Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Semelhante a EST 200, Convergent and Divergent Thinking
Semelhante a EST 200, Convergent and Divergent Thinking (20)
Mais de CKSunith1
Mais de CKSunith1 (20)
Último
Último (20)
EST 200, Convergent and Divergent Thinking
- 1. 1 EST 200, Divergent and Convergent Thinking MEC
- 2. 2 Contents • Engineering Design. • Express –Test - Cycle. • Divergence – Convergence Model. • Divergent Thinking. • Convergent Thinking. • Approaches to Finalize a Concept. • Reasons for Non-creativity.
- 3. 3 Engineering Design “Engineering design is the systematic, intelligent generation and evaluation of specifications for artifacts whose form and function achieve stated objectives and satisfy specified constraint".
- 4. 4 Engineering Design • An amalgamation of knowledge, process and enabling skills. • Highly non-linear process with designers going back and forth, switching between different aspects of design. • Combines elements to form a whole or decomposes an element to sub-elements. • A continuous improvement process.
- 5. 5 Express-Test-Cycle • A rapid simple design approach put forward by Brian. • Doing the minimum you can to create a testable prototype fast. • Express stage corresponds to concept generation. • Test stage corresponds to concept evaluation. • Cycle symbolizes the iterative nature of the process.
- 6. 6
- 7. 7 What Designers Should Do? “Engineering designers are expected to be adept at translating innovative ideas into products or artifacts that have exceptional and at the same time useful functionality while adhering to given constraints”.
- 8. 8 What Designers Should Do? • Design a highly complex cognitive process. • Designer to perform multiple tasks in staggered as well as iterative process. • Designer to ask a number of questions to understand a given problem. • Designer to explore the problem space and the possible solution space in depth as well as breadth.
- 9. 9 What Designers Should Do? • Designer to restructure the problem or solution specifications when necessary. • Designer to evaluate promising solution options in a detailed manner. • Variety of thinking skills required to perform the series of design activities. • Divergent thinking and convergent thinking required.
- 10. 10 Engineering Design Thinking • Complex process, use of cognitive skills. • Includes wide range of activities ranging from analytical reasoning to being creative and inquisitive. • Designer to perform multiple tasks in staggered as well as iterative process. • Systematic questioning that includes low level (existential) and deep reasoning (phenomenon) questions, help shape the design process.
- 11. 11 Design Thinking Abilities • Design thinking as divergent convergent questioning. • Thinking about system dynamics. • Reasoning about uncertainty. • Making estimates. • Conducting experiments. • Making design decisions.
- 12. 12 Activities in Design Thinking*
- 13. 13 Skills in Engineering Design Thinking. • Important skills in engineering design proposed by Mavinkurve. • Need effective use of competencies and sub-competencies, include: • Structure open problem. • Information gathering. • Multiple representations. • Divergent thinking. • Convergent thinking.
- 14. 14 Divergence - Convergence Model • Proposed in 1996 by Hungarian-American linguist Béla H. Bánáthy. • British Design Council in 2005 adapted and popularized it as the Double Diamond Model, a design process model. • A simple graphical way of describing the design process. • Two diamonds represent the processes of exploring an issue more widely and deeply and then taking focused action.
- 15. 15 Double Diamond Model Four distinct phases - Discover, Define, Develop and Deliver.
- 16. 16 Divergent and Convergent Thinking Phases • Information acquisition phase - activities include perceiving, learning and remembering, demands convergent thinking. • Preparation phase - identifying problem and setting goals, includes understanding constraints and defining functional requirements of the problem, demands convergent thinking.
- 17. 17 Divergent and Convergent Thinking Phases • Incubation phase - associations are made, networks are built, activities predominantly divergent. • Illumination phase - a promising new configuration made, demands divergent thinking.
- 18. 18 Divergent and Convergent Thinking Phases • Verification phase - relevance and effectiveness of the new configuration in illumination stage checked, includes the evaluation and decision making aspect, competing options analyzed, requires a combination of convergent and divergent thinking.
- 19. 19 Divergent and Convergent Thinking Phases • Communication phase - idea presented and feedback obtained, reflected and acted upon, requires both convergent and divergent thinking. • Validation phase - effectiveness and relevance judged, requires convergent thinking.
- 20. 20 Divergent Thinking • Characterized by the action of ideation and creation of multiple choices. • Supports pushing past the obvious so as to explore uncharted territory (also called exploratory enquiry). • More concept domain based rather than knowledge domain based. • Predominant in the early design stage when concept generation process in progress.
- 21. 21 Divergent Thinking • Seen at almost all stages of design, especially when the designer is at cross- roads and needs multiple options to make right decisions. • Early stage divergent thinking focuses on generating diverse ideas. • Later stage divergent thinking looks at ways to achieve specific characteristics of the selected concept. • Generates novelty.
- 23. 23 Activities in Divergent Thinking • Shifting perspectives. • Seeing new possibilities. • Being unconventional. • Combining the disparate (conceptual bridging). • Taking risks. • Producing multiple answers.
- 24. 24
- 25. 25
- 26. 26
- 27. 27 Bridging Concepts • Address the challenge of facilitating exchange between theory and practice. • Three defining constituents: - a theoretical foundation. - a set of design articulations. - a range of exemplars that demonstrate the scope and potential of their application.
- 29. 29
- 30. 30 Activities in Divergent Thinking • Transforming the known. • Reframing and contextual shifting. • Branching out. • Crossing boundaries. • Reinterpreting.
- 32. 32 Indirect Characteristics of Divergent Thinking • Afixability (avoid getting fixated on an idea). • Abstractability (make connections and analogies). • Detailability (ability to think at a detailed level). • Cognitive restructuring ability (when the existing cognitive knowledge structures applied to the design are either insufficient or inappropriate)
- 33. 33 Convergent Thinking • Responsible for sifting and sorting through the choices and narrowing down the design pathway. • A directive process that uses logical reasoning to converge to correct answer that is also unambiguous. • Relies on existing understanding of a given topic.
- 34. 34 Convergent Thinking • Operates in the knowledge domain. • Explores novelty. • Characterizes the ability to dig deeper into the ideas.
- 37. 37 Activities in Convergent Thinking • Seeking single best solution. • Testing and evaluation. • Validating. • Synthesizing existing information. • Being logical. • Recognizing the familiar. • Combining what belongs together.
- 38. 38 Activities in Convergent Thinking • Reapplying set techniques. • Preserving the already known. • Achieving accuracy and correctness. • Abiding by obviously relevant information. • Making only the nearest neighbour associations.
- 39. 39 Approaches to Finalize on a Concept • Intuition. • Feasibility judgement. • Multi-voting. • Numeric and nonnumeric selection charts. • Pairwise comparisons. • Decision matrices. • Prototype testing.
- 40. 40 Reasons for Non-creativity in Design • Fear of the unknown. • Fear of failure. • Frustration avoidance. • Failing to see one's strengths. • Over emphasis on traditional approaches. • Reluctance to experiment. • Reluctance to let go.
- 42. 42 Thank You