DES211

Creativity and Concept in

Design
Lecture 8

Vikash Kumar
Department of Design
 3

Ideate
Lateral Thinking
Brainstorming
Brainwriting
SCRAMPER
Mind Mapping
Morphological Matrix
Problem Statement 1:
The available storage space in the bathrooms of SNU Hostel is insufficient to
accommodate essential toiletries such as soap, shower gel, and face wash.
This leads to clutter, inconvenience, and inefficiency in daily usage.
Problem Statement 2:
In the University, there is no proper system for managing incoming mail and
parcels, leading to frequent misplacement, delays, and confusion among
students. Parcels may be lost, picked up by the wrong person, or left
unattended for long periods. A more efficient and organized system is
required to streamline mail handling and ensure secure delivery to the
intended recipients.
Problem Statement 3:
Classroom chairs at SNIoE are uncomfortable for students, leading to
issues such as poor posture, back pain, and difficulty concentrating during
long lectures. The lack of ergonomic design affects student well-being and
learning efficiency. A more comfortable and student-friendly seating
solution is needed to improve the classroom experience.
Problem Statement 4:
Students living in quad and twin-sharing hostel rooms experience a lack of
privacy, which affects their personal space, comfort, and ability to focus. With
multiple occupants in a shared living space, issues such as noise, lack of
personal boundaries, and difficulty in studying or resting arise. A well-designed
solution is needed to enhance privacy while maintaining a functional and
shared environment.
Problem Statement 5:
Hostel rooms lack a designated facility for drying clothes, causing
inconvenience for students. As a result, they resort to makeshift solutions like
hanging clothes on chairs, windows, or beds, which can lead to clutter, hygiene
issues, and inefficiency.
Problem Statement 6:
Maintaining and cleaning high-rise buildings requires significant manpower and
constant effort. One of the key challenges in cleaning the interior of buildings is
the removal of cobwebs, especially in spaces with high ceilings (above 10 feet).
Even in homes, cleaning cobwebs demands extra effort and specialized tools. A
more efficient, accessible, and automated solution is required to ease the
process of cobweb removal in high-rise and residential buildings.
Problem Statement 7:
E-waste (electronic waste) disposal on university campuses is often
unorganized, leading to improper segregation, environmental harm, and lost
opportunities for recycling valuable materials. Many students and staff
members are unaware of how to correctly dispose of e-waste, and existing
dustbins are not designed to handle electronic waste separately. A
specialized dustbin system is needed to ensure effective e-waste
segregation, storage, and disposal in an environmentally responsible
manner.
Problem Statement 8:
Waste segregation is crucial for efficient recycling and waste management,
yet existing dustbins often make it difficult for users to properly separate
biodegradable, recyclable, and non-recyclable waste. Many dustbins lack
intuitive design, leading to incorrect disposal, contamination of recyclable
materials, and inefficiencies in waste processing. A redesigned dustbin
system is needed to encourage and simplify proper waste segregation.
Assignment Objective:
Using the Design Thinking approach, identify and develop an innovative
solution to the problem given.
Assignment Tasks:
Empathize: Conduct user research to understand the specific challenges faced.
Identify the needs and preferences of users regarding solutions. Document
observations and insights.
Define: Clearly articulate the core problem statement based on empathy findings.
Highlight pain points and the impact of the problem.
Ideate: Brainstorm multiple creative solutions to address the problem. Select the
most promising idea(s) for further development.
Prototype: Create a low-fidelity prototype (sketches, 3D models, or small-scale
models) of the proposed solution. Ensure the design is practical, aesthetically
pleasing, and easy to implement.
Test: Gather feedback from potential users. Identify areas for improvement and
refine the design accordingly.
Deliverables:
• A detailed report documenting each stage of the Design Thinking process.
• A visual representation (sketches, 3D renders, or models) of the proposed
solution.
• A recorded presentation summarizing key findings and the final design concept
(video recorded, maximum 10 mins).

Evaluation Criteria:
• Depth of user study and user insights (Empathy + Define) : 20 marks
• Creativity and feasibility of the proposed solution (Ideate) : 20 marks
• Effectiveness of prototype in solving problem (Prototype + Test) : 20 marks
• Clarity and quality of the final report and presentation (Jury) : 20 marks
 Policy on Usage of Generative AI
No Gen AI content is allowed in the final submission.

Gen AI can be used at the initial level of the assignment to

brainstorm, generate ideas and organize. However, students
build upon this basic structure by integrating it with their
own knowledge, understanding, and skills. The responsibility
Restricted:
of verifying misinformation, unethical content etc. rests with
Limited access
the student.
Level allowed for Gen
2 AI-assisted idea
Using Gen AI at any stage beyond brainstorming, idea-
generation &
generation or organizing is considered to be academic
structuring
misconduct.

Students must submit the prompts and the generated

outputs as part of the submission in an Appendix.

Gen AI usage is to be cited appropriately.

Academic Honour Code Affirmation
I, [Full Name], hereby affirm that I have adhered to the University's policy on
Academic Integrity in completing this work. I certify that:
1. I have read and understood the University’s Policy on Academic Integrity and
Policy on the Use of Generative AI.
2. The work submitted is my own, and I am the sole recipient of the academic
credit for it.
3. Any use of Generative Artificial Intelligence (Gen AI) tools has been in
accordance with the guidelines specified for this course.
4. I have appropriately acknowledged any external resources or assistance, as
required by the University's academic policies, including attributing
paraphrased content.
5. I understand that any violation of the Academic Integrity policies will result in
consequences as outlined by the University’s Policies, and I accept
responsibility for such actions.
By signing this affirmation, I accept full responsibility for maintaining the highest
standards of academic honesty and integrity.
Signature: _____________________________
Date: _________________________________
Understanding ends in Insight

Given problem/need

Insight (Design Brief with specifications)

Brainstorming

https://hover.blog/wp-content/uploads/2022/03/AdobeStock_291895827-scaled.jpeg
 Brainstorming

• Brainstorming is a group creativity technique that involves the spontaneous

contribution of creative ideas from all the group members.

• The technique requires an intensive, freewheeling discussion where every group

member is encouraged to think aloud and suggest as many ideas as possible based
on their diverse knowledge.

• It is better than conventional group interaction, which often suffers from

groupthink, where the team’s need for consensus overshadows the judgment of
individual group members.

• During brainstorming, group members should avoid criticizing or

rewarding ideas.

• Evaluation of ideas is done once the brainstorming session is over, which

includes analysis and discussion of the aired ideas.
Brainstorming Rules

Focus on Quantity (Quantity over Quality):

• Rather than thinking of one grand idea, the group should work towards quantity
and generate as many ideas as possible.
• This way will give you more options to choose from and can inspire others to
think of new ideas.
• Not every idea will be great, but sometimes one bad idea may lead to several
good ones and in the end, the more ideas shared, the more likely it is that there
will be more useful ideas to work from.

Withhold Criticism:
• No one idea is better than another, and criticising ideas limits how many ideas
are shared, directly contesting the first rule of quantity over quality.
• Removing criticism creates an environment to freely share thoughts and ideas
without fear of judgment for it being considered “wrong” or “stupid.”
• People are more likely to not only share more ideas but also share fun and
ridiculous ideas. Unusual ideas are key to brainstorming and need to be heard.
Brainstorming Rules

Welcome Unusual Ideas

• Encourage every unique, unusual, and even eccentric idea, while not always
feasible, can trigger innovative solutions that you haven’t thought of previously.
• “It is easier to tone down a wild idea than to think up a new one”.

Combine and Improve Ideas

• Build on other’s ideas – combine ideas to enrich concepts. Even if your team is
not able to accomplish every idea, you can use those for inspiration.
• After the brainstorming session, evaluate each idea to determine which are
feasible, innovative, and best suited to accomplish your goal.
• Say you and your team are brainstorming ways to help users onboard with your
product more efficiently. One idea shared is to add tips and tools to the product
dashboard. That idea gives someone else the idea to create a conversational
wizard that walks users through the product.
 How to conduct Brainstorming

• https://www.youtube.com/watch?v=YXZamW4-Ysk

• https://www.youtube.com/watch?v=VvdJzeO9yN8

• https://www.youtube.com/watch?v=xhsmihuESKY
 When a Brainstorming Sessions Fails

• The key to collective intelligence is balanced participation. Participants’ goal

should not be to be the smartest person in the group— it should be to make the
group smarter.

• Frequently brainstorming sessions become lopsided in favor of the biggest egos,

the loudest voices, and the most powerful people.

• Ego - “I don’t want to look stupid”; “Why should I share my good ideas?”;
“Credit for my ideas will go to the group/boss”.

• Conformity pressure - "Let’s all jump on the boss’s bandwagon!”

• Several studies have shown that individual brainstorming can produce better
ideas than group brainstorming because sometimes group members pay so
much attention to others’ ideas that they forget or do not create their own
ideas.
Scenario:
Every day, a significant amount of food is wasted in the University mess. Leftover food,
and discarded packaged snacks contribute to unnecessary waste. This not only affects
the environment but also wastes resources and money.

Brainstorming Challenge:
"How can we reduce food waste in our school cafeteria in a practical and creative way?"
 Brainwriting

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brainwriting%2F&psig=AOvVaw0q6GDlMzwg_5529FVH3Jcc&ust=1711092397336000&source=images&cd=vfe&opi=89978449&ved=0CBAQjRxqFwoTCNjAx5XqhIUDF
QAAAAAdAAAAABBP
 What is Brainwriting?

• Brainwriting is a variation of brainstorming and is useful with a group of people

who are somewhat quiet and would be unlikely to offer many ideas in an open
group session.

• The foundation of brainwriting is that collective intelligence begins with

individual creativity, and sometimes individuals produce a greater volume and
variety of novel ideas when they work alone.

• The initial steps in brainwriting are solo. You start by asking everyone to
generate ideas separately.

• Next, you pool them and share them anonymously among the group. To
preserve independent judgment, each member evaluates them on their own.

• Once done, the team come together to select and refine the most promising
options. By developing and assessing ideas individually before choosing and
elaborating them, teams can surface and advance possibilities that might not
get attention otherwise.
 How to conduct Brainwriting

• Brain-writing involves silently sharing written ideas in groups. It minimises the

effect of status differentials, dysfunctional interpersonal conflicts, group
member domination, and pressure to conform to group norms.

Brain-Writing: 6-3-5 Method

It enables a group to develop 108 ideas through silent writing or sketching. Six
people create three ideas that are refined five times.
• Start with a problem/design brief.
• Six members are given a form with a table of three columns and six rows.
• Ask them to provide three ideas for solving a problem in the next five minutes.
The ideas are written in silence to prevent them from influencing each other.
• After the first five minutes, each member passes their form to the participant on
their right, who reviews the ideas and adds new ones.

• https://www.youtube.com/watch?v=yg9Svx9zkzw
 End of Lecture 8
Meeting: D036F (Tuesday 2:00 pm – 5:00 pm)