DDD203 - Discover, Define, Develop, Deliver

Subject Code and Title  DDD203 - Discover, Define, Develop, Deliver 
Assessment Assessment 2: Discover + Define Presentation 
Individual
Laureate International Universities

Learning Outcomes

  1. Use problem solving concepts and principles to transmit knowledge, skills, ideas and humancentred solutions effectively across diverse audiences and cultural groups
  2. Effectively work within an interdisciplinary group to practice the methods, processes, and tools of problem based learning
  3. Demonstrate individual research skills and analyse the role of primary and secondary research throughout the stages of a design response
  4. Effectively apply a problem based learning approach and model in response to complex realworld design problems

Context

The design project challenge will be delivered over the next two assessments, where students will be exploring the Double Diamond (DD) methods, both in theory and practice.

For this assessment, students will work as individuals but as they explore the first two stages of the DD method - Discover and Define they will collaborate within teams as required. Students are encouraged to apply their increasing knowledge of design thinking methods, with the intention they explore ways to deliver a unique and innovative solution.

The project challenge question is:

How might we get products to people without generating plastic waste?

The project opportunity

Love them or hate them, plastics are everywhere. They protect our food, make our cars lighter, and hospitals could not run without them. In fact, plastics are so useful that demand is expected to double in the next 20 years. Yet, our plastics system is broken. Only 14% is recycled, resulting in a loss of USD 80-120 billion per year to the global economy. Most plastic items are used only once before being discarded?

If nothing changes, there will be more plastics than fish in the ocean by 2050.

So, how do we fix this? If we want to free our ocean from plastics, we have to fundamentally rethink the way we make, use and re-use these materials to that they do not become waste in the first place.

The challenge seeks to inspire creatives to design solutions for plastics packaging that stay in the economy and out of the environment.

OpenIDEO (2017). How might we get products to people without generating plastic. Retrieved from:

https://challenges.openideo.com/challenge/circular-design/brief

Instructions

Working as individuals’ students will undertake various research methods to explore, discover and analyse all insights, during the first two stages of the Double Diamond approach – Discover and Define.

Stage One: Discover

The first quarter of the Double Diamond model initiates the project. Here, students will look at the world from a new perspective, seeing patterns and themes emerging whilst gathering important insights through divergent thinking.

Over the coming weeks, students will be introduced to various tools and methods used in the Double Diamond approach.

From the list below students are to select a combination of research methods to gain insight and define their design opportunity.

  • User Journey Mapping
  • Storyboarding
  • Interviewing – Individual and Group
  • Mobile Diaries
  • Empathy Mapping
  • Secondary Research
  • Data Mining
  • The 5 Whys

Student are required to create an overview of their research discoveries and respond to the following:

  • What are the 5 key findings you have discovered during this phase?
  • Create at least one infographic that represents unique insights into the project challenge.
  • Provide evidence of all of the research tools that the you used. For example; storyboarding, journey maps, interviews, photos of workshops, notes etc.

Stage two: Define

The second quarter represents the definition stage, in which students will try to make sense of all the possibilities identified in the Discover phase.

  • Which matters most?
  • Which should we act on first?
  • What is feasible?

The goal here is to develop a clear creative brief that frames the fundamental design challenge.

Students are required to arrive at a conclusion and answer the below questions. This will form the creative brief to pursue in Assessment 3 - the Develop stage of the Double Diamond method.

  • WHAT is the problem? Clearly state the challenge statement.
  • WHY is it happening? Students must validate their statement with their research findings.
  • WHO is the audience? Students must state which audience will benefit from their solution to the challenge statement.

Submission Instructions

Students are individually required to submit a visual presentation addressing all the requirements in stages one and two of this assessment.

Submission Specifications + Format

Name and student number clearly presented on the opening screen.

Size: Landscape, A4 (297mm x 210mm) Digital format: Adobe PDF, Keynote, PowerPoint A minimum of 10 pages.

If students have another idea they would like to pursue, they should discuss this with their lecturer before commencing the assessment.

Assessment 2 is to be submitted in Blackboard. Feedback can be viewed in My Grades.

Learning Rubric: Assessment 2

Assessment Attributes

Fail (Unacceptable) 0-49%

Pass

(Functional)

50-64%

Credit

(Proficient) 65-74%

Distinction

(Advanced)

75 -84%

High Distinction

(Exceptional)

85-100%

50%

Research Methods and Tools

Apply various contemporary research methods to conduct a thoughtful, thorough analysis.

Application of research methods and tools is unsatisfactory and shows a lack of research application, resulting in a poor analysis of the project requirements.

Application of research methods and tools is satisfactory but limited in the research methods applied, resulting in a limited analysis of the project requirements.

Application of research methods and tools is sufficient. It examines the whole project and represents an understanding of the application of research applied in the project requirements.

Application of research methods and tools is in-depth and thorough. It examines the whole project to a proficient standard showing a clear understanding of the application of multiple research methods applied in the project requirements.

Application of research methods and tools is extremely detailed, insightful and in-depth. It examines the whole project to a highly proficient level, representing a comprehensive understanding of the application of various research methods applied in the project requirements.

30%

Effective Communication

Information and evidence in relation to design thinking principles, Including how examples of the methods and tools have been used.

Difficult to understand for the audience, without logical structure. There is a poor flow of ideas and argument lacks supporting evidence.

Line of reasoning is difficult to follow.

Information and evidence in relation to design thinking principles are presented in a way that is not always clear and logical.

Line of reasoning is sometimes difficult to follow.

Information and evidence, in relation to design thinking principles, are well-presented. Examples of the methods and tools used are clearly represented.

Line of reasoning is easy to follow.

Information and evidence in relation to design thinking principles are extremely well presented. Examples of the methods and tools used are created clearly, with various interpretations of these presented in the assessment.

An exceptional presentation. The information and evidence in relation to design thinking principles are at an extremely high level. Examples of the methods and tools used are presented with

insight and validation, and demonstrate multiple interpretations of these. Independent initiative is demonstrated, with additional methods being presented in the assessment.

Engages and sustains audience’s interest in the topic.

20%

Professionalism and presentation skills

Professional presentation skills including verbal and non-verbal communication, grammar, spelling and appropriate presentation

The presentation lacks effectiveness due to poor grammar, vocabulary, punctuation and spelling.

Ethical considerations have not been addressed.

Adequate communication but not to its full potential due to an inconsistent structure.

Grammar, vocabulary, punctuation and spelling are to a satisfactory level.

Ethical considerations have been

The presentation is effective and demonstrates the student’s response to the project requirements

satisfactorily

Grammar, vocabulary, punctuation and spelling are to a good standard.

The presentation is very effective and demonstrates a wellconsidered response to the project requirements, sharing various to add insights.

Grammar, vocabulary, punctuation and spelling are to a very high standard.

The presentation is of a very high standard, demonstrating an exceptional, in-depth, and wellconsidered response to the project requirements, sharing various insights.

Grammar, vocabulary,

punctuation and spelling are to a

structure.

Identify appropriate ethical considerations relevant to the project challenge.

addressed.

Ethical considerations have been addressed and communicated well.

Ethical considerations have been addressed and communicated well.

very high standard.

Ethical considerations have been addressed and communicated in great detail.