This is a GROUP assessment that consists of two components:
Oral presentation of Design Thinking process
Written report, critically discussing the challenges of implementing the Design Thinking process in established organisations
At the start of term, you are required to join a team (3-5 students per team). Throughout the term, teams will undertake the following activities:
identify a problem that could be addressed/improved through Design Thinking (the problem may be of a social, service, commercial or digital nature);
use Design Thinking tools, techniques and mind-set to develop ideas for innovations that address/improve the problem you have identi?ed;
consider future steps to launch the innovative solution;
present the Design Thinking process that you have applied to identify the problem and achieve the innovative solution; and
develop a written report critically discussing the challenges of implementing Design Thinking in established organisations.
You will have the opportunity to experience and apply relevant tools and techniques throughout the term and you are STRONGLY encouraged to actively and creatively make use of opportunities provided in-class (on-campus students) and online (distance students) to practice and re?ne your Design Thinking skills and solutions.
Presentation:
The presentation looks to the past in that it should report on the Design Thinking activities your team has carried out to get to the innovative solution(s) you have incubated - there is no maximum of activities you should carry out as this depends upon how you progress your innovation and whether you have repeated some activities multiple times. However, as an absolute minimum, you are expected to report on 10 activities as per the prescribed textbook. Your presentation must cover the following:
What you have done (activities);
What the outcomes of these activities were;
What outcome(s) you chose and why;
Where - within the Design Thinking process - you are at the point of presenting.
You should ensure that you go beyond purely describing the activities and instead include some critical evaluation of the tools' merit to your particular Design Thinking process. The description of activities, tools and techniques requires references to relevant literature and evidence of your involvement with these activities. You can evidence this, for instance, by including photographs of your activities that you should be compiling for your blog in assessment 3 anyway, but please remember that this group report deals with your ACTIVITIES and their OUTCOMES, not with the REFLECTIONS on your personal learning - the latter is the content of assessment 3. An absolute minimum of 8 academic references is required. Further supporting material is available in Moodle.
Presentations should be between 13 and 15 minutes in duration - presenters will be stopped if they go over the 15 minute mark. Each team member should contribute roughly equally. Presentations should make use of PowerPoint slides, which have to be submitted via Moodle. Prezi or other approaches are only permitted with PRIOR approval from the unit co-ordinator. You are encouraged to utilise other visual aids (printed diagrams, prototypes, etc.) to support your presentation.
Report:
The report should be 1,250 to 1,500 words, excluding preliminaries, tables, ?gures, references and appendices.
To successfully complete this part of the assessment, you are required to research literature about the challenges that organisations face when trying to implement Design Thinking. You are required to compare your group's experience of Design Thinking with the realities of implementing Design Thinking in an established organisation, based on your literature research. You may choose a speci?c organisation or you may keep your discussion generic. An absolute minimum of 8 references is required (most of these must be academic, peer-reviewed publications, but some may be high-quality practitioner reports).
Presentation
- Ability to describe and critically evaluate a minimum of 10 suitable Design Thinking tools/techniques that your group has utilised, alongside their outcomes
- Presentation of evidence that your group has utilised these tools/techniques
- Ability to identify how far your group has progressed in their Design Thinking process
- Demonstrate a breadth and quality of research by using a minimum of 8 academic sources
- Correct use of the APA referencing system
- Ability to work cooperatively in a work-based team to prepare a professional presentation (appropriate personal professional standards in terms of dress, verbal and non-verbal communication consistent with standards expected of professional leaders and managers in the work context) in the nominated format
Report
- Ability to compare own experience within this unit and the realities of implementing Design Thinking in organisations
- Demonstrate a breadth and quality of research by using a minimum of 8 high-quality sources
- Correct use of the APA referencing system
- Ability to critically discuss challenges of implementing Design Thinking in organisations
- Ability to construct a complete and professional report in the nominated format consistent with standards expected of professional leaders and managers in the work context
As Masters students you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered. Students need to demonstrate "a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning".
Each unit in your course has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF. In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research.
Students should insure that they understand the specific research that is required for each assessment piece and recognise that if they meet this minimum requirement, you will receive the minimum grade for demonstrated research.
Attachment:- video.rar