Engaging with Youth through Co-Creation and Design Thinking

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Sandjar Kozubaev

@sandjar

sandjar.kozubaev@gmail.com

Amy Gustincic

@agustincic

amygustincic@gmail.com

Bokhodir Ayupov

bokhodir.ayupov@undp.org

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How it all began …

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Design Thinking

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collaborativehuman centeredculture of innovation and rapid prototyping—a bias toward action

Business Sustainability

Design

Design Thinking

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This is what we mean when we say ‘design thinking’

MBA in Design Strategy

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Main point. Explain where our thinking comes from and what is the Design MBA program.

How might we create an educational experience to encourage social innovation?

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Interdisciplinary problem solving through design thinking,

strategy and leadership

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The idea for workshop was born through multiple conversations

8 days

2 instructors

20 students

UNDP Uzbekistan Team

Project: Social Innovation and Volunteerism in Uzbekistan

facebook.com/SIV.Uzbekistan

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Day 1: Innovation

Day 2: Context & Empathy

Day 3: Storytelling

Days 4–5: Prototyping & Testing

Day 6: Strategy

Day 7: Making It Work

Day 8: Team Presentation

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Content overview

Lessons Learned

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In this presentation we will share the main lessons learned.

Avoid Cosmic Solutions

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Depending on how the educators sets the context for the brainstorming and discovery, the solutions may be very impractical. SIV project had some experience in the past when a discovery process lead to more confusion. Avoid unachievable solutions. Need to provide a pathway to something tangible.How do you provide an appropriate level of reference without “leading” the students down a pre-determined path. Need to strike a balance.

Contextualize Locally

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Choose a problem in a context very familiar to the students. In this case we chose the bazaar, one of the most ancient institutions in the region.

Choose Your Language Wisely

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Terminology was a key obstacle for us. Some of the terms don’t even exist in Uzbek or has a different tint to it. For example “prototyping” Students had to experience some things that we tried to explain before they really got it. (“hacks”)Obstacles to design thinking/innovation are amplified when there’s a language barrier.

Making vs. Talking

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Incorporate the idea of making prototypes as early as you can. Less talking more doing. make clear to the students what the expectations of prototypes are—not finished solutions.

Work vs. Play

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An example that playful interactions foster creativity even in a serious situation (UNDP workshop example)Problem: Make people feel comfortable enough to play. UNDP people did not want to draw. As soon as they got materials, they were much freer.

Learning from Local Experience

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We involved people who work in local nonprofits. They shed light on what it means to do social-innovation and how you can do it.

Perform vs. Present

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We didn’t let them use slideshows. Only what they can make by hand. Encourage storytelling. Students were angry and confused by it.Going beyond traditional activities/media was a challenge.

Students Will AlwaysSurprise You

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Students will always take the knowledge and tools in unexpected directions. One of the exercise turned int a deep discussion about the meaning of brands, their promises and how to identify that.

Managing Expectations

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Sometimes it helps to throw an unexpected challenge to the students but it may violate their trust. We had a panel of business leaders for critique but some students felt uncomfortable. Who gets to see their work and how it’s evaluated.

•Training manual•Tools•Website •Creative commons

Sharable Knowledge

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Ensure that whatever you create is easily sharable. That doesn’t just mean giving the material away. It’s ensuring that you use the proper license (e.g. Creative Commons)

Repeatable Knowledge

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How do you make sure people can iterate on the process further and independently. The second iteration of the learning experience is what matters most.

Timing and Pacing

•Is 8 days too long? •What are the tradeoffs?•What is the goal? •How long does it take to change minds?

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How do you decided the length of the workshop. There are trade-offs and you need to think about them in advance.

•Sources of funding

•Other institutions of support

•Identifying systemic opportunities

•Scaling up

The “Now what?” Issue

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Where do the students go from here? Make it work even if there are no grants.

Q & A

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Sandjar Kozubaev

@sandjar

sandjar.kozubaev@gmail.com

Amy Gustincic

@agustincic

amygustincic@gmail.com

Bokhodir Ayupov

bokhodir.ayupov@undp.org

facebook.com/SIV.Uzbekistan

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Thank You

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