Is it wise to jump straight into the making stage?

When creating something or solving a problem, we understand that we have to have a plan and think strategically before we jump right into the making stage. The simple answer to this question is: no, it is not wise to jump straight into the making stage.

This driving question is asked in such a way that it indicates it is, in fact, unwise to jump straight to creating something or solving a problem. There are a number of steps we have to take in order to be able to deliver on an idea or concept. Developing an idea or a solution to a problem effectively, comes from wisely taking the correct steps to be able to achieve an effective result.

This question expresses a position that having steps in place and following a Design Thinking methodology (Dam and Siang, 2021) is integral to problem solving. Making the correct analysis of an idea or problem in the initial steps ensures the desired outcome will be met.

But what is design thinking and why is it important? Before researching this driving question, I had an understanding that you have to plan appropriately in order to solve a problem or develop an idea. However, this does become difficult if a solution needs to be developed quickly. I further looked into the process of design thinking and discovered how taking such steps in the planning stage can improve idea development and problem solving (Thurber, 2021). Design thinking as a methodology is broken up into five parts: to empathise, define, ideate, prototype and test (Dam and Siang, 2021). The function of design thinking that I view as most integral to effective problem solving in 2021 is the empathising stage. When under time pressure to develop an idea or solution, this element of design thinking is one I find essential.

We often understand what we want the end goal of an idea to be, though it is crucial to take a step back and evaluate; who am I really solving this for and what is going to work best for them? The empathising stage is something you will always come back to throughout your work. We see elements of design thinking being used to develop solutions to all sorts of problems. In work by Ballenger and Sinclair (2020) design thinking is used to develop a model for inclusive education. It really highlights the empathising stage and delivers the point that ‘empathising with your students and understanding their needs is a primary means of engaging with them’ (Ballenger and Sinclair, 2020).

Through evaluating this design thinking methodology and relating to our students, it is important to teach them the correct way to integrate strategy and reasoning into their own problem solving (Hennessy and Mueller, 2020). In the Australian Curriculum, capability in creative thinking is taught at an early level. The ability to evaluate knowledge, clarify thinking, have an open mind to possibilities and alternatives, and to be innovative and imaginative are all elements relevant to problem solving. This is integral to life at school and beyond (Australian Curriculum, 2019).

Dreamstime, 2021

Reference List

Australian Curriculum, Assessment and Reporting Authority. (2019). Critical and Creative

Thinking. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

Ballenger, S., & Sinclair, N. (2020). Inclusive Design Thinking-Model for Inclusive Course

Development. Online Journal of Distance Learning Administration, 23(4), 1-10. https://www.westga.edu/~distance/ojdla/winter234/ballenger_sinclair234.html

Dam, R. F., & Siang, T. Y. (2021, February). Interaction Design Foundation: 5 Stages in the

Design Thinking Process. https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process

Hennessey, E., & Mueller, J. (2020). Teaching and Learning Design Thinking (DT): How Do

Educators See DT Fitting into the Classroom? Canadian Journal of Education, 43(2), 498-521. https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&sid=2f89ea27-99b8-4c9b-99d7-a32285a255d6%40sessionmgr102

Thurber, D., Leahy, S. M., Becker, S. A., Scragg, B., & Flintoff, K. (2021). Designing Learning

Experiences for the Future of Learning in the Digital Age: A Proposed Framework. Current Issues in Education, 22(1), 1-16. https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&sid=2f89ea27-99b8-4c9b-99d7-a32285a255d6%40sessionmgr102