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Title: making i-robot a reality: design thinking and the d.school @ stanford Audi Form Ingolstadt 3 May 2005


1
making i-robot a reality design thinking and
the d.school _at_ stanford Audi Form Ingolstadt 3
May 2005
  • Larry Leifer Professor, Design Engineering
    Informatics (ME) Director, Stanford Center for
    Design Research (d.school)
  • http//cdr.stanford.edu

2
welcome to a Bavarian view of Stanford
3
past present future disclaimer our
experiences and methods may not be applicable to
your situation beware
4
our mission re-design the future ?
.
5
our equation for success
iemc2
innovation minds in communication radical,
relevant, rigorous working creatively together
6
our strategy re-design designers ?
7
who is re-designing the future ? (sample projects
2003-2004)
  • future customers create new product media
    for corporate clients
  • VW symbiotic cars
  • BMW interior lighting design
  • GM human interface for special need drivers
  • INTEL social health monitoring and support
  • SITREC game-boy meets role-playing
  • Lüleä active winter wellbeing
  • Pemstar well-baby monitoring
  • Schick this isnt your fathers razor
  • Toyota human interface to future vehicles

8
who is re-designing the future ? (sample projects
2004-2005)
  • future customers create new product media
    for corporate clients
  • VW drive by gesture
  • VW bio-security
  • BMW open-air motoring
  • BMW intelligent small object storage
  • GM wireless cable harnesses
  • DaimlerChrysler adaptive suspension systems
  • Siemens hobit-based occupant characterization
  • Schick razor sharpness measurement
  • EADS augmented collaboration table
  • LockheedMartin reconfigurable satellite antenna

9
where the product a Team !
10
design-thinking _at_ Stanford a 40-year history of
project-based-learning curriculum evolution
1960
1970
1980
1990
2000
2010
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design thinking research in context (Leifer04)
Design Activity
Product Requirements
Design Teams
Product Specifications
Process Instrumentation
Human Variables
Product Instrumentation
Technical Variables
12
design practice case 310VWgesture05 can
driver hand gestures be used to mediated vehicle
command control ?
13
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gesture control of remote functions
15
driver gesture control design studies
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design practice case 310VWbio-identity05 can
driver the drivers face be used to control
vehicle access ?
17
3-d facial identification
18
design practice case 310BMWsmart door97 can
the drivers door operate itself ?
19
design process management ? E310X, Team Based
Design Development with Corporate Clients
design-technology-management 10 clients, 16
teams, 40 local designers, 28 global designers
20
what do we know from design thinking research
about precision socio-technical innovation ?
21
the power of observation Tang 89, video
interaction analysis
22
design team performance metrics from design
activity instrumentation
the rate at which design teams asked
deep-reasoning-questions and generative-design-que
stions predicts performance (Eris PhD02)
23
design research case eris jung05 do video
media favor concept adoption through social
mediation ?
24
re-design scenario analysis based on video
mediated design knowledge re-use
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how do we get to the future? and what should it
look like?
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what is the innovation opportunity ?
old products better services
environment
have products but un-known processes
health
have the s with known products and processes
have foggy notion with un-known products
un-known processes
wellbeing breakthrough
cheaper
home
have processes but un-known products
transportation
old services better products
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is it about surprise and delight ?
31
d.school home page
32
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33
new frontiers of research and teaching continue
to emerge at the intersection of disciplines
Stanford University is creating a bold new center
for design. The center is intended to advance
interdisciplinary research and teaching, place
Stanford at the epicenter of the design field,
and strengthen the connection between the
university and industry. If successful, the ideas
and people that emerge from Stanford's new design
center will set the standard for how teams
innovate, how universities integrate disciplines,
and how design is taught around the world.
34
A bold new design center at Stanford
We have a dream about building a place at
Stanford. We want to build a place where design
thinking is the glue that binds people together,
a place we call the d.school. We want the
d.school to be a place for Stanford students and
faculty in engineering, medicine, business, the
humanities, and education to learn design
thinking and work together to solve big problems.
We want it to be a place where people from big
companies, start-ups, schools, nonprofits,
government, and anyone else who cares about using
design thinking, can join our interdisciplinary
teaching, prototyping, and research.
35
a focus on project based learning
We use our minds and hands to solve difficult
problems
36
A place where people use design thinking to solve
big problems
The d.school will be a place for project teams to
tackle difficult, messy problems. The
prototypes produced in the d.school will include
objects, software, experiences, performances, and
organizations. They will be imperfect and
ever-evolving solutions. We will use design
thinking to tackle hard social problems Stop
drunk driving. Build better elementary schools.
Develop environmentally sustainable products. And
we aim to tackle hard industry problems that
demand interdisciplinary solutions Make
commercial airplane travel less oppressive.
Design enterprise software that actually helps
people and organizations. Make waiting in line
more fun.
37
inspiring students to become life long learners
Students are encouraged to develop a personal
point of view and confidence in their own design
methodology
38
We want great things for our students
We want to help them become people who can
listen, ask good questions, help others succeed,
have empathy for people with different skills and
opportunities, and have the skills and courage to
do things in new ways. In other words, we want
them to become wiser more complete human-beings
and designers.
39
we believe design thinking is essential to
facilitate multidisciplinary collaboration
We foster learning to design products, services,
experiences, and smart spaces
40
Inspiration behind the d.school
A core team of Stanford faculty from Computer
Science, Mechanical Engineering, Management
Science and Engineering, and the Graduate School
of Business are already working on the d.school.
This group is led by David Kelley, a mechanical
engineering professor who has taught design at
Stanford for over 25 years David has also
implemented and lived many of the d.schools
principles as founder of IDEO, one of the most
renowned design firms in the world.
41
expanding the role of multidisciplinary research
and teaching is one of Stanfords biggest
opportunities. - John Hennessy, President
Stanford University
We believe design thinking can help advance
multidisciplinary research and teaching
42
The intersection of technology, business and
human values
Stanford faculty from nearly every school and
Department have stepped forward to offer energy
and support, especially those associated with
other interdisciplinary programs like the
Alliance for Innovative Manufacturing, Center for
Design Research, Center for Work, Technology and
Organization, Medical Device Network, Stanford
Center for Social Innovation, and Stanford
Technology Ventures Program.
43
we work in deeply collaborative ways with our
students, faculty and design community
Seamlessly creating key relationships between
students, faculty and industry partners
44
A distributed design community
The d.school has also attracted a circle of
friends inside and outside of Stanford who are
committed to the d.schools philosophy, methods,
people, and especially, to doing whatever they
can to assure the success of this adventure.
Weve had several hundred executives, engineers,
and behavioral scientists step forward with
offers to help us teach and fund d.school
classes, and to join us in collaborative
research. Weve had enthusiastic discussions
with people from dozens of companies from diverse
industries, such as semiconductor manufacturing,
truck and automobile manufacturing, computer
hardware design, interactive media,
communications, and professional services.
45
an innovation space for the entire university
Open collaborative project spaces, hoteling
offices, front yards, back porches, and new kinds
of design labs for faculty, students and visiting
experts
46
An entirely new approach to space
Weve been given precious space on campus. The
Stanford Engineering School has committed the
Petersen Building to the d.school for its
long-term home. Petersen is a lovely classic
building that will be gutted and transformed into
an innovative collaborative space where d.school
faculty, students, and other design partners from
inside and outside Stanford can be housed and
work together on collaborative projects. We have
already moved into an 1100 square foot front
porch in the Durand Building, where we are now
working to design and launch the
d.school. Stanford already has raised 35 million
dollars and is close to reaching the d.school's
funding goals.
47
a new interactive media center and video
prototyping lab for ethnography and visualization
will enable students to communicate their ideas
needfinding. it's more than problem solving. we
focus on people in order to find problems worth
working on
48
the product realization lab enables students to
transform the products of their imagination,
teamwork and observation of human behavior into
reality
enlightened trial and error by prototyping is
central to learning at the d.school
49
prototype d.school courses have already started
Teams of students from all d.school disciplines
are working together to develop innovative
solutions to hard problems
50
Prototyping d.school classes
We are doing more than just planning d.school
projects. Undergraduate and graduate students
from across campus have already started getting
involved in several prototype d.school classes.
For example, faculty from Engineering and the
Graduate School of Business taught
interdisciplinary student teams of engineers and
MBAs, who worked with the Light-up the World
Foundation to develop inexpensive prototypes of
LED-based lamps for developing countries. These
lamps are bright enough to read or work by and
cost a fraction of fuel-based lighting such as
kerosene to operate. Several students from this
class have since formed a company to make this a
reality and have already field-tested it in
India.
51
the stanford d.school !
iemc2
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