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[null,"1.","Record Nr.",null,"UNINA9910484434003321"]
[null,null,"Titolo",null,"Design thinking research : interrogating the doing / / Christoph Meinel, Larry Leifer, editors"]
[null,null,"Pubbl/distr/stampa",null,"Cham, Switzerland : , : Springer, , [2021]"]
[{"$nulls":4},"©2021"]
[null,null,"ISBN",null,"3-030-62037-9"]
[null,null,"Descrizione fisica",null,"1 online resource (viii, 425 pages) : illustrations"]
[null,null,"Collana",null,"Understanding innovation"]
[null,null,"Disciplina",null,"745.2071"]
[null,null,"Soggetti",null,"Industrial design - Study and teaching"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Intro -- Foreword -- Contents -- Introduction -- 1 UN-Learning, UN-Biasing, UN-Assuming, UN-Covering, UN-Thinking -- 1.1 UN-Learning -- 1.2 UN-Biasing -- 1.3 UN-Assuming -- 1.4 UN-Covering -- 1.5 UN-Thinking -- 2 Road Map Through This Book -- Theoretical Foundations of Design Thinking. Part III: Robert H. McKim's Visual Thinking Theories -- 1 Robert H. McKim as an Artist of Integration and Practical Experimentation -- 2 Experiences in Visual Thinking: Training Basic Skills for Creativity -- 3 A Theory of Creativity -- 3.1 Personal Challenge as a Creativity Requirement -- 3.2 Productive Information Processing as a Creativity Requirement -- 3.3 Flexibility as a Creativity Requirement -- 4 Creativity as Embodied Cognition -- 4.1 A Theory of Relaxed Attention -- 4.2 A Theory of Attention -- 4.3 A Theory of Memory -- 4.4 A Theory of Representation Systems -- 5 The Concept of Ambidextrous Thinking -- 6 The ETC Model for Creative Work: Express, Test, Cycle -- 6.1 Express -- 6.2 Test and Cycle -- 7 The Importance of Places: Or-Embedded Cognition -- 7.1 Environments to Facilitate Externalized Thinking -- 7.2 Prototyping Materials and Space-Design -- 7.3 Facilitating Flexibility with Spatial Designs -- References -- Part I Effective Design Thinking Training and Practice -- Designing as Performance: Bridging the Gap Between Research and Practice in Design Thinking Education -- 1 Introduction -- 1.1 The Research-Practice Gap -- 2 Theoretical Foundations -- 2.1 The Three Learning Outcomes: Affective, Cognitive and Skill-Based -- 3 Extended and Distributed Cognitive Models: Beyond Cartesian Thinking -- 3.1 Training in Performative Disciplines -- 4 Designing-as-Performance -- 4.1 Performative Patterns -- 4.1.1 MEDGI -- 4.1.2 Dimensions of "]
[{"$nulls":4},"Engagement -- 4.1.3 Analytic Questions/Answers and Generative Questions/Answers -- 4.1.4 Media Models."]
[{"$nulls":4},"5 Iterative Development and Evaluation -- 5.1 Preliminary Evaluation -- 5.1.1 Faculty and Staff European University Workshop -- 5.1.2 Professional Workshop: Train the Trainer -- 5.1.3 Legal Design Workshop: Redesigning Contracts -- 5.2 Evaluation of Designing-as-Performance and Performative Patterns -- 5.2.1 Master Class 2019: Advanced Coaching Strategies for Teams (1-Day Workshop) -- 5.2.2 Evaluation -- 5.2.3 Digital Health Design Lab, Summer Semester (15 Weekly Sessions) -- 5.2.4 Evaluation -- 6 Discussion -- 7 Conclusion -- References -- Developing a Tool to Measure the Transfer of Design Practice from Training Contexts to Applied Contexts -- 1 Introduction -- 1.1 Reflective Design Practice -- 1.2 Environmental Variables -- 2 Study 1: Using Reflective Design Practice to Categorize and Measure Aspects of Student Learning -- 2.1 Background -- 2.2 Participants -- 2.3 Methods -- 2.4 Initial Results -- 3 Study 2 (Pilot): Using Reflective Design Practice to Capture Applied Design Practice -- 3.1 Background -- 3.2 Participants -- 3.3 Methods -- 3.4 Future Analysis -- 4 Study 3: Capturing Environmental Variables in Applied Contexts -- 4.1 Background -- 4.2 Participants -- 4.3 Methods -- 4.4 Future Analysis -- 5 Study 4 (Pilot): Using Reflective Design Practice to Measure Initial Transfer -- 5.1 Background -- 5.2 Participants -- 5.3 Methods -- 5.4 Future Analysis -- 6 Conclusion -- References -- Using `Space' in Design Thinking: Concepts, Tools and Insights for Design Thinking Practitioners from Research -- 1 Introduction -- 2 Theoretical Background -- 2.1 The Understanding of Space -- 2.2 Design Thinking Coaching -- 3 Preparing the Workshop Space -- 3.1 Elements and Zones of a Design Thinking Space (Functional Jobs of the Space) -- 3.1.1 Team Space -- 3.1.2 Share Space -- 3.1.3 Prototyping Space -- 3.1.4 Social Space -- 3.1.5 Four Spaces vs. All In One."]
[{"$nulls":4},"3.2 Creating the Right Atmosphere in a Design Thinking Space (Emotional and Social Jobs of the Space) -- 3.2.1 Creating Ownership -- 3.2.2 Inspiration from Within and Without -- 4 Using the Workshop Space from a Coach's Perspective -- 4.1 Creating Spatial Awareness -- 4.2 Reflection -- 5 Using and Transforming the Workshop Space from a Participant's Perspective -- 5.1 The Use of Space: Evidence from Reflections -- 5.1.1 Space Use and Awareness -- 5.1.2 Triggers for Space Chance -- 5.1.3 Inhibitors of Space Change -- 5.2 Learnings and Tools Based on Students' Reflection -- 5.2.1 Lessons Learned from Students -- 5.2.2 60 s for Space (Check-In and Check-Out) -- 5.2.3 Space Configurator -- 6 Discussion -- References -- Video Capture Interface Prototype for Design Knowledge Capture and Pedagogical Implications -- 1 Background -- 1.1 Project Context -- 1.2 Course Context -- 2 Users and Stakeholders -- 2.1 Current Students -- 2.2 Future Students -- 2.3 Course Assistants -- 2.4 Coaches -- 2.5 Teaching Faculty -- 3 Benchmarking -- 3.1 Tang and Leifer -- 3.2 Yang and Cutkosky -- 3.3 WorkSpace Navigator -- 3.4 ActiveNavigator -- 4 Design Vision -- 4.1 Critical Experience Prototype -- 5 Testing -- 5.1 Video Capture -- 5.2 Video Coding and Analysis -- 6 Findings and Future Directions: Design Methodology Learning Goals -- 6.1 Benchmarking -- 6.2 Reflection -- 6.3 Contextualization -- A.1 Appendix -- References -- Razors for Arctic VIP Travelers: Using Warm-Up Games in MOOCs -- 1 Introduction -- 2 Context of Discussion Forum Warm-Ups Games -- 2.1 Onboarding -- 2.2 Discussion Forums -- 2.3 Warm-Up Games in Design Thinking and Improvisational Theatre -- 2.4 Warm-Ups and Improvisational Techniques in Physical Classrooms -- 3 Warm-Up Games in Three Design Thinking MOOCs -- 4 Results -- 5 Conclusion and "]
[{"$nulls":4},"Recommendations -- References."]
[{"$nulls":4},"Part II Understanding Design Thinking Team Dynamics -- Design Team Performance: Context, Measurement, and the Prospective Impact of Social Virtual Reality -- 1 Introduction -- 1.1 Performance: Design Team Behavior -- 1.2 Context: Role of Environment -- 1.3 Measurement: Scientific Challenge -- 1.4 Promise: Social Virtual Reality -- 2 Guiding Question -- 3 Study Design and Experimental Setup -- 3.1 Experiment: Preparation -- 3.2 Experiment: Physical Setup -- 3.3 Experiment: Virtual Setup -- 3.4 Experiment: Participant Recruitment -- 3.5 Experiment: Procedure -- 4 Experiment: Data Collection -- 4.1 Video Data of Participant Interactions -- 4.2 Screen Capture of the First-Person View in VR -- 4.3 Body Tracking Data -- 4.4 Questionnaire Data -- 4.5 Verbal Debrief Video -- 5 Experiment: Preliminary Data Analysis -- 6 Discussion and Summary of Analysis -- 7 Synthesis -- 7.1 Prototype #1 -- 7.2 Provisional Resolution of the Clumsiness of Prototype #2 -- 8 Conclusion -- References -- The Neuroscience of Team Cooperation Versus Team Collaboration -- 1 Cooperation Versus Collaboration -- 2 Understanding Cooperation/Collaboration: Measurable Constructs -- 2.1 Neuroscientific Construct: Hyperscanning -- 2.2 Distinction Between Cooperation and Collaboration in Neuroscience -- 2.3 Functional Near-Infrared Spectroscopy (fNIRS) for Assessing IBS -- 3 Methodology -- 4 Planned Analysis and Conclusion -- References -- Organizational Learning Through a Process of Framing Orientations in Group Discourses -- 1 Organizational Learning on Group Discourses -- 2 Framing Orientations in Group Discourses -- 3 Data Collection -- 4 Three Ways of Framing Orientations Exemplified -- 5 Conclusion -- References -- Did It Have to End This Way? Understanding the Consistency of Team Fracture -- 1 Introduction -- 2 Related Work."]
[{"$nulls":4},"2.1 Interaction Patterns, Viability, and Fracture in Online Teams -- 3 Method -- 3.1 Tasks -- 3.2 Measures -- 3.3 Participants -- 4 Results -- 4.1 Manipulation Check -- 4.2 How Consistent Is Fracture? -- 4.3 Do Individuals Contribute to Fracture? -- 4.4 Is Fracture Evident from Discussion? -- 4.5 Behavior Under Fracture -- 5 Discussion -- 5.1 Limitations -- 5.2 Implications for Design -- 6 Conclusion -- References -- Part III Design Thinking in Practice: New Approaches and Application Fields -- Design Thinking at Scale: A Multi Team Design Thinking Approach -- 1 Introduction -- 2 Related Work -- 2.1 Integrated Design Thinking and Software Development Approaches -- 2.2 Scaled Agile Approaches -- 3 DT@Scale: Design Thinking at Scale Concept -- 3.1 Scaled Design Thinking Phase -- 3.2 Prototype Development Phase -- 3.3 Product Development Phase -- 3.4 Conclusion -- 4 Case Study: Improving the Software Development Experience -- 4.1 General Setup and Concept Adaptations -- 4.2 Scaled Design Thinking Seminar -- 4.3 Follow-Up Projects -- 4.3.1 Seminar Project: Immediate Feedback -- 4.3.2 Student Project: Data Generator -- 4.3.3 Student Project: What Information Does a Developer Need? -- 4.3.4 Bachelor Project: Data and Performance Aware Development -- 5 Discussion -- 5.1 Benefits and Challenges -- 6 Summary and Outlook -- References -- Design Guidelines for Early Childhood Computer Science Education Tools -- 1 Introduction -- 2 Method -- 2.1 Participants -- 2.2 Interview Procedure -- 2.3 Observation Procedure -- 2.4 Data and Analysis -- 3 Findings -- 3.1 Accessible -- 3.2 Approachable -- 3.3 Engaging -- 4 Discussion -- 4.1 Use Widely Accessible Hardware -- 4.2 Limit Literacy -- 4.3 Leverage Interdisciplinary Topics -- 4.4 Make It Personal -- 4.5 Support Collaboration -- 4.6 Jump Right In -- 4.7 Provide Explicit Scaffolding."]
[{"$nulls":4},"4.8 Let Kids Be Creative or Physical (or Both)."]