The project e.valuate lasted from 2008 to 2011.
Subjects of research:
- Effects of monodisciplinary vs. multidisciplinary teams on communication problems and design solutions
- Effects of design thinking training on communication problems and design solutions
- Effects of work spaces on creativity
- Design Thinking in the teaching of research methodology
- Design Thinking as an educational approach in schools
Major findings & publications:
Communication: Design thinking training reduces communication problems within design teams.
Thienen, J. P. A. von, Noweski, C., Meinel, C. & Rauth, I. (2011). The co-evolution of theory and practice in design thinking – or – “mind the oddness trap!”. In H. Plattner, C. Meinel and L. Leifer (eds.), Design thinking research. Understand – improve – apply (81-99). Berlin: Springer.
Available online at https://www.hpi.uni-potsdam.de/fileadmin/user_upload/fachgebiete/meinel/papers/Book_Chapters/The_Co-evolution_of_Theory_and_Practice_in_Design_Thinking.pdf.
The oddness trap: An innovative solution is often defined as a solution which is both unusual and useful. In design thinking education, teams quickly learn to explore unusual solutions ("wild ideas"). Striving for both unusual and useful / practically helpful solutions can be challenging for design thinking students.
Thienen, J. P. A. von, Noweski, C., Meinel, C. & Rauth, I. (2011). The co-evolution of theory and practice in design thinking – or – “mind the oddness trap!”. In H. Plattner, C. Meinel and L. Leifer (eds.), Design thinking research. Understand – improve – apply (81-99). Berlin: Springer.
Available online at https://www.hpi.uni-potsdam.de/fileadmin/user_upload/fachgebiete/meinel/papers/Book_Chapters/The_Co-evolution_of_Theory_and_Practice_in_Design_Thinking.pdf.
Creative spaces: Students who work in creative spaces (the D-School) become creative even against their own will. In addition, they make sure to carry out tasks which they themselves consider sensible. By way of contrast, students who work in classical lecture rooms work according to instructions even when their tasks don't make any sense.
Thienen, J. P. A. von, Noweski, C., Rauth, I. Meinel, C. & Lang, S. (2012). If you want to know who you are, tell me here you are: The importance of places. In H. Plattner, C. Meinel and L. Leifer (eds.), Design thinking research. Studying co-creation in practice (53-73). Berlin: Springer.
Available online at https://www.hpi.uni-potsdam.de/fileadmin/user_upload/fachgebiete/meinel/papers/Book_Chapters/If_You_Want_to_Know_Who_You_Are_Tell_Me_Where_You_Are_-_The_Importance_of_Places.pdf.
Design thinking in schools: As an educational approach in schools, design thinking stimulates the personal engagement of children and adolescents. In addition, it helps to convey the so-called "21st Century Skills".
Noweski, C., Scheer, A., Büttner, N., Thienen, J. P. A. von, Erdmann, J. & Meinel, C. (2012). Towards a paradigm shift in education practice: Developing twenty-first century skills with design thinking. In H. Plattner, C. Meinel and L. Leifer (eds.), Design thinking research. Measuring performance in context (71-94). Berlin: Springer.
Available online at https://www.hpi.uni-potsdam.de/fileadmin/user_upload/fachgebiete/meinel/papers/Book_Chapters/Towards_a_Paradigm_Shift_in_Education_Practice_-_Developing_Twenty-First_Century_Skills_with_Design_Thinking.pdf.
Team:
