Reflection On Design Thinking Project

Table of Contents

1.0 Introduction.. 3

2.0 Business Problem Statement 3

3.0 Application of Design thinking project 3

3.1 Benefits. 3

3.2 Limitations. 4

3.3 Challenges. 4

4.0 Analysis of Feedbacks. 4

4.1 Recommendations. 5

5.0 Conclusion.. 5

Reference List 6

1.0 Introduction

The design thinking process is an iterative and non-linear process that is used to challenge assumptions, redefine the issues, and develop solutions to prototype and test. The design thinking process works in five stages that include empathizing, ideating, prototyping, and testing for tackling the defined or existing problems. Through this project, I have tried to identify the issue faced by the university students in the post cold era and find out some solutions to accelerate their education through this new technology. 

2.0 Business Problem Statement

In the post-covid era, it has been seen that the students are now being offered study from home or online (virtual) classes to continue their learning. Due to the sudden digitalization of the entire system students are not being able to cope with every change which is leading them to lag behind others and also resulting in losing interest in education as well as other tasks due to its unattractiveness (Liedtka, 2018). Here the need to implement the design thinking process has become necessary to eradicate the issues and provide the students an interesting and hassle-free learning experience.

3.0 Application of Design thinking project

With the help of the design thinking process, we have decided to develop a project named Implementation of E-training program for university students. This E-training program has been designed to be implemented through LMS software where the university and professors will upload the tasks, projects, and other assignments for students along with different study materials (Kummitha, 2019). This can be accessed anytime and every time by the students according to their requirements. All study materials will be tried to make it more interesting to attract students’ interest and different quizzes will also be organized for them.

3.1 Benefits

Through this project, I have observed that the design thinking process helps in empowering the students by giving new ideas to explore, collaborate and consider new ways to complete the work fast, easily, and efficiently. It also helps by providing creative tools to study the issue and develop imaginative ideas. Likewise, the E-training program is also going to provide new ways to learn new things along with regular coursework (Östlund, 2017). Due to the accessibility of the coursework all time the students can complete their tasks at their convenience and engage them in some more creative courses which are beneficial for their future careers. This solution is effective for the students who are facing issues in adopting the transformation from the traditional way of learning to the digital one. It includes a virtual classroom that will assemble students in one place and the teachers will be able to teach them at once.

3.2 Limitations

However, we have also realized that despite several benefits and appreciations of the design thinking process, it is inclusive of some limitations that are important to focus on while developing a project. Under this system while developing the E-training program we have identified there are some limitations that can affect the project. It always requires a heavy participant involvement for the success of the entire project (AlAbdouli, and Abdelaziz, 2018). Here, if the university fails to train the students properly then the students with a lack of knowledge will be neglected, finally, some system limitations can also arise.

3.3 Challenges

As the E-training Program has been tried to implement based on the design thinking process, thus it also has faced some challenges while implementing this project. The main challenges it has faced are some technical issues. Along with that, the major challenge of this process is the unrealistic deadlines for the projects (Garg, and Sharma, 2020). If the university provides some unrealistic deadlines for the assigned tasks, then it can be problematic for the students to complete within a given time which can lead the students to feel exhausted in completing the tasks. 

4.0 Analysis of Feedbacks

Based on the application of the E-training program we have gathered some feedback which is expected to help us in improving the project and further the experience of students. According to the reviews of our project prototype, we need to improve the timing issue that can arrive in uploading the assignments and solution files (Chang-Tik, 2017). Also, it has been observed that the university can face issues in engaging the students at one time which may lead to a lack of communication among students as there is no particular time that can be arranged for the virtual classroom. It is not only the students that require training for this change but the teachers are equally in need of training to adopt and practice this new style of education. 

4.1 Recommendations

Based on the feedback some solutions have been developed that are expected to reduce the issues of the project.

  • It requires proper training sessions for both professors and students. It will help them in adopting this new technology to continue the learning process.
  • It is required to set a proper time for the virtual class session so that the students can be engaged for the particular sessions at the same time.
  • Arranging some group courses, and conversation will also help the students in engaging with each other. Along with that, the students can also be more social with this practice.

5.0 Conclusion

This entire project has helped me to develop my knowledge and skills regarding the design thinking process. Indeed, I have learned the importance of work unitedly and its influence on projects. In the process of this project, I have seen that it is possible to face several issues and complications related to our personal skills, capacity to adapt, and in showing our concerns or points. It depends on the effort we give to our strength to understand the situation and resolve it. While developing the E-training program with the help of the design thinking process I have learned different aspects related to the design thinking process, like prototype development, understanding the importance of testing the prototype to make the final project appropriate and usable for others. The group members were always helpful towards each other and encouraged us to share our ideas for project development. Even while we faced any issue regarding incorporating a program or escaping one many times we have faced contradictions in our suggestions. Still, we have learned the way issues can be resolved according to the momentum requirement with overall member permission. Thus, from this group project overall I have learned that only the equal contribution and collaboration of each team member can develop a project in a proper manner that also leads the members to gain in-depth knowledge accordingly.

Reference List

AlAbdouli, S. and Abdelaziz, H., 2018. Design an E-Training Program Based on Cognitive Coaching Techniques and Measure Its Impact on Developing Assessment Competencies Among UAE Middle Schools’ Teachers. Innovation Arabia 11, p.186.

Chang-Tik, C., 2017. Lecturer e-Training Program to Support University Teaching. Canadian Journal of Learning and Technology43(2), p.n2.

Garg, S. and Sharma, S., 2020. User satisfaction and continuance intention for using e-training: A structural equation model. Vision24(4), pp.441-451.

Kummitha, R.K.R., 2019. Design thinking in social organizations: Understanding the role of user engagement. Creativity and innovation management28(1), pp.101-112.

Liedtka, J., 2018. Why design thinking works. Harvard Business Review96(5), pp.72-79.

Östlund, C., 2017. Design for e-training. Frederiksberg: Copenhagen Business School (CBS).

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