Design Thinking Activity
Design thinking enables students to solve complex problems and it usually goes through five stages as illustrated in Figure 1. The stages are Empathize, Define, Ideate, Prototype and Test.
Figure 1: Stages of design thinking.
This activity leads students through these five stages through two classroom sessions and one optional homework assignment.
Activity
Goal
Empathize
Design and Ideate
Homework
Prototype and Test
Activity
Lesson 2
Goal
Design and Ideate
Activity
Homework
Goal
Prototype and Test
Lesson 1: Empathize
Learning Goals
Develop empathy, specifically the ability to take new perspectives and engage in discussions with contradictory perspectives
Learning Objectives
1
Students will be able to role-play as a character from the character deck during discussions
2
Students will be able to develop a clearer understanding of their character through research
Materials and Prep
Instructor pre-selects character cards relevant to course content and learning objectives
Students have access to the internet via computers or mobile devices
Character profile worksheet will be made available to students in-class or as a pre-class activity
Prework
- Students review the facilitator’s guide to the IMPACT deck, specifically the character card.
- Each student is assigned a character card prior to coming to the class. Students research their character using credible sources (profession-related data, cultural context, lived experiences from articles or interviews) and fill up a mini character profile worksheet or engage with individual reflection prompts.
Lesson Description
Time Expectation
Activities
Additional Supports/Modifications
5 minutes
Setting the Scene
- Brief students on the importance of respectful, authentic character portrayal
- Set ground rules for inclusive discussion
can by pre-class work
Character Immersion
- Students are divided into groups of 4-6 and each student picks up a character card.
- Students research their character using credible sources (profession-related data, cultural context, lived experiences from articles or interviews)
Scaffold the Research
Provide a mini character profile worksheet for students to fill in based on their research.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
What are your character’s daily priorities and challenges?
What resources and constraints does your character face in daily life?
Structured Debate Activity
- The instructor presents a debate topic aligned with course learning outcomes. For example: “Cities should restrict car entry during work hours.”
- Two options for conducting the debate activity. Instructor advised to pick the one that will work best for their classroom.
Option 1: Use think-pair-share structure- Think: Individual character perspective (3 min)
- Pair: Small group discussion maintaining character roles (10 min)
- Share: Larger debate with character-informed arguments (12 min)
Option 2: Small Group Discussion
- Students share their characters’ perspectives.
- The group identifies points of alignment and disagreement among the characters.
- Encourage students to negotiate a group decision or policy based on all perspectives, documenting compromises or conflicts.
Whole Class Debrief
- Groups present their outcomes and explain the reasoning behind them.
- Discuss patterns: Which perspectives tended to dominate? Which were marginalized? Why?
- Connect insights to course concepts
Integrate Roleplay
Ask students to speak in character during discussions, using first-person language (“I think…”) to deepen immersion.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
How might your character’s cultural, professional, and personal background shape their perspective on this issue?
What values or beliefs might guide your character’s decision-making?
If your character were asked to respond to [course-related issue], how would they react, and why?
can be post-class work
Reflection & Transition
- Assessment Checkpoint: Students complete exit ticket identifying one insight they gained from their character’s perspective
OR
- Comparative analysis between a student’s real perspective and their character’s.
OR
- How effective was your engagement with the pre-work and how did it inform how well you were able to engage in the discussion as your assigned character?
Time Expectation
5 minutes
Activity
Setting the Scene
- Brief students on the importance of respectful, authentic character portrayal
- Set ground rules for inclusive discussion
Time Expectation
can by pre-class work
Activity
Character Immersion
- Students are divided into groups of 4-6 and each student picks up a character card.
- Students research their character using credible sources (profession-related data, cultural context, lived experiences from articles or interviews)
Additional Supports/Modifications
Scaffold the Research
Provide a mini character profile worksheet for students to fill in based on their research.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
What are your character’s daily priorities and challenges?
What resources and constraints does your character face in daily life?
Time Expectation
25 minutes
Activity
Structured Debate Activity
- The instructor presents a debate topic aligned with course learning outcomes. For example: “Cities should restrict car entry during work hours.”
- Two options for conducting the debate activity. Instructor advised to pick the one that will work best for their classroom.
Option 1: Use think-pair-share structure- Think: Individual character perspective (3 min)
- Pair: Small group discussion maintaining character roles (10 min)
- Share: Larger debate with character-informed arguments (12 min)
Option 2: Small Group Discussion
- Students share their characters’ perspectives.
- The group identifies points of alignment and disagreement among the characters.
- Encourage students to negotiate a group decision or policy based on all perspectives, documenting compromises or conflicts.
Whole Class Debrief
- Groups present their outcomes and explain the reasoning behind them.
- Discuss patterns: Which perspectives tended to dominate? Which were marginalized? Why?
- Connect insights to course concepts
Additional Supports/Modifications
Integrate Roleplay
Ask students to speak in character during discussions, using first-person language (“I think…”) to deepen immersion.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
How might your character’s cultural, professional, and personal background shape their perspective on this issue?
What values or beliefs might guide your character’s decision-making?
If your character were asked to respond to [course-related issue], how would they react, and why?
Time Expectation
can be post-class work
Activity
Reflection & Transition
- Assessment Checkpoint: Students complete exit ticket identifying one insight they gained from their character’s perspective
OR
- Comparative analysis between a student’s real perspective and their character’s.
OR
- How effective was your engagement with the pre-work and how did it inform how well you were able to engage in the discussion as your assigned character?
Lesson 2: Define and Ideate
Learning Goals
Develop creativity and critical thinking skills
Learning Objectives
1 |
2 |
| Students will be able to brainstorm various solutions for their design challenge | Students will be able to incorporate their character perspectives into their solutions* |
Materials and Prep
Instructor pre-selects character and technology cards relevant to course content and learning objectives
Students have access to the internet via computers or mobile devices
Post-It Notes and/or whiteboards and markers
Prework
- Each group is assigned 1-2 technology cards. Students fill up a critical analysis worksheet of the technology as a group.
- Students individually respond to reflection questions from the IMPACT deck. For example: “What are the ethical implications of (character) adopting (technology)?”
Lesson Description
Time Expectation
Activities
Additional Supports/Modifications
5 minutes
Setting the Scene
- Students are asked to (re)group into groups of 4-6 students
- Character cards are (re)distributed and students asked to either review the cards or reflect on their discussion from their previous session
Pedagogical Enhancement
Provide guided group reflection prompt:
What was the outcome or decision of the group during the last session regarding the debate topic?
15 minutes
Technology Integration
- Each group draws 1-2 technology cards.
- Quick Lightning Introduction (2 min) by instructor on each drawn technology to ensure baseline understanding.
- Critical Analysis Activity: Students evaluate their technology using provided framework.
- How does this technology currently work (real-world applications, process flow)?
- Design Ethics Layer: Who typically uses it/who doesn’t (equity, access, adoption barriers)? What are its limitations – and potential unintended consequences? Consider ethics, accessibility, economic disparity, cultural norms, health impacts, privacy, etc.
- Character Perspective Layer: How would each character in the group perceive or interact with this technology?
Instructor Curation
Pre-select technology cards that align with course content and complexity level.
Ideation Process
- Each group is provided with a design challenge based on the UN SDGs. For example: How can we use X technology to provide access to (SDG 6, clean water) to X character?
- Scaffolded Brainstorming: Use structured brainstorming techniques to support group ideation.
Round Robin: Each student contributes one idea before discussion“Yes, and…” Approach: Build on all ideas before evaluating–Ideas are expanded collaboratively without immediate judgment.
Character Check-ins: Would my character actually use this solution? Why or why not? What adaptations would they need?
UN SDGs
THE 17 GOALS | Sustainable Development
About Brainstorming
What is Brainstorming? Techniques, Tips & Rules – IDEO U
Ideation Selection
Decision-Making Protocol: Groups use dot sticker voting or other method to select most promising solution.
OR
Character Advocacy Round: Each student advocates for the idea they think best serves their character before voting.
Time Expectation
5 minutes
Activity
Setting the Scene
- Students are asked to (re)group into groups of 4-6 students
- Character cards are (re)distributed and students asked to either review the cards or reflect on their discussion from their previous session
Additional Supports/Modifications
Pedagogical Enhancement
Provide guided group reflection prompt:
What was the outcome or decision of the group during the last session regarding the debate topic?
Time Expectation
15 minutes
Activity
Technology Integration
- Each group draws 1-2 technology cards.
- Quick Lightning Introduction (2 min) by instructor on each drawn technology to ensure baseline understanding.
- Critical Analysis Activity: Students evaluate their technology using provided framework.
- How does this technology currently work (real-world applications, process flow)?
- Design Ethics Layer: Who typically uses it/who doesn’t (equity, access, adoption barriers)? What are its limitations – and potential unintended consequences? Consider ethics, accessibility, economic disparity, cultural norms, health impacts, privacy, etc.
- Character Perspective Layer: How would each character in the group perceive or interact with this technology?
Additional Supports/Modifications
Instructor Curation
Pre-select technology cards that align with course content and complexity level.
Time Expectation
20 minutes
Activity
Ideation Process
- Each group is provided with a design challenge based on the UN SDGs. For example: How can we use X technology to provide access to (SDG 6, clean water) to X character?
- Scaffolded Brainstorming: Use structured brainstorming techniques to support group ideation.
Round Robin: Each student contributes one idea before discussion“Yes, and…” Approach: Build on all ideas before evaluating–Ideas are expanded collaboratively without immediate judgment.
Character Check-ins: Would my character actually use this solution? Why or why not? What adaptations would they need?
Additional Supports/Modifications
UN SDGs
THE 17 GOALS | Sustainable Development
About Brainstorming
What is Brainstorming? Techniques, Tips & Rules – IDEO U
Time Expectation
5 minutes
Activity
Ideation Selection
Decision-Making Protocol: Groups use dot sticker voting or other method to select most promising solution.
OR
Character Advocacy Round: Each student advocates for the idea they think best serves their character before voting.
Homework: Prototype and Test
Learning Goals
Develop prototyping skills and critical thinking for evaluation of design solutions
Learning Objectives
1 |
2 |
3 |
| Students will be able to use maker technologies to prototype their design solutions | Students will be able to test their prototypes with their peers and incorporate feedback | Students will be able to provide valuable feedback to their peers’ designs |
Materials and Prep
Build an assignment on Canvas where students can upload their solutions to their design challenge
Set up optional Maker Commons training sessions for learning about various prototyping technologies
Assignment
Part 1: Initial Design Solution
- Students work in their groups to detail out their selected solution. Groups share their solutions with the class.
- Students individually share feedback to the solutions of the other groups using the peer feedback rubric provided.
Part 2: Final Design Solution Prototype
- Incorporating the feedback received from their peers, the group redesigns their solution.
- Students attend training sessions at the Maker Commons to learn about various prototyping technologies.
- The redesigned solution is prototyped using suitable prototyping techniques.
Note: When doing the two part assignment as a stand-alone assignment without the prior one or two lessons to prime then the instructor provides the design challenge with a combination of technology+ character card to each group.