Human-Centered Design: A Collaborative Exploration for Educators

In the exploration of human-centered design, educators often grapple with the fundamental question: what constitutes a 'problem' in design? This introspective journey challenges us to see beyond immediate flaws and to recognize that issues may lie as much in user expectations as in the products themselves.

When we delve into design thinking, we uncover that these challenges frequently originate from our psychological interactions with products, rather than their physical functionalities. 

This realization opens up a broader dialogue on the essence of problem-solving in design, emphasizing the need for a mindful approach that goes beyond the superficial.

The role of a design educator is to foster an environment where students can discern between necessity and desire in their creations. It's about striking a harmonious balance that nurtures innovation for addressing real-world needs while remaining conscious of not merely amplifying consumer wants.

Incorporating creative problem-solving and innovation with critical thinking is essential. These skills are the driving force behind progress and the development of meaningful solutions that resonate on a societal level. Yet, it is equally important to question: are these innovations addressing fundamental needs?

As we navigate the path of teaching design, we do not claim to hold all the answers but rather seek to engage in a collaborative journey. Our classrooms become incubators for innovative teaching, where we collectively harness the potential of design to enact positive change.

This commitment to a shared exploration redefines our role as educators. We are not just imparting knowledge but facilitating a rich dialogue that influences how future designers will approach their craft in this complex and ever-evolving world.

#DesignEducation #ThoughtfulDesign #UserExperience #InclusiveInnovation #DesignProcess #Expectations #EducationalPsychology 

#DesignThinking #DesignEducation #UserExperienceDesign #InnovativeTeaching #CreativeProblemSolving

The Illusion of Design Processes: Rediscovering Genuine Creativity

Understanding the Design Process

The term “design process” is a multifaceted concept that encompasses the steps, methods, and approaches fundamental to creativity in design. 

There are numerous established methods or approaches, each promising innovation in their execution, some of which have become famous and others that are considered the classics, or ‘outdated’ when compared to some of the more flashy ones. 

And then there's the one we faithfully etch in our brains as coursework students, the design process that defines our design education and appears in your syllabus for the examination.

The Quest for the Ultimate Design Method

Whichever big-name design process you like or subscribe to, or believe to be the best or the most comprehensive, or one that fits your inclination or needs, have you ever thought deeper and wondered if they are all different and unique, or are they actually the same? 

The same, meaning fundamentally, with some nuances and particular emphasis, compared with the ‘competitors’ or the older ones. Will there ever be a conclusion as to which is the best or the worst? What you like or not is subjective, isn’t it?

The Paralysis of Choice in Design Education

If you are my student and you come to me, and I say to you, “Throw everything away; every ding dong technique that you have been taught or heard, or from your own research, ditch all of them and begin from nothing."

Now you have a situation, and you see a problem. Now what? What are you going to do?

Most students may suddenly feel totally lost. Like a frightened bird frozen on the branch. You don’t know what to do, where to start, or how to start. 

Most people begin to find a crutch, a way out, so one can start moving or get themselves unstuck. And you cry out, “Someone help me! Where is the GURU!!!!”, or “Tell me what to do.”

Fundamentals Over Formulas Do you know why? Why are you so helpless? However, knowing that some form of framework certainly helps. Certain fundamental principles already exist. They are nature’s template. They are the most basic denominator of life. That is how you begin when you think, how other people think, and how everybody else thinks. 

The problem arises when someone finds a way that works and says this method is mine. And he puts in tremendous effort, goes through a prestigious university, and finishes a Ph.D. perhaps, starts a company, then puts a trademark on it. Goes to some TV shows and gets endorsed maybe. And then he sells you his program, and says it is slightly different from the others, and it is better for you. One that you already know if you bothered to use your brain a little bit more.

The Pitfalls of Prescriptive Processes

But dependence on a method given to you means what? You do not think. Or you no longer need to. Isn’t it? 

You depend on some authority, your teacher, your syllabus. And so you simply follow one faithful framework or hop from one to the other, or you may get lost in the never-ending search for the latest or hippest approach; and once you (think you) got it, you say “Ah, that is the way to do things.” 

And you become comfortable and you repeat the process over and over again. You become very proficient and perhaps, with some diligent effort, you may become one of the top design students. You may have conjured up one of the most innovative prototypes and probably won some awards. But you are not thinking. You are only conforming, following. You have become dull. That is not creation in the deepest sense. 

To create, to be creative, there must be freedom from the known.

Creativity and the Freedom from the Known

Back to the story about you being my student, without any background on how to do this and that, what next? Have you thought about that? Try it. When you start moving, and you start making things happen, and when you end it, see how much more significant that journey has been compared with one where you are simply being led along.

Next, you may ask, "What is my teacher for?" I cannot say anything for the other teachers, but I say this for the person who is writing this, which you are reading right now; this writer may be speaking to you. Let what is spoken become a mirror that you will use as a reflection to understand yourself. 

It is not for you to agree or disagree, or say intellectually, conceptually I understand. See it for yourself, the necessity for you to depend on yourself for your own learning and not on others. Use existing resources as they are needed, but do not elevate them to great importance, one that either becomes yours or that others must follow. 

If you do that, you have limited yourself. And there will not be creation.

1. #DesignThinking #CreativeProcess #Innovation #DesignEducation #CriticalThinking #CreativeFreedom #DesignPhilosophy #BeyondConformity #DesignThoughtLeaders #AuthenticCreativity

Navigating Examination Anxiety: Strategies for Students and Educators

Getting the Academic Year Off to the Right Start

In order to set the stage for a successful academic year, it's crucial to begin on the right foot. This blog post delves into a prevalent issue faced by students worldwide—examination anxiety—and addresses it head-on well before the calendar flips to 2024. 

Ensuring that students can freely function and excel is inherently tied to the optimal management of their energies, which should be focused on coursework and the eventual challenge of written examinations. 

Misdirected energy, squandered on unnecessary psychological burdens like worry, anxiety, or an overwhelming desire to succeed, can derail the academic journey before it even begins.

Understanding the Nature of Examination Anxiety

When I converse with my students about their feelings pre-exam, a singular word often surfaces: 'anxiety.' Rooted in a multitude of fears—from failing, underperforming, to the dread of disappointing others—'fear' is the omnipresent emotion. However, what is this fear, fundamentally? Rather than probing the depths of this emotion, there's a tendency to offer a slew of remedies targeting its various manifestations. These include relaxation techniques, study plans, counselling, supplemental lessons, and positive thinking.

Despite their potential for providing transient comfort, such solutions may inadvertently trigger a perpetual quest for the 'next best' fix, thereby sidestepping the actual issue—persistent anxiety. Stripped of these temporary aids, the underlying anxiety remains unabated, a reality that many educators fail to acknowledge or challenge.

The Roots of Fear in Academic Pursuits

On contemplation, it becomes apparent that this fear is intricately linked to competition, comparison, and the dualistic outcome of rewards and punishments. The educational landscape is often a battleground for placement, ranking, and recognition, fostering an environment where comparisons and competitions are not just the norm but expected. The repercussions of this are dual: while achievements are celebrated with scholarships and accolades, the fear of failure or punishment looms equally large.

The Consequence of Competition and Comparison

The significance of this systemic competition cannot be overstated. When one student's success signals another's failure, and superiority necessitates another's inferiority, the educational journey is marred by a spectrum of emotions, ranging from joy to despair, from envy to resentment. Despite a veneer of collaboration, an undercurrent of competitive strife persists, with each individual vying to surpass the others.

A New Perspective on Education

This introspection brings us to an essential inquiry: Is there an alternative mode of education devoid of these pressures, one that eschews fear and, by extension, anxiety? More crucially, as educators, how can we impart this perspective to our students? The first step, however, is introspection: we must ask ourselves whether we, as educators, recognize this fundamental truth.

Conclusion and Call to Action

As we navigate the complexities of academic pressures, it is our responsibility to foster an environment where learning is joyful and free from the fetters of anxiety. I encourage my fellow educators and students to reflect on these thoughts and to discuss them openly. If you've found value in this post, please share your insights, experiences, and join the conversation below. Together, we can reshape the educational experience to be more nurturing, effective, and devoid of unnecessary stress.

For other exploration on this topic and related educational strategies, consider visiting the following resources:

• Preparing for SA1, Prelims, and National Exams
• Exam Anxiety: Study or Stress?
• When to Start Studying for Exams