Matilde Bisballe Jensen

The Origins of Design Thinking and the Relevance in Software Innovations

This paper argues that the methods used in the trending buzzword Design Thinking have deeper roots and bigger application potential, beyond product development IDEO and the Stanford University d.school style. The conscious combination of these Design Thinking methods and rapid iteration sessions is also of value when deploying it to software development. It is a powerful approach for requirement discovery and hence becomes relevant when developing novel solutions. This argument is supported by the case of SAP AppHaus and their experience on implementing the Design Thinking process for HANA related software development. Here Design Thinking forces to holistically explore a solution space with the customer, but also to bring different internal disciplines together early. Hence anybody who is interested in software innovations might want to consider the core ideas behind Design Thinking.

Mapping Remote and Multidisciplinary Learning Barriers: Lessons from "Challenge-Based Innovation" at CERN.

ABSTRACT This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration.