At first, the group members didn't quite understand the requirements of the video content. Through online discussions, asking the professor, looking through the notes, and repeatedly understanding the information given by the professor, we completed the video. In the process of making this video, we also ran into time issues because we kept going back and forth to make a video that was satisfying and easy to understand.

In addition, through the production of this video, I have a better understanding of the concept and meaning of empathy.

OUR EFFORTS IN VIDEO CREATING:

1. Find relevant information.

2. Select a few uni. students to get a deeper understanding of the problems they face.

3. We met online to discuss the video content and video design.

We must take practical action on judgments and observations to prove correct judgments. So the group members conducted a questionnaire survey of their friends.

Obviously, the results are very consistent, and the main problem for college students is time management. It's not hard to deny that there are so many things to accomplish and juggle as a college student. Such as homework, classes, part-time jobs, dormitory activities, house activities, participating in competitions, etc.

The variety of goals and activities leads students to lose sight of what they need to accomplish in a given time.

OUR EFFORTS:

1. Discuss suitable design and features

2. Use the online web page to create a prototype.

In this video, we done summarize all five step of design thinking:

• Empathize: We understand the needs and perspectives of the university students by conducting research, interviews, and observations to gain insights into their experiences and challenges. So we know that the main promblem for university students is Time management.

• Define: We clearly define the time management problem statement based on the insights gathered during the empathize phase, ensuring that the design efforts are focused and aligned with the uni students' needs and goals.

• Ideate: We also generate creative solutions to the defined problem by exploring a wide range of ideas without judgment, encouraging collaboration, and using techniques such as brainstorming and prototyping to stimulate creativity. Our early main idea is pomodoro clock.

• Prototype: We create tangible representations of the ideas generated during the ideation phase, ranging from low-fidelity sketches to high-fidelity interactive prototypes, to quickly test and iterate on concepts and gather feedback from users. Our early prototype is done with website, figma which is a pomodoro watch。 However, we have since refined and updated it. We've added a new element, which is the phone timing lock design, combined with the small box that locks the phone.

• Test: Test the prototypes with real users, uni students to gather feedback and insights, observing how users interact with the prototypes and identifying areas for improvement, which informs further iterations and refinements of the design solution.

1. Technical Issues: Some we are faced with poor internet connectivity disrupt online lectures, causing frustration for both instructors and students.

2. Lack of Engagement: Without face-to-face interaction, it can be challenging to keep students engaged during online lectures. Distractions at home, such as social media, household chores, or family members, may compete for students' attention, making it difficult for them to focus on the lecture content.

3. Communication Barriers: Online lectures can exacerbate communication barriers, especially in large classes or when students come from diverse backgrounds. Non-verbal cues, such as body language and facial expressions, may be difficult to interpret through a screen, leading to misunderstandings or miscommunications.

First, I would like to thank the dr. Zuraini for her careful and patient teaching. I am very grateful that the dr. because taught us the knowledge of design thinking course. For me, this course has brought me new knowledge and taught me to think and solve problems more systematically.

Second, I'm so happy because our group worked together to complete all assignments on time throughout this course. I am grateful to the group members' hard work to complete this course together. They all are nice and friendly.

Thank you all.🥰

Some activities and techniques we use during the Ideate stage:

1. Brainstorming:

   Gather our team and encourage wild, creative, and sometimes crazy ideas. Set a timer for 10-15 minutes and aim for quantity over quality. Use prompts like "What if...", "How might we...", or "What would happen if..." to stimulate ideas.

2. Mind Mapping:

   Create a visual representation of ideas, using circles, arrows, and keywords to connect and organize thoughts. This helps to identify relationships between ideas and spot patterns.

3. SCAMPER:

   SCAMPER is an acronym that stands for Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Rearrange. Use these different perspectives to generate new ideas by applying them to existing ideas or products.

1. Physical classes facilitate direct, face-to-face interaction between students and instructors, allowing for richer communication and deeper engagement. In-person discussions, question-and-answer sessions, and group activities enable real-time feedback and collaboration, fostering a more dynamic and interactive learning experience.

2. In a physical classroom setting, students can ask questions and seek clarification from the instructor or their peers immediately when they encounter difficulties or have doubts. This instant feedback helps students to address misunderstandings promptly and stay on track with the course material.

3. Physical classes often provide hands-on learning opportunities, such as laboratory experiments, field trips, or interactive demonstrations, which may be challenging to replicate in an online environment. These experiential learning activities enhance comprehension, retention, and application of theoretical concepts, fostering a deeper understanding of the subject matter.

   
   

   #The faculty is really far away and requires a bit of a walk to get there. 😭

It was very fragrant chocolate, creamy, very delicious, and it was the first time I had eaten the cake that the lecturer brought to the students in class. Thanks dr.!!😍💕💕💖🥰

My team member, Asila, is very good at cutting the cake, very neat, hahaha.🤣💕

Come early at 10am for breakfast, the price is quite cheap. The rice noodles are not delicious because its spicy, but fortunately there are potatoes, eggs and radishes that I like.(^///^)

In all the students' videos, I saw all kinds of ideas and inspirations. I am very grateful and happy to have chosen this course. The classmates and professors were friendly and nothing unpleasant happened.

All the best for final exam!! Hopefully all of us get a good result~╰(*°▽°*)╯

Notes:

• 🎯 Empathizing is the first step in the design thinking process, where we understand the humans we design for.

• 📊 Quantitative data involves measurable data points like clicks, while qualitative data focuses on feelings and needs.

• 🤔 Identifying and dropping assumptions, judgments, and biases is crucial for unbiased research.

• 👥 Observation, engagement, and immersion are key techniques for understanding users’ needs and pain points.

• 📚 Research, interviews, shadowing, and documentary methods can be used to collect qualitative data.

• 📝 Journals and body language can also provide valuable insights into user experiences.

• 😊 Designing products that bring joy and create desired feelings is the goal of empathetic design.

  
  

#I watched few YouTube video for more understanding this step.

Notes:

• 🎯 Defining the problem is an essential step in the design thinking process.

• 🔄 The problem definition stage is ambiguous and requires embracing uncertainty.

• 📊 Data analysis and synthesis are key in unpacking insights and needs.

• 🎭 Problem statements are refined and rewritten multiple times.

• ❓ The “how might we” approach is used to reframe the problem from different angles.

• 🌐 Personas are created to understand the targeted audience.

• 🔁 Data collection may continue during the problem definition stage.

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Notes:

• 🧠 Ideation is the next step in the design thinking process, emphasizing generating many ideas or solutions to a problem.

• 🌟 Quantity and diversity of ideas are crucial in the ideation phase, prioritizing novelty over relevance.

• 🗣️ Collaboration and active participation from all team members, including introverts, are essential for a successful ideation process.

• 🎯 The goal is to reach the sweet spot between novelty and relevance, where true innovation lies.

• 📝 Methods like mind maps, sketches, storyboards, and game storming can be employed for effective ideation.

• 🤝 Involving users in the ideation process through charrettes can lead to valuable insights and ideas.

• 💡 The ideation phase is about exploring novel thinking and suspending judgment to foster creativity.

Notes:

• 🛠️ Prototyping is the fourth step in the design thinking process.

• 🗣️ It involves creating a physical mock-up or wireframe to explore and inspire users.

• 🚫 Failure is expected and embraced in the prototyping phase.

• 🔁 Iteration is important, and multiple versions of the prototype are created.

• 🧠 Learning from the prototype may lead to revisiting previous phases.

• 📱 Prototypes can take various forms depending on the design, such as paper prototypes, animatics, wireframes, or walkthroughs.

• 📝 Low fidelity prototypes can be tested and refined into high fidelity prototypes.

Notes:

• 🔄 Design thinking is an infinite loop, as some digital products are never truly finished.

• 📺 The test phase involves screening, launching, collecting data, debugging, and shipping.

• 📚 Reflection and learning are key components of the test phase.

• 🌐 Websites and software may go through beta versions before final release.

• 🔄 The goal is to learn, refine, and ultimately solve the defined problem.

In design thinking, I must put myself in my user's shoes and understand their needs and perspectives. This requires making assumptions that may or may not be true, but it's okay. Once I know what's important to my user, I can design a product to fit their needs.

I know that everyone has a story

Everyone has a story that can give me insight into their character. When conducting interviews with users, look for that story. Ask questions that will elicit deeper responses. Finding that story will increase my empathy for the user and reveal their needs.

Design for one can be design for all

The better I understand my user and the deeper go into their POV, the more I will find that our group design will resonate with others. Despite designing the product for one specific user, each team's project would help everyone navigate the museum better.

Build then think

More time doesn't always mean a better product. Rather than spending days and weeks planning our product, get our idea out there, get feedback, and iterate quickly. The more we can test our concept and integrate feedback, the quicker we will arrive at a workable solution. Fail quickly and fail often.

Working in a group requires effective communication, delegation, and collaboration. I learn to work with others, build on each other's strengths, and compensate for weaknesses.

Time management and organization:

Group assignments often have tight deadlines, requiring me to prioritize tasks, manage my time, and stay organized to meet the deadline.

Conflict resolution and negotiation:

With different personalities and opinions, conflicts may arise. I learn to navigate these situations, negotiate, and find common ground to achieve a shared goal.

Leadership and delegation:

Depending on the group's dynamics, I have take on a leadership role or delegate tasks to others. This helps me develop leadership skills, learn to trust others, and understand when to step back.