No content

Design Thinking According to Glimmer Glimmer looks into the design processes used by some of the industry`s best designers, like Bruce Mau and Yves Behar. Warren Berger pitches these design methods as guidelines to reframe a problem and envision new ideas, known as glimmer moments. 

No content

Ziba: Their Design Vision We exist to DESIGN beautiful experiences - Ziba 

“We wanted to shift the notion away from banking being all about speed and efficiency and getting you in and out the door... We decided to focus on the idea of ‘slow banking’ with people you know and trust” - Steve McCallion, Ziba creative director pg. 127 

“...Asking questions, especially fundamental ones, ‘forces you to be honest about what you don’t know” – Clement Mok, Apple (pg. 25) Asking Stupid Questions why 

Empathy and Human Observation - Berger (pg. 112) “Researchers didn’t just watch and listen; they also [try] to immerse themselves in the experiences of the people they were studying.” 

Designers observe and question Reframing the P R O B L E M 

Abductive Reasoning ( Jumping Fences ) Innovative design comes from abductive reasoning, envisioning something that does not yet exist (like Henry Ford did with the car). This glimmer of what COULD be, allows designers to make that leap across the fence. IDEA GLIMMER 

Work the Metaphor Bruce Mau explains that every idea, product, or brand can initially stand for something else. Once companies notice this, their chances of opening up new possibilities and ideas to the design become much greater. 

No content

ArtEZ SIAT 

ArtEZ Institute of the Arts 

ArtEZ Institute of the Arts Interaction Design Information Design Digital Audio-Visual Design Digital Typography Scripting Visual Grammar Software Instructions I & II Art History FOUNDATION Basic interactive and informative design processes are learned Applications in Adobe CS and programming languages (HTML, PHP and MySQL) are taught RESEARCH & EXPERIMENTATION Students learn new forms of interactive information transfer and further develop their skills they learned in their foundation year FINAL YEAR Students become experts in their field and bring their expertise to the professional world They do mandatory internships with design studios or freelance designers in their final year 1 2 3 In their first year, ArtEZ students begin to build upon foundations of design. As students go through the program, their sense of identity begins to form. Because they have been grounded in a set foundation, students have a clear identity. 1 2 3 Interaction Design Progam What SIAT can learn from ArtEZ What SIAT & ArtEZ have in common 

Programs are structured so students can clearly see the path they’ll take to become professionals ArtEZ Make Hope Visible Students can not see the path to becoming a professional due to the program’s unfocused and vague concentrations SIAT 

SIAT students develop into “ ” shaped people, beginning with many skills sets, and narrowing it them down once a concentration has been determined T ArtEZ students develop into “T” shaped people, beginning with one specific skill, then branching out as designers 

ArtEZ Students learn tools in their foundation year that help them prototype. For example, product designers learn drawing skills to sketch ideas, and interaction designers learn programming languages to prototype their designs. SIAT Students only have a single, elective drawing class to teach sketching skills. There is also a slight disconnect with programming + (interactive) design in relation to prototyping and wireframing Foundation Blocks 

A Strong Sense of Identity In their first year, ArtEZ students begin to build upon foundations of design. As students go through the program, their sense of identity begins to form. Because they have been grounded in a set foundation, students have a clear identity. 

A Variety of Skills In their first year, SIAT students learn a variety of skills. As students go through the program, they learn more skills but don’t have a sense of identity. Because they don’t adopt a sense of identity, students end up with a variety of skills and no focus. 

Ask questions Go beyond simple observation Work the metaphor Develop T-shaped people Build solid fundamentals The Takeaway 

References http:/ /www.artez.nl/english http:/ /issuu.com/artezhogeschoolvoordekunsten/docs/brochure_eng_design?mode=window&backgroundColor=#222222 http:/ /www.ziba.com/work/umpqua-bank/#/work/umpqua-bank/ http:/ /thinkingshift.files.wordpress.com/2010/01/cs_umpqua.pdf http:/ /www.interactiefarnhem.nl/ http:/ /www.flickr.com/photos/rosarium/sets/72157627990119269/with/6339340750/