At Victoria University of Wellington, NZ. September, 2017.

1. DESIGNING OUR DIGITAL FUTURE
Professor Steven Warburton
Victoria University of Wellington

3. change:
… an act or process
through which
something becomes
different.
accelerating change:
is a perceived
increase in the rate
of technological
progress

4. Why change?

5. Industry 4.0
External, global pressure factors

6. Internal
competitiveness

8. Outstanding debt on loans
jumped by 16.6% to £100.5bn at
the end of March, up from
£86.2bn a year earlier (UK,
Guardian 2017)
Around 731,800 people have a
student loan, with a nominal
total of $15.3 billion of debt (NZ
Herald, 2017)

9. Organisational change –
it needs to be purposeful
- applying a solution to a
challenge!

10. • Activity
• Workstreams
• IoT
• Wi-fi
• CRM
• HCM
• LMS (SaaS)
• Data warehouse
• Office 365
• Hi-fidelity team
conferencing &
collaboration
4. Digital Systems
Organizationally cuts across:
• ICT infrastructure
• Content and information
• Research and innovation
• Communication
• Learning, teaching and
assessment
• Support
• Ability to adapt to change
3. Digital Processes2. Digital Capability1. Digital Mindset
Shifting organizational
culture:
• Develop key messages
• Change language
• Ensure principles
underpin change
• Articulate values
• Build trust
• Align role descriptions
• Promote desired
behaviours.
• Single sign-on and data
entry
• Data management
• Information
management
• Analytics
• DDDM
• Assessment practices
• Collaboration
• Virtual communities
• Plug and play
• Activity
• Workstreams
Driving successful change - shared vision and purpose
• Activity
• Workstreams
• Activity
• Workstreams
Principles driven change – with the right people in the right place
Design challengesE

11. "Technological change is often seen as
something that follows its own logic -
something we may welcome, or about which
we may protest, but which we are unable to
alter fundamentally”
MacKenzie, D. and Wajcman, J. eds. (1999)The social shaping of technology. 2nd
ed., Open University Press: Buckingham.

12. (1969)

13. Empowering design
capability
Christopher Alexander

14. Q. How can do we make successful design
decisions?
A. By drawing inspiration from previous
successful designs.

15. diffuse
design
expert design
Design processes in the domain of education are
always interdisciplinary
(Manzini, 2015)

16. Participatory Pattern
Workshops
Learning Design
Studio
2. Patterns
1. Narrative case study
3. Design challenges & scenarios
5. Evaluation
4. Prototype
Reflecting on past success Designing for the future
Double loop design (Warburton and Mor, 2015)

17. • Design knowledge is predominantly
tacit. Experienced designers identify
familiar problems, and apply tested
methods of solution.
• Design patterns make this
knowledge visible, shareable,
reusable and falsifiable.
Problem Solution
Context

18. 159...LIGHT ON TWO SIDES OF
EVERY ROOM
When they have a choice, people will
always gravitate to those rooms which
have light on two sides, and leave the
rooms which are lit only from one side
unused and empty.
Therefore:
Locate each room so that it has outdoor
space outside it on at least two sides, and
then place windows in these outdoor walls
so that natural light falls into every room
from more than one direction.
(Alexander et al., 1977)
Context: building an internal space for people

21. Other Areas
Many authors and titles.
Pedagogy, Social Action, HCI, Virtual Worlds,
collaboration, Assessment, Web design, Usability,
Project Management, Building MOOCs…
2017
Gang of Four
Design Patterns: Elements of Reusable.
Object Orientated Software.
Object Orientated Software
Design 1995
Christopher Alexander
The Timeless Way of Building.
A Pattern Language: Towns , Buildings, Construction.
Architecture 1977

22. Participatory Pattern
Workshops
Learning Design
Studio
2. Patterns
1. Narrative case study
3. Design challenges & scenarios
5. Evaluation
4. Prototype
Reflecting on past success Designing for the future
Double loop design (Warburton and Mor, 2015)

23. Design Studio: scaffolding
design activity
(personas, intents, patterns: design drivers and
prompts)

24. Investigate
Prototype
Design
Identify challenge, dream
Evaluate
3
1
Share / critique
Reflect
7
4
5
6
2
Design Patterns / design principles
Storyboards
Force maps
A design studio approach - a dynamic, active,,
group process – running from 90 minutes to a
whole day, or longer …
Group ‘crit’
After: Mor et al. (2012)

25. Exploding the design
space: force maps
A graphical
representation of the
factors and concerns
that shape the design
space: the material,
social and intentional
forces that define what
is possible and what
needs to be addressed
to achieve success.

26. Design Pattern: Fishbowl
You are running a MOOC and want to include a seminar
style teaching session.
***
But with such large numbers of students it is difficult to
simulate the intimate interaction between teacher and
students that is typical of a classroom setting.
***
Therefore broadcast sessions where selected students act
as proxies for the cohort.
Set up a synchronous online conferencing tool to host the
fishbowl session. Invite the ‘fish’ and advertise the event to
the intended audience.

27. Storyboard! (15 min)
Your
challenge …
Create change
through social
action
P2P
Quiz
Video
The design workspace
Critcal skills

28. Showcase presentations
Teams present work for feedback and discussion to share, critique and reflect
on the proposed innovations/solutions.
Reflection on action (Schön, 1991)

29. Some observations on design thinking:
• Agile and adaptive;
• Success focused;
• Moves beyond the problem space (space for innovation);
• Building a shared language
• User-centred as opposed to content centric.
• Workshops + toolkit = methodological “tooling up” (Manzini, 2015).
• Design patterns add the ‘voice’ of the expert designer.
• To promote a rich design culture, other design initiatives can be
activated to: trigger, investigate, inform, vision and enhance design
conversations
SUSTAINED VIA DESIGN THINKING “COURSE”