1. Applying a match to the embers Developing design process skills through exploration Anna Hiley July 2006 The way that the exercises were laid out would expand the mind into a more dynamic and lateral thinking style, so that the well of ideas would not always follow the same path. This often generates some of the more abstract ideas that I have produced in other modules.... The creativity of the individual has been nurtured. (Student Reflective Report 2002)

2. The approach to design problems Practitioners use an iterative process Solution emerges from problem definition What do students often do? Pluck guessed solution from air – ignore problem 'Thinking from concept level was totally new to me, as I am one of these people who used to dive in and start coming up with elaborate ideas to solve the problem, instead of first trying to determine what the task and indeed the problem actually was.' (Student Reflective Report 2002)

3. The message Part 1 The notion of an appropriate solution During the discussion groups that we undertook (in the workshops) I found that two people can interpret the same question in two totally different ways, both come up with a design and neither of them be wrong. (Student Reflective Report 2002)

4. The message Part 2 Barriers to creativity Initially I was not very creative. I mostly stayed within the conventional solutions that first came to my mind. This severely restricted the options I considered. When I constructed my criteria, I would already be thinking of what implication it had on my chosen design. This meant that I was risking adding constraints that I unintentionally initially presumed. (Student Reflective Report 2002)

5. The message Part 3 Iteration: from problem to option Design process determines quality, appropriateness and implementation Need/problem Option/outcome The more is known about the problem, the better the chance of an appropriate outcome Does outcome match criteria, performance requirements, and quality required? Continuous critical evaluation required The Iterative Loop: As solution developed, knowledge of problem/need grows, therefore problem can be redefined in more detail, to match solution to need. Avoid fixed solutions which restrict range of options and impose a specific view on others Resist the search for perfection!

6. Aim of learning strategy Develop implicit knowledge through exploration Wake up latent design abilities Introduce concept of iteration Reduce barriers to creative thinking Make the uncomfortable more comfortable Create creative problem-solvers As a whole after completing this module I have discovered that I had so many abilities that only (can) be seen when explored. I wish that I had discovered these abilities earlier. (Student Reflective Report 2002)

7. Workshop sessions Core issues addressed 1.Evidence, critical thinking, reflection 2.Characteristics of problems/needs 3.Building a picture of problem, setting criteria 4.Overview of process, feasibility to evaluation 5.Consequences and constraints 6.Design evaluation 7.The importance of the process

8. Organisation of sessions Based on prior knowledge Series of steps combining to create flight Each step or session includes: Feedback and reflection Briefing to support current concept Activity to practice doing Investigation or project Assessed cumulative sub-projects plus reflective report

9. Student response 'My first experiences of design gave me a bit of a shock. I had not given a second thought to how one actually got to the stage of initially being able to put this almost complete design down on paper. Never before had I realised the whole range of steps that needed to be undertaken just to write a design brief let alone get a complete design down on paper. (Student Reflective report 2002)

10. Transferability of approach In conclusion, skills learned within design are not module specific, as the example demonstrates (list given). Indeed they are neither unique to one particular project. Rather they provide a framework that one can consult, and which is applicable to countless situations encountered. (Student Reflective Report 2003)

11. The future We have some funding to develop a generic platform to foster the evolution of creative problem solving skills. If you are interested in any aspect of this – or would just like to observe the struggle – please contact us! anna.hiley@manchester.ac.uk