Design Thinking

Unit -1
 Contents
• Introduction to Design thinking
• Understanding the Learning Process
• Kolb’s Learning Styles
• Assessing and Interpreting
• Understanding the Memory process
• Problems in retention
• Memory enhancement techniques Emotions: Experience & Expression
 Activity
• Introduce your self!
 Introduction to Design Thinking
• Design thinking is a methodology for creative problem solving.
 Recap
• One thing which you wish to correct from the past?

Communication Previous
Result of 10th Result of 12th
skill mistakes etc.

• This is called correction and you wish to iterate on the same.

• What if?
• You knew beforehand where you were headed.
• You would have designed and acted accordingly.
Same results as of now?
• Lets see how was your learning.
Bloom’s Taxonomy
 What is Learning?
• Learning is a natural, everyday process that all humans go through.
• It happens because of different influences, which are categorized into three main factors:
1) Environmental factors: Things around us, such as culture, society, or school, affect what and how
we learn.
2) Past experiences: What we have done or experienced before helps shape new learning.
3) Emotional and cognitive factors: Our feelings, thoughts, and mental abilities also influence how
we learn.
• Learning defines as “any change in behavior that is relatively permanent due to
experience and practice”. This means learning happens when you gain knowledge or
skills through repetition and exposure.
• Learning can lead to a positive change (such as developing good habits, gaining new
knowledge, or improving a skill).
• However, learning can also be negative (such as picking up bad habits, wrong
information, or destructive behaviors).
 Characteristics of the Learning Process
The learning process consists of diverse characteristics such as
• Change: Learning leads to a change in behavior, skills, or thinking.
• Actions: It requires active participation, such as reading, practicing, or
experimenting.
• Interaction: We often learn through discussions, teamwork, or social experiences.
• Problem-solving: Learning helps us figure out how to deal with challenges in life.
• Experience: Past experiences shape how we learn new things.
Example: A student learning to ride a bicycle goes through change (from not
knowing how to ride to mastering balance), takes action (practices riding), interacts
(gets advice from a coach or friend), solves problems (figures out how to turn and
stop), and builds experience (gains confidence over time).
 Purposes of Learning
Learning serves different roles in our lives, as explained by the four categories:
1) Conformity
• This means adapting to societal norms by learning from others by matching behaviors, beliefs, and attitudes.
• Example: A new employee follows company rules and adopts the office culture by observing how colleagues
behave.
2) Discovery
• This involves exploring new ideas, experimenting, and taking risks to learn something new.
• Example: A child plays with different musical instruments to find out which one they enjoy the most.
3) Making a Difference
• Learning helps people find solutions to challenging problems by tackling them and building skills, information,
and concepts out of desire and create positive change. This situation makes the learner distinct.
• Example: A scientist researching renewable energy solutions to reduce environmental pollution.
4) Self-awareness
• Through learning, a person understands their strengths, weaknesses, talents, interests, aspirations, personality
and how others perceive them.
• Example: A teenager trying different sports, hobbies, and subjects to discover their interests and future career
path.
 Kolb’s Learning Model
• It is based on David Kolb’s Experiential
Learning Theory (1984) and describes how
people prefer to learn through different
approaches.
• Kolb’s model is based on a learning cycle with
four stages:
1) Concrete Experience (Feeling) – Learning
through hands-on experience.
2) Reflective Observation (Watching) – Learning
by observing and reflecting on experiences.
3) Abstract Conceptualization (Thinking) –
Learning by analyzing ideas and forming
theories.
4) Active Experimentation (Doing) – Learning by
applying ideas and testing in real-world
situations.
 Kolb’s Four Learning Styles
Different people prefer different ways of learning, which Kolb categorized into four learning
styles.
1) Diverging (Feeling and Watching)
• People with this style learn best through emotions, observations, and brainstorming. They prefer to watch
rather than do and think about different perspectives.
• Example: An artist observing different paintings before creating their own artwork.
2) Assimilating (Watching and Thinking)
• These learners prefer logical reasoning, reading, and structured learning over hands-on experience. They enjoy
theoretical models and analyzing concepts.
• Example: A scientist studying research papers and data before designing an experiment.
3) Converging (Doing and Thinking)
• These learners enjoy problem-solving and applying knowledge practically. They prefer technical tasks over
social interaction.
• Example: An engineer designing a prototype based on previous calculations and theories.
4) Accommodating (Doing and Feeling)
• These learners rely on intuition and hands-on experience rather than theories. They like to experiment and take
risks to learn by doing.
• Example: An entrepreneur launching a startup and learning through trial and error.
 Assessing and Interpreting
These are crucial in evaluating performance, understanding data, and making
informed decisions
 Assessment
• Definition: Assessment is the process of collecting, analyzing, and interpreting
evidence to determine how well something (e.g., a student's performance) meets
certain expectations or standards.
• Purpose: It helps in documenting progress, explaining results, and improving
performance.
Example of Assessment:
• A teacher gives students a math test to evaluate their understanding of algebra.
• The teacher collects the test papers and checks the scores.
• The scores indicate how well each student understands algebra, helping the teacher decide
whether more lessons or practice are needed.
 Interpretation
• Definition: Interpretation is about making sense of the data or information
collected during assessment.
• Purpose: It involves finding patterns, relationships, and trends that help explain
the results.
Example of Interpretation:
• The teacher notices that most students scored poorly on word problems but did well on
numerical calculations.
• The teacher analyzes this data and realizes that students struggle with understanding
problem statements in algebra.
• Based on this interpretation, the teacher decides to provide extra lessons on reading
comprehension for math problems.
 Activity: Assess and Interpret the Present Situation of First-Year Students
• This activity asks students or educators to evaluate the current situation of first-year
students and interpret their findings.
• Possible ways to assess: Conduct surveys, analyze test scores, or observe student
participation.
• Possible ways to interpret: Identify common challenges (e.g., difficulty adjusting to
college, stress, or lack of time management skills) and suggest solutions.
Example for First-Year Students:
• Assessment: A university conducts a survey to check how well first-year students are
adjusting to college life.
• Data Collected: Responses show that 60% of students feel stressed due to workload,
and 40% struggle with time management.
• Interpretation: The university realizes that students need more guidance on time
management and stress reduction techniques.
• Action Taken: They organize workshops on time management and stress management
counseling.
 Memory Process
• It consists of three main stages: encoding, storage, and retrieval.
• These stages help us understand how the brain processes and remembers
information.
1) Encoding: The First Step in Memory Formation
• Definition: Encoding is the process of converting sensory input (things we see, hear, or
experience) into a format that can be stored in the brain.
• How It Works: Our brains take in information through our senses (like sight, sound, touch)
and transform it into a memory.
• Example:
• When you read a book, the words and ideas are encoded into your memory.
• When you meet someone for the first time, your brain encodes their face and name.
 Memory Process
2) Storage: Keeping Information in the Brain
Once information is encoded, it needs to be stored for future use. There are two main types
of memory storage:
A. Short-term Memory (STM)
• Definition: Holds information temporarily for analysis and quick retrieval.
• Duration: Lasts only a few seconds to minutes.
• Example:
• When you look up a phone number and remember it just long enough to dial it.
• Cramming for an exam the night before—you remember the facts for a short time but forget them later.
B. Long-term Memory (LTM)
• Definition: Stores information indefinitely and has a seemingly unlimited capacity.
• How It Works: Information moves from short-term to long-term memory through repetition or
strong emotional connections.
• Example:
• Remembering your childhood home, your best friend’s name, or how to ride a bike.
• Learning a new language and remembering words after practicing them repeatedly.
 Memory Process
3) Retrieval: Accessing Stored Information
• Definition: Retrieval is the process of recalling stored memories when needed.
• How It Works: Our brains pull up information based on cues (hints that remind us of
something).
• Example:
• Smelling a certain perfume and suddenly remembering a person who used to wear it.
• Hearing a song that reminds you of a specific event from your past.
• During an exam, trying to remember what you studied by picturing your notes.
Factors Affecting Retrieval:
• Context: If you study in the same environment where you take the test, you're more likely
to remember the information.
• Emotional State: If you were happy when learning something, you're more likely to recall
it when you're happy again.
 Types of Memory
1) Sensory Memory
• Definition: Sensory memory holds sensory information (what we see, hear, touch, taste, or smell)
for a brief moment—usually just a few seconds.
• How It Works: This memory allows us to take in a large amount of information very quickly, but
most of it fades unless we focus on it.
• Example:
• When you see a bright flash of lightning, the image stays in your mind for a split second after you close your
eyes.
• When someone calls your name in a noisy crowd, you recognize it instantly, even if you were not paying
attention at first.
2) Working Memory
• Definition: A type of short-term memory that temporarily holds and manipulates information while
performing tasks.
• How It Works: This memory is active and helps in problem-solving, learning, and decision-making.
• Example:
• When you do mental math, like calculating 25 + 37 in your head.
• Remembering a phone number long enough to dial it.
• Holding a sentence in your mind while reading so you can understand its meaning.
 Types of Memory
3) Episodic Memory
• Definition: Episodic memory stores personal experiences and specific events, including times,
places, and emotions.
• How It Works: This memory allows you to recall past experiences like a mental time machine.
• Example:
• Remembering your first day of school or your last birthday party.
• Recalling what you ate for lunch yesterday.
• Thinking about the last vacation you went on.
4) Semantic Memory
• Definition: This memory stores general knowledge and facts that are not tied to personal
experiences.
• How It Works: This is the memory of facts, concepts, and information we learn over time.
• Example:
• Knowing that the Earth orbits the Sun.
• Remembering that Paris is the capital of France.
• Knowing the meaning of words and grammar rules.
 Types of Memory
5) Procedural Memory
• Definition: Procedural memory stores information about how to perform tasks and skills,
especially those done automatically.
• How It Works: It helps us remember skills without consciously thinking about them.
• Example:
• Riding a bicycle after years without practice.
• Typing on a keyboard without looking at the keys.
• Driving a car without consciously thinking about every step.
 Memory Enhancement Techniques
1) Mnemonic Devices
• Definition: Mnemonics are memory aids that use acronyms, rhymes, visualizations, or patterns to
make information easier to remember.
• How It Works: Instead of memorizing raw information, you associate it with something familiar.
• Examples:
• Acronym: "HOMES" to remember the Great Lakes (Huron, Ontario, Michigan, Erie, Superior).
• Rhymes: "Thirty days hath September, April, June, and November…" to recall the number of days in each
month.
• Visualization: Imagining a silly or exaggerated image to link information (e.g., picturing a hippo on campus to
remember the word "hippocampus," which is the brain’s memory center).
2) Chunking
• Definition: Chunking is the process of breaking large pieces of information into smaller,
manageable parts to make them easier to remember.
• How It Works: The brain processes smaller units of information more efficiently than long,
continuous streams.
• Examples:
• Phone numbers: Instead of memorizing "1234567890", breaking it into "123-456-7890" makes it easier to
recall.
• Learning new words: Instead of memorizing individual words in a new language, grouping them into categories
(e.g., fruits, colors, animals) can help.
 Memory Enhancement Techniques
3) Repetition and Practice
• Definition: Repeating information multiple times strengthens memory retention by reinforcing
neural connections in the brain.
• How It Works: The more you practice recalling information, the stronger the memory becomes.
• Examples:
• Flashcards: Repeatedly going through flashcards to memorize vocabulary words.
• Rewriting notes: Summarizing your study material in your own words multiple times.
• Speaking out loud: Practicing a speech by saying it multiple times helps with retention.
4) Elaborative Rehearsal
• Definition: This technique involves connecting new information to existing knowledge to make it
more meaningful and easier to remember.
• How It Works: When we relate new concepts to things we already know, it improves deep learning
and understanding.
• Examples:
• Linking new vocabulary words to personal experiences: If you learn the word "resilient," you might associate it
with a time when you overcame a difficult situation.
• Creating stories: Instead of memorizing random facts, weaving them into a story can make them more
memorable.
• Explaining to others: Teaching a concept to someone else forces you to understand and remember it better.
 Memory Enhancement Techniques
5) Healthy Lifestyle
• Definition: A healthy body supports a healthy brain, which improves memory and cognitive
function.
• How It Works: Physical health affects brain function, and certain activities improve memory.
• Examples:
• Exercise: Regular physical activity increases blood flow to the brain and enhances memory (e.g., jogging, yoga).
• Balanced Diet: Eating brain-boosting foods like fish (rich in Omega-3s), nuts, and leafy greens.
• Adequate Sleep: Sleep consolidates memories, so getting 7-9 hours of sleep helps retain information.
• Stress Management: High stress weakens memory, so practicing relaxation techniques like deep breathing or
hobbies can help.
6) Mindfulness and Meditation
• Definition: These techniques improve focus, concentration, and mental clarity, which are essential
for memory encoding and retrieval.
• How It Works: Mindfulness trains the brain to stay present and process information efficiently.
• Examples:
• Meditation: Regular meditation enhances attention span and memory retention.
• Mindful Studying: Studying without distractions (e.g., no phone notifications, using quiet spaces).
• Deep Breathing Exercises: Practicing deep breathing before an exam helps reduce anxiety and improves recall.
 Conclusion
• Learning is a process of behavioral change influenced by different factors, and it
can have both beneficial and harmful effects depending on what is learned.
• Learning is not just about gaining knowledge; it serves different roles in shaping
how we adapt, explore, contribute, and understand ourselves.
• People learn in different ways, and understanding your preferred learning style can
help improve learning efficiency. Some people may have a combination of
learning styles depending on the situation.
• Assessment helps in gathering and analyzing data, while interpretation helps in
understanding and making decisions based on that data. These concepts are widely
used in education, business, and research to improve performance and solve
problems.
 Conclusion
• Encoding: The brain processes and records new information.
• Storage: The brain keeps the information in short-term or long-term memory.
• Retrieval: The brain recalls stored information when needed.
• Understanding memory helps in learning better, improving recall, and boosting brain
function.
• Sensory Memory: Briefly holds sensory details (sights, sounds, smells, etc.).
• Working Memory: Temporarily holds and processes information for immediate use.
• Episodic Memory: Stores personal life experiences and events.
• Semantic Memory: Stores general facts and knowledge.
• Procedural Memory: Stores skills and actions (how to do things).
• Understanding different types of memory helps improve learning, recall, and cognitive
skills.
• Practicing memory techniques like repetition, association, and visualization can enhance
memory performance.
 Conclusion
• These techniques help improve memory by making information more meaningful,
organized, and easier to recall:
1. Mnemonics – Use acronyms, rhymes, or visual aids.
2. Chunking – Break information into smaller parts.
3. Repetition & Practice – Review information repeatedly.
4. Elaborative Rehearsal – Connect new knowledge to what you already know.
5. Healthy Lifestyle – Exercise, diet, sleep, and stress management improve memory.
6. Mindfulness & Meditation – Focus and relaxation techniques enhance memory
retention.
Thank you!