into cohorts to deal with the pandemic. The 11’s only saw this from September to February of their grade 9 year, the 12’s experienced it for a year and a half. I am asking them these questions for a few reasons:

1. I want them to remember what makes our school special.

2. I want them to share their perspective so that we know what students find valuable about the culture we had before restrictions altered our environment.

3. I want to learn what students didn’t like or enjoy, so that we don’t bring those things back.

I created the questionnaire and shared it with teachers for feedback. I also shared it with one of our grade 12’s. The teachers said, ‘good questions’ and gave a suggestion or two. My student said the same, then went on to give me a whole slew of suggestions that will make the survey easier to understand and respond to, and provide better (clearer) feedback to us. This student’s suggestions allowed me to see the survey through a student’s eyes, and gave me perspective that I could not have had otherwise.

Sometimes we do things for students without having empathy for their experience. We design activities and assignments without thinking of the user experience… without including them in the design process. Often we can make these activities and assignments for students so much better… if we just remember to ask a student.