Post-its, Legos, markers and posters in the hands of over 20 overly-excited students can be the makings of a chaos. But with an experienced teacher or a facilitator it can actually turn into many nice service ideas or concepts. As part of the study unit of ‘Design Thinking’ we got to learn that a lot of this thinking is actually doing.
The power of making it visual
Being it a quick sketch of your new classmate with even more quickly scribbled words on post-its describing the person or a marker taped to a 35mm film canister as a prototype of an apparatus for nasal tissue operations – sketching and especially prototyping makes you work faster. As stated by Tim Brown in his renowned book Change by Design (HarperCollinsPublishers, 2009) most problems worth worrying about are complex, and a series of early experiments is often the best way forward. “Fail fast” is a well-known notion and that’s where sketches and prototypes come into play.
During the two-day session with Katja Tschimmel (founder of Mindshake, http://www.mindshake.pt/) we experienced the divergent and convergent process of design thinking. It’s not the easiest start for your Saturday morning when you’re put to the task of spilling out as many ideas as possible from your coffee-thirsty brain, just to next visualise them and later on create a quick prototype of your most promising idea. But with prototyping you can really make your ideas concrete, and as our group in session realized, really open your idea for discussion within the small group, but also with others. With only one round of feedback, our group collected many good suggestions to our original idea.