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<h2 class="hd hd-2 unit-title">Introduction to Design Thinking</h2>
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<p>Justin gives an overview of the design thinking process that he and colleagues use in their work at the MIT Teaching Systems Lab (TSL). </p>
<p>During the interviews and examples presented in this course, or in your own exploration, you might hear different terms used for each stage of the design thinking process. Justin explains why we are using our specific vocabulary. </p>
<center><img src="/assets/courseware/v1/13a25302b6716b15009e88e31cb96791/asset-v1:MITx+11.155x+1T2019+type@asset+block/DTprocesscrop.png" alt="Design process" type="saveimage" target="[object Object]" width="365" height="304" /></center>
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<h3 class="hd hd-2">Introduction to Design Thinking</h3>
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<h2 class="hd hd-2 unit-title">Flare and Focus</h2>
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<p>A useful way to think about the design thinking process is as alternating periods of expanding and narrowing your scope of thinking with respect to a specific problem. Justin explains the "flare" (expansion) and "focus" (narrowing) of the design thinking process. </p>
<p>Think about when you have created something. In your creation process, was there one phase where you tried to broaden your thinking? When did you know it was time to focus on a particular idea and develop it?</p>
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<h2 class="hd hd-2 unit-title">Why Teach Design Thinking to Students?</h2>
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<p>Designers from MIT featured in this unit and educators included elsewhere in the course give their reasons for why students should learn design thinking.</p>
<ul>
<li>Mitchel Resnick, MIT</li>
<li>Rachel Shuler, Meadowbrook School (Weston, Massachusetts, USA)</li>
<li>Blade Kotelly, MIT</li>
<li>Jason Lee, Agncy (Boston, Massachusetts, USA)</li>
<li>Saba Ghole, NuVu Studio (Cambridge, Massachusetts, USA)</li>
<li>Jonathan Schmid, Meadowbrook School (Weston, Massachusetts, USA)</li>
<li>Diane Horvath, Blake Middle School (Medfield, Massachusetts, USA)</li>
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