📌 Course purpose: This course teaches you the basics of Design Thinking — a way of solving problems creatively by focusing on people's needs. You don't need any special skills. Just bring your curiosity and willingness to learn.
| Aspect | Details |
|---|---|
| Target audience | Complete beginners — anyone who wants to learn creative problem-solving |
| Prerequisites | No prior knowledge needed — just an open mind |
| Delivery mode | Self-paced with fun activities and examples |
| Total duration | ~2–3 hours (over 1 week) |
| Certification | Certificate of Completion |
By the end of this course, you will be able to:
| Module | Title & focus | Key activities & takeaways |
|---|---|---|
| 1 | What is Design Thinking? A new way to solve problems |
Learn the big idea: design thinking is about people. Understand the 5 steps (Empathise, Define, Ideate, Prototype, Test). 🔹 Task: Think of a problem you want to solve. |
| 2 | Empathise Understand the people you are designing for |
Learn to interview, observe, and listen. Put yourself in someone else's shoes. 🔹 Task: Interview a friend or family member about a problem they face. |
| 3 | Define Find the real problem |
Turn your insights into a clear problem statement. Use "How might we..." questions. 🔹 Task: Write a "How might we" statement for your problem. |
| 4 | Ideate Generate many ideas |
Brainstorm lots of ideas. Don't judge — just create. The more ideas, the better. 🔹 Task: Generate 20+ ideas for your problem. |
| 5 | Prototype and Test Make and try your ideas |
Build a simple version (prototype) of your idea. Test it with real users and get feedback. 🔹 Task: Create a simple prototype and test it with someone. |
| Week | Modules to cover | Estimated time |
|---|---|---|
| Week 1 | Module 1, 2, 3 | 1–1.5 hours |
| Week 2 | Module 4, 5 | 1–1.5 hours |
| Question | Answer |
|---|---|
| Do I need to be a designer? | No! Design Thinking is for everyone — teachers, students, parents, business owners, and more. |
| Is this course hard? | No, it's designed for beginners. Everything is explained in simple language. |
| How long does it take? | About 2–3 hours total. You can go at your own pace. |
| Will I learn to build real products? | You will learn to create simple prototypes — like sketches or models — that you can test with people. |
| Is there a certificate? | Yes, you will receive a Certificate of Completion. |
After finishing all modules and the final project, you will receive a Certificate of Completion. You can use your new skills to solve problems at work, at home, or in your community.
After this course, you can dive deeper into human-centred design, innovation, and creative leadership — or just start solving problems with confidence!
Hello, future design thinker! Welcome to the very first module of "Design Thinking Expert". This is a very special course because it will teach you a new way to solve problems — a way that starts with people. Design Thinking is about understanding what people need and then creating solutions that really work for them.
In this module, we will start from the very beginning. We will learn what Design Thinking is, why it matters, and how it can help you solve problems in your life. You don't need to know anything about design. We will go slowly and use lots of examples. By the end of this module, you will understand the big idea of Design Thinking and be ready to start using it.
Aisha is a student in a small village in Nigeria. Every morning, she walks 3 kilometres to fetch water for her family. It takes her 2 hours. She is often late for school. She is tired and thirsty by the time she gets to class. She wishes she had an easier way to get water.
One day, a visitor came to her village. He asked people about their problems. He listened to Aisha and her family. He didn't just guess what they needed — he asked them. Then he thought of many ideas. He made a simple device that could collect rainwater. It was cheap and easy to build. Now Aisha doesn't have to walk so far. She has more time for school.
This story shows what Design Thinking is all about: listening to people, thinking of ideas, and making things that help. Let's learn how to do this!
Definition: Design Thinking is a way of solving problems that puts people first. It is a creative and practical way to find solutions.
Why important: It helps you create solutions that really work for people.
Simple explanation: Instead of guessing what people need, you ask them. Then you think of ideas and make something to help.
Real-life example: A company uses Design Thinking to create a new phone that is easy for older people to use.
School example: A teacher uses Design Thinking to make learning more fun for students.
Home example: A family uses Design Thinking to find a better way to do chores.
Nigerian example: A community uses Design Thinking to solve a water shortage problem.
Illustration:
+----------------------+
| People First! |
| Understand → Create → Help |
+----------------------+
Mini summary: Design Thinking is a people-first way to solve problems.
Definition: Design Thinking matters because it helps us create solutions that truly meet people's needs.
Why important: Without Design Thinking, we might create things that no one wants or needs.
Simple explanation: If you don't ask people what they need, you might give them something they don't want. Design Thinking helps you give people what they really need.
Real-life example: A toy company asks children what they like and then makes toys they love.
School example: A school asks students how they like to learn and then changes the lessons.
Home example: A family asks each other what chores they prefer and divides them fairly.
Nigerian example: A farmer asks other farmers what problems they face and then invents a tool to help.
Illustration:
Without Design Thinking: Guess → Create → Fail
With Design Thinking: Ask → Create → Succeed
Mini summary: Design Thinking helps you create things that people actually need.
Definition: Design Thinking has 5 steps: Empathise, Define, Ideate, Prototype, and Test.
Why important: These steps guide you from understanding a problem to creating a solution.
Simple explanation: Think of it like a recipe. You follow the steps to make something great.
Real-life example: A designer follows these steps to create a new chair that is comfortable for everyone.
School example: A student follows these steps to solve a problem in their community.
Home example: A parent uses these steps to solve a family problem.
Nigerian example: A community leader uses these steps to improve their village.
Illustration:
+----------------------+
| 1. Empathise | → Understand people
| 2. Define | → Define the problem
| 3. Ideate | → Generate ideas
| 4. Prototype | → Build a simple version
| 5. Test | → Try it and get feedback
+----------------------+
Mini summary: The 5 steps are Empathise, Define, Ideate, Prototype, and Test.
Definition: Empathise means understanding other people's feelings, needs, and problems.
Why important: To create something useful, you must first understand the people you are designing for.
Simple explanation: Put yourself in someone else's shoes. Imagine how they feel.
Real-life example: You talk to someone and ask them about their life.
School example: You ask a friend why they are struggling with a subject.
Home example: You ask a family member what is bothering them.
Nigerian example: A community leader asks villagers what problems they face.
Illustration:
Empathise = Listen and Understand
👂 Ask questions 👂 Observe 👂 Feel
Mini summary: Empathise means understanding people by listening and watching.
Definition: Define means clearly stating the problem you want to solve.
Why important: A clear problem helps you focus on the right solution.
Simple explanation: After understanding people, you say: "The problem is..."
Real-life example: "The problem is that people don't have enough clean water."
School example: "The problem is that students are bored in class."
Home example: "The problem is that we argue about chores."
Nigerian example: "The problem is that farmers don't have a way to store their crops."
Illustration:
Define = State the Problem Clearly
"How might we ... ?"
Mini summary: Define means writing a clear problem statement.
Definition: Ideate means coming up with as many ideas as possible.
Why important: The more ideas you have, the better chance you have of finding a great solution.
Simple explanation: Brainstorm! Don't judge any idea — just write them all down.
Real-life example: You think of 50 ways to solve a problem.
School example: A group thinks of 30 ideas for a project.
Home example: A family thinks of 20 ways to make chores fun.
Nigerian example: A team thinks of 40 ideas to improve their village.
Illustration:
Ideate = Generate Many Ideas
💡 Idea 1 💡 Idea 2 💡 Idea 3 ... 💡 Idea 50
Mini summary: Ideate means brainstorming many ideas.
Definition: Prototype means making a simple version of your idea so you can test it.
Why important: A prototype lets you see if your idea works without spending a lot of time and money.
Simple explanation: Build a rough model of your idea.
Real-life example: You draw a sketch of your product.
School example: You make a paper model of your invention.
Home example: You create a simple schedule to try out a new routine.
Nigerian example: You build a simple rainwater collection system.
Illustration:
Prototype = Build a Simple Version
🖍️ Draw it 🧱 Build it 📝 Write it
Mini summary: Prototype means making a simple version to test.
Definition: Test means trying your prototype with real people and getting feedback.
Why important: Testing shows you what works and what needs to be improved.
Simple explanation: Give your prototype to someone and see if it helps them.
Real-life example: You show your sketch to a friend and ask what they think.
School example: You try your idea with a classmate and ask for feedback.
Home example: You try a new chore plan and ask family members how it went.
Nigerian example: You ask a farmer to try your new tool and tell you what they think.
Illustration:
Test = Try It and Get Feedback
👥 Show it 🗣️ Ask questions 🔄 Improve
Mini summary: Test means trying your prototype and learning from feedback.
Definition: The 5 steps are not always in order. You might go back and forth between them.
Why important: Real life is messy. You often need to revisit earlier steps.
Simple explanation: You might test, then go back to Empathise, then test again. It's like a loop.
Real-life example: A designer tests a prototype, realises people need something different, and goes back to Empathise.
School example: A student tests an idea, gets feedback, and goes back to Define the problem more clearly.
Home example: A family tries a new routine, realises it doesn't work, and goes back to Ideate.
Nigerian example: A community tests a solution, learns from it, and improves it.
Illustration:
+----------------------+
| Empathise → Define → Ideate → Prototype → Test |
| ↑ ↓ |
| +----------- Loop ----------+ |
+----------------------+
Mini summary: Design Thinking is not a straight line; you can move back and forth.
Definition: Design Thinking is not just for designers. Anyone can use it — teachers, students, parents, business owners, and community leaders.
Why important: It is a universal skill that can help you in any area of life.
Simple explanation: You don't need to be a designer to solve problems creatively.
Real-life example: A teacher uses Design Thinking to improve her lessons.
School example: A student uses Design Thinking to solve a problem in the school.
Home example: A parent uses Design Thinking to make family life easier.
Nigerian example: A community leader uses Design Thinking to solve local problems.
Illustration:
Design Thinking is for Everyone!
👩🏫 Teachers 👨💼 Business owners 👨👩👧👦 Families 🌍 Communities
Mini summary: Anyone can use Design Thinking to solve problems.
Definition: You have started to think like a design thinker by learning the basics.
Why important: You now have a powerful tool for solving problems.
Simple explanation: You are now ready to start solving problems in a creative, people-first way.
Real-life example: You can apply Design Thinking to any problem in your life.
School example: You can use it for school projects.
Home example: You can use it to improve family life.
Nigerian example: You can use it to help your community.
Illustration:
+----------------------+
| You are a Design Thinker! 🎉 |
| Understand → Create → Help |
+----------------------+
Mini summary: You are now a design thinker!
Step 1: Talk to students about why they are bored in class.
Step 2: "How might we make learning more fun?"
Step 3: Think of 20 ideas (games, videos, group work, etc.).
Step 4: Make a simple lesson plan with a game.
Step 5: Try it with the class and ask what they think.
+----------------------+
| 1. Empathise |
| (Understand people)|
+----------------------+
|
V
+----------------------+
| 2. Define |
| (State the problem)|
+----------------------+
|
V
+----------------------+
| 3. Ideate |
| (Generate ideas) |
+----------------------+
|
V
+----------------------+
| 4. Prototype |
| (Build a version) |
+----------------------+
|
V
+----------------------+
| 5. Test |
| (Try and improve) |
+----------------------+
| Traditional | Design Thinking |
|---|---|
| Focus on the problem | Focus on people |
| One solution | Many ideas |
| Think, then do | Make, test, improve |
| Linear | Iterative (loop) |
+----------------------+
| What do they say? |
| What do they do? |
| What do they think? |
| What do they feel? |
+----------------------+
In this module, we learned the basics of Design Thinking. We discovered that Design Thinking is a people-first way to solve problems. We learned about the 5 steps: Empathise, Define, Ideate, Prototype, and Test. We also learned that Design Thinking is not linear — you can move back and forth between steps. Design Thinking is for everyone, and it can help you solve problems in any area of your life. You are now ready to start using Design Thinking!
Match the word with its meaning:
| Word | Meaning |
|---|---|
| 1. Empathise | A) Generate many ideas |
| 2. Define | B) Understand people |
| 3. Ideate | C) State the problem |
| 4. Prototype | D) Build a simple version |
| 5. Test | E) Try it and get feedback |
(Answers: 1-B, 2-C, 3-A, 4-D, 5-E)
Scenario 1: You want to help your friend who is struggling with homework. How would you use Design Thinking to help?
Scenario 2: Your school has a problem with littering. How would you use Design Thinking to solve it?
In groups of 3, think of a problem in your school or community. Write down what you would do in each of the 5 steps of Design Thinking.
Think of a problem you have at home. Write down how you would use Design Thinking to solve it. Start with Empathise.
Choose a problem in your school or community. Write down how you would apply the 5 steps of Design Thinking to solve it.
Interview a family member or friend about a problem they have. Write down what you learned. Then write a "How might we..." statement.
Think of a problem in your community. Use Design Thinking to come up with 10 ideas to solve it. Choose one idea and make a simple sketch of your prototype.
Fill-in-the-blank: 1-people, 2-Test, 3-Empathise, 4-Ideate, 5-prototype
True/False: 1-F, 2-T, 3-F, 4-T, 5-T
Matching: 1-B, 2-C, 3-A, 4-D, 5-E
In Module Two, we will dive deeper into the first step of Design Thinking: Empathise. We will learn how to interview people, observe them, and understand their needs. Before the next session, think of someone you could interview about a problem they have.
See you in Module Two! 🎉
End of Module One · Welcome to Design Thinking!
Hello, future design thinker! In Module One, we learned the big picture of Design Thinking. We learned about the 5 steps: Empathise, Define, Ideate, Prototype, and Test. Now it's time to dive deep into the very first step: Empathise.
Empathy is the heart of Design Thinking. If you don't understand the people you are designing for, you cannot create a good solution. In this module, we will learn how to listen, observe, and truly understand other people's feelings and needs. By the end of this module, you will be able to interview people, observe them, and gain deep insights to help you solve problems.
Mr. Ade is a teacher in a primary school in Lagos. He noticed that many students were complaining about back pain. The chairs in the classroom were old and uncomfortable. Mr. Ade could have just bought new chairs. But he decided to use Design Thinking.
First, he talked to the students. He asked them: "How do you feel when you sit in these chairs?" "What do you like about the chairs?" "What don't you like?" He listened carefully. He also watched how students sat. He noticed they were slouching and moving around a lot.
He learned that the chairs were too tall for some students and too short for others. He also learned that students wanted chairs that were more comfortable and colourful. Mr. Ade used this information to choose new chairs that fit all students. The students were so happy!
This story shows the power of empathy. Mr. Ade understood his students' needs before choosing a solution.
Definition: Empathy is the ability to understand and share another person's feelings and experiences.
Why important: Empathy is the foundation of Design Thinking. Without empathy, you might create something that no one needs.
Simple explanation: Empathy is putting yourself in someone else's shoes. You imagine how they feel and what they need.
Real-life example: A doctor understands how a patient feels before prescribing medicine.
School example: A teacher understands why a student is struggling before helping them.
Home example: A parent understands why a child is upset before comforting them.
Nigerian example: A community leader understands the villagers' needs before starting a project.
Illustration:
+----------------------+
| Empathy = Understanding People |
| Feel what they feel |
| See what they see |
| Think what they think |
+----------------------+
Mini summary: Empathy is understanding how others feel and what they need.
Definition: Empathy is the first step in Design Thinking because you need to understand the problem before you can solve it.
Why important: If you skip empathy, you might solve the wrong problem.
Simple explanation: You can't help someone if you don't know what they need.
Real-life example: A company interviews users before creating a new product.
School example: A student asks classmates what they think before starting a group project.
Home example: A family discusses what everyone wants for dinner before planning the menu.
Nigerian example: A farmer talks to other farmers before inventing a new tool.
Illustration:
+----------------------+
| No Empathy = Wrong Problem |
| Empathy = Right Problem |
+----------------------+
Mini summary: Empathy helps you find the right problem to solve.
Definition: You practice empathy by listening, observing, and asking questions.
Why important: These skills help you understand people deeply.
Simple explanation: You talk to people, watch them, and try to understand their world.
Real-life example: A designer sits with users and watches how they use a product.
School example: A student interviews a friend to understand why they are struggling.
Home example: A parent watches their child play to understand what they enjoy.
Nigerian example: A community leader visits families to understand their daily lives.
Illustration:
Practice Empathy:
1. Listen carefully
2. Ask questions
3. Watch and observe
4. Imagine their world
Mini summary: Practice empathy by listening, observing, and asking questions.
Definition: Active listening means listening fully and carefully, without thinking about what you will say next.
Why important: Active listening shows respect and helps you truly understand.
Simple explanation: You give the person your full attention. You don't interrupt. You listen to understand, not to reply.
Real-life example: A nurse listens to a patient's concerns without interrupting.
School example: A student listens to a classmate's explanation without interrupting.
Home example: A parent listens to their child's story without interrupting.
Nigerian example: A community leader listens to villagers' concerns without interrupting.
Illustration:
Active Listening:
👂 Listen carefully
🧠 Think about what they say
🤔 Don't interrupt
❓ Ask questions to understand
Mini summary: Active listening means paying full attention to understand, not to reply.
Definition: Good questions help you learn more about people's needs and feelings. They are open-ended (they can't be answered with yes or no).
Why important: Good questions help you get deep insights.
Simple explanation: Instead of asking "Do you like this?" (yes/no), ask "What do you like about this?" (open-ended).
Real-life example: "What do you find most difficult about your job?"
School example: "What makes learning math hard for you?"
Home example: "What do you enjoy most about your day?"
Nigerian example: "What challenges do you face as a farmer?"
Illustration:
Good Questions:
❌ "Do you like it?" (Yes/No)
✅ "What do you like about it?" (Open)
❌ "Is it easy?" (Yes/No)
✅ "What makes it hard?" (Open)
Mini summary: Ask open-ended questions to get deeper insights.
Definition: Observation means watching people and noticing what they do, say, and feel.
Why important: People often don't say everything. Observation helps you see what they might not tell you.
Simple explanation: You watch people in their natural environment and notice their actions and behaviours.
Real-life example: A designer watches people use a product and notices where they struggle.
School example: A teacher watches students during group work to see who is participating.
Home example: A parent watches a child play to see what toys they like.
Nigerian example: A community leader watches daily life to understand people's habits.
Illustration:
Observation:
👀 Watch what they do
👂 Listen to what they say
🤔 Notice how they feel
📝 Write down your observations
Mini summary: Observation helps you see what people might not tell you.
Definition: Taking notes means writing down what you learn during interviews and observations.
Why important: Notes help you remember important insights and share them with others.
Simple explanation: You write down key quotes, observations, and feelings.
Real-life example: A designer writes down what users say during interviews.
School example: A student writes down key points during a class discussion.
Home example: A parent writes down a child's favourite activities.
Nigerian example: A community leader writes down villagers' concerns.
Illustration:
Note-Taking:
📝 "I feel tired after school."
📝 "I wish I had more time to play."
📝 "The chairs are too hard."
Mini summary: Taking notes helps you remember important insights.
Definition: An empathy map is a tool that helps you organise what you have learned about a person. It has sections for what they say, do, think, and feel.
Why important: Empathy maps help you see the big picture of a person's experience.
Simple explanation: You put all your insights into four boxes: Say, Do, Think, Feel.
Real-life example: A designer creates an empathy map for a user.
School example: A student creates an empathy map for a classmate.
Home example: A parent creates an empathy map for a child.
Nigerian example: A community leader creates an empathy map for a village.
Illustration:
+----------------------+
| Empathy Map |
+----------------------+
| Says: ________ |
| Does: ________ |
| Thinks: ________ |
| Feels: ________ |
+----------------------+
Mini summary: Empathy maps help you organise what you know about people.
Definition: Seeing from another's perspective means imagining yourself in their situation.
Why important: This helps you understand what they truly need.
Simple explanation: You ask yourself: "If I were them, how would I feel?"
Real-life example: A designer imagines being a user with a disability.
School example: A student imagines being a classmate who is struggling.
Home example: A parent imagines being a child who is nervous about school.
Nigerian example: A community leader imagines being a farmer with no tools.
Illustration:
Perspective:
👁️ Imagine you are them
💭 Think about their feelings
🧠 Understand their needs
Mini summary: Seeing from another's perspective helps you understand their needs.
Definition: You can practice empathy every day by listening, observing, and asking questions.
Why important: The more you practice, the better you become.
Simple explanation: You can start with family, friends, or anyone you interact with.
Real-life example: You ask a friend how they are feeling and really listen.
School example: You watch how a classmate behaves and try to understand why.
Home example: You notice when a family member is upset and try to understand why.
Nigerian example: You talk to a street vendor and learn about their daily life.
Illustration:
Daily Empathy Practice:
👂 Listen more
👀 Observe carefully
❓ Ask questions
💭 Imagine their life
Mini summary: Practice empathy every day with family, friends, and others.
Definition: You have learned how to understand people deeply. This is the most important skill in Design Thinking.
Why important: You are now ready to move to the next steps with a solid understanding of people's needs.
Simple explanation: You can now connect with people, understand their problems, and start creating solutions that really help.
Real-life example: You can use empathy to solve problems at work, school, or home.
School example: You can use empathy to make school better for everyone.
Home example: You can use empathy to make your family happier.
Nigerian example: You can use empathy to help your community.
Illustration:
+----------------------+
| You are an Empathetic |
| Design Thinker! 🎉 |
| Listen → Understand → Help |
+----------------------+
Mini summary: You are now an empathetic design thinker!
Step 1: Choose a classmate who is struggling.
Step 2: Write questions: "What is hard about this subject?" "What would help?"
Step 3: Interview them and listen carefully.
Step 4: Observe how they behave in class.
Step 5: Write notes: "They said they get distracted." "They feel frustrated."
+----------------------+
| Empathy Map |
+----------------------+
| SAYS: |
| - ________ |
| - ________ |
+----------------------+
| DOES: |
| - ________ |
| - ________ |
+----------------------+
| THINKS: |
| - ________ |
| - ________ |
+----------------------+
| FEELS: |
| - ________ |
| - ________ |
+----------------------+
| Yes/No Question | Open-Ended Question |
|---|---|
| Do you like school? | What do you like about school? |
| Is it hard? | What is hard about it? |
| Are you tired? | How do you feel? |
+----------------------+
| 1. Choose a person |
| 2. Prepare questions |
| 3. Interview them |
| 4. Observe them |
| 5. Take notes |
+----------------------+
In this module, we learned about the first step of Design Thinking: Empathise. We discovered that empathy is the ability to understand and share another person's feelings and needs. We learned how to practice empathy through active listening, asking open-ended questions, and observing people. We also learned how to take notes and use empathy maps to organise our insights. Empathy is the foundation of Design Thinking. With this skill, you can truly understand the people you are designing for and create solutions that really help them.
Match the word with its meaning:
| Word | Meaning |
|---|---|
| 1. Empathy | A) Watching people |
| 2. Active listening | B) Understanding feelings |
| 3. Observation | C) Listening fully to understand |
| 4. Open-ended | D) A tool to organise insights |
| 5. Empathy map | E) A question that can't be answered with yes/no |
(Answers: 1-B, 2-C, 3-A, 4-E, 5-D)
Scenario 1: You want to understand why your friend is struggling with math. Write 3 open-ended questions you would ask them.
Scenario 2: You are a community leader trying to understand why villagers are not using the new water pump. What would you observe and what questions would you ask?
In groups of 3, interview each other about a problem you face at school. Practice active listening, ask open-ended questions, and take notes. Then share what you learned with the group.
Interview a family member about a problem they have. Ask open-ended questions, listen actively, and take notes. Write down what you learned.
Choose a person in your community (a family member, friend, or neighbour). Interview them about a problem they face. Use active listening and open-ended questions. Write down what you learned and create an empathy map.
Conduct an interview with a classmate or family member. Ask at least 5 open-ended questions. Take notes and write a summary of what you learned about their needs and feelings.
Choose a problem in your community. Practice empathy by interviewing at least 3 people about the problem. Create an empathy map for each person. What common needs and feelings did you discover?
Fill-in-the-blank: 1-feelings, 2-understand, 3-yes, 4-do, 5-organise
True/False: 1-T, 2-F, 3-F, 4-T, 5-F
Matching: 1-B, 2-C, 3-A, 4-E, 5-D
In Module Three, we will move to the second step of Design Thinking: Define. We will learn how to turn our insights from empathy into a clear problem statement. Before the next session, review your empathy notes and think about what problem you want to solve.
See you in Module Three! 🎉
End of Module Two · Empathise: Understand People
Hello, future design thinker! In Module Two, we learned how to Empathise — to understand people and their needs. We interviewed people, observed them, and took notes. Now we have a lot of information. But what do we do with all that information?
In this module, we will learn about the second step of Design Thinking: Define. Defining the problem means turning all the information we gathered into a clear and specific statement of the problem we want to solve. A good problem statement guides us toward the right solution. By the end of this module, you will be able to create a powerful "How might we" statement that will focus your work.
A school in Ibadan had a library that hardly anyone used. The teachers thought the students didn't like reading. They wanted to buy new books to encourage reading. But first, they used Design Thinking.
They Empathised by interviewing students. They discovered that students actually did like reading, but the library was too far from the classrooms, and it was too quiet and boring. The students wanted a comfortable, lively place to read with their friends.
When it was time to Define the problem, the teachers could have said: "The problem is that students don't read." But that wasn't the real problem. They instead defined: "How might we make the library a more inviting and accessible place for students?" This led them to create a cosy reading corner in each classroom instead of just buying more books.
This story shows how important it is to define the right problem. If you define the problem wrong, you might solve the wrong thing.
Definition: Define is the step where you turn your empathy insights into a clear statement of the problem you want to solve.
Why important: A good definition helps you focus on the right problem. It guides your work and helps you create a great solution.
Simple explanation: After you understand people, you say: "What exactly is the problem?"
Real-life example: Instead of saying "We need a new phone," you say "How might we help people stay connected with their loved ones?"
School example: Instead of "We need more books," you say "How might we make reading more enjoyable for students?"
Home example: Instead of "We need more space," you say "How might we make our home feel more organised and spacious?"
Nigerian example: Instead of "We need more water pumps," you say "How might we make clean water more accessible to everyone?"
Illustration:
+----------------------+
| Empathy: Understand |
| → Insights |
| Define: State the |
| → Problem |
+----------------------+
Mini summary: Define is turning insights into a clear problem statement.
Definition: Define matters because it helps you focus on the right problem. If you solve the wrong problem, your solution will not help anyone.
Why important: A clear problem statement guides all your future work.
Simple explanation: If you don't define the problem well, you might create a solution that nobody needs.
Real-life example: A company defined the problem as "We need faster computers," but the real problem was "Our software is too slow." They fixed the software instead of buying new computers.
School example: A school defined the problem as "We need more teachers," but the real problem was "Teachers are spending too much time on paperwork." They reduced paperwork instead of hiring more teachers.
Home example: A family defined the problem as "We need a bigger house," but the real problem was "We have too much clutter." They decluttered instead of moving.
Nigerian example: A community defined the problem as "We need more wells," but the real problem was "Wells are contaminated." They cleaned the wells instead of digging new ones.
Illustration:
Wrong Problem → Wrong Solution
Right Problem → Right Solution
Mini summary: A good definition leads to a good solution.
Definition: Insights are the deep understandings you gained from empathy. You use them to define the problem.
Why important: Insights show you what people truly need.
Simple explanation: You look at your notes and ask: "What is the real need here?"
Real-life example: You interviewed parents and learned they are worried about their children's safety online. The insight is: "Parents want to keep their children safe."
School example: You interviewed students and learned they are bored in class. The insight is: "Students want learning to be fun."
Home example: You interviewed family members and learned they are stressed about chores. The insight is: "The family wants chores to be fair."
Nigerian example: You interviewed farmers and learned they struggle to store crops. The insight is: "Farmers want better storage."
Illustration:
+----------------------+
| Insights → Define |
| "What do they need?" |
+----------------------+
Mini summary: Insights show what people truly need.
Definition: "How Might We" (HMW) is a phrase used to start a good problem statement. It turns a problem into an opportunity.
Why important: HMW questions are open and positive. They invite creative solutions.
Simple explanation: Instead of saying "We have a problem," you say "How might we solve this problem?"
Real-life example: "How might we make learning more engaging for students?"
School example: "How might we make the library a more inviting place?"
Home example: "How might we make chores more fun for everyone?"
Nigerian example: "How might we make clean water more accessible to our village?"
Illustration:
"How Might We..."
...make learning more fun?
...help people connect?
...make chores easier?
Mini summary: "How Might We" turns problems into opportunities.
Definition: A problem statement is a clear, concise sentence that defines the problem you want to solve.
Why important: It guides your work and helps you stay focused.
Simple explanation: You write one sentence that says what problem you are solving.
Real-life example: "How might we make it easier for people to find healthy food?"
School example: "How might we make learning more fun for students?"
Home example: "How might we make our family time more enjoyable?"
Nigerian example: "How might we help farmers store their crops better?"
Illustration:
Good Problem Statement:
"How might we [action] for [people] so that [benefit]?"
Example: "How might we make reading more fun for students so that they read more?"
Mini summary: A good problem statement is clear, focused, and starts with "How might we."
Definition: Sometimes a problem statement is too broad or too narrow. You may need to adjust it.
Why important: The right scope helps you find the best solution.
Simple explanation: If it's too broad, narrow it down. If it's too narrow, broaden it.
Real-life example: Too broad: "How might we make the world a better place?" Too narrow: "How might we buy new chairs for Room 203?" Just right: "How might we make our school more comfortable for students?"
School example: Too broad: "How might we improve education?" Too narrow: "How might we fix the broken projector?" Just right: "How might we make learning more engaging for our class?"
Home example: Too broad: "How might we be happier?" Too narrow: "How might we buy a new TV?" Just right: "How might we spend more quality time together?"
Nigerian example: Too broad: "How might we end poverty?" Too narrow: "How might we buy more goats?" Just right: "How might we help farmers earn more income?"
Illustration:
Too Broad ← → Just Right ← → Too Narrow
(World) (School/Community) (One desk)
Mini summary: Adjust the scope of your problem statement so it is just right.
Definition: Here are some examples of good "How Might We" statements.
Why important: Examples help you write your own.
Simple explanation: You can learn by seeing what others have done.
Real-life example: "How might we help busy parents find time to exercise?"
School example: "How might we make the school canteen food healthier?"
Home example: "How might we make our home more organised?"
Nigerian example: "How might we help small business owners in Lagos access loans?"
Illustration:
HMW: How might we...
1. ...make learning more fun for students?
2. ...help parents reduce stress?
3. ...make clean water more accessible?
Mini summary: Look at examples to help you write your own problem statements.
Definition: After you write a problem statement, test it. Ask yourself: "Does this capture the real need?" "Is it clear?" "Does it invite ideas?"
Why important: Testing helps you make sure you are solving the right problem.
Simple explanation: You check if your problem statement is good before you start working on solutions.
Real-life example: You share your problem statement with a friend and ask if it makes sense.
School example: You ask a classmate if your problem statement captures the real issue.
Home example: You ask a family member if your problem statement makes sense.
Nigerian example: You share your problem statement with a community member and ask for feedback.
Illustration:
Test Your Problem Statement:
1. Does it capture the real need?
2. Is it clear?
3. Does it invite ideas?
Mini summary: Test your problem statement to make sure it is good.
Definition: You may need to refine (improve) your problem statement based on feedback.
Why important: Refinement makes your problem statement stronger.
Simple explanation: You change words to make it more clear and focused.
Real-life example: You change "How might we help people exercise?" to "How might we make exercise more convenient for busy people?"
School example: You change "How might we make school better?" to "How might we make lunchtime more enjoyable for students?"
Home example: You change "How might we be happier?" to "How might we have more fun together as a family?"
Nigerian example: You change "How might we help farmers?" to "How might we help farmers get better prices for their crops?"
Illustration:
Refine:
First try → Feedback → Improved version
Mini summary: Refine your problem statement to make it stronger.
Definition: Let's see how Define works in a real Design Thinking project.
Why important: Seeing it in action helps you understand how to do it yourself.
Simple explanation: You follow the steps from Empathy to Define.
Real-life example: A team interviewed parents and defined: "How might we help parents reduce screen time for their children?"
School example: A class interviewed students and defined: "How might we make group projects more effective?"
Home example: A family interviewed each other and defined: "How might we make our weekends more relaxing?"
Nigerian example: A community interviewed villagers and defined: "How might we improve access to healthcare in our village?"
Illustration:
Empathy → Insights → Define (HMW)
Interview → "Kids need more play" → "How might we make learning more playful?"
Mini summary: Define uses empathy insights to create a clear problem statement.
Definition: You have learned how to turn empathy insights into a clear problem statement.
Why important: You can now move to the next steps with a clear focus.
Simple explanation: You know how to define the right problem to solve.
Real-life example: You can use Define in any project to stay focused.
School example: You can use Define to make your school projects better.
Home example: You can use Define to solve family problems.
Nigerian example: You can use Define to help your community.
Illustration:
+----------------------+
| You can Define the |
| Right Problem! 🎉 |
| Empathise → Define |
+----------------------+
Mini summary: You are now a problem-defining expert!
Step 1: Review notes: "Students are bored in class."
Step 2: Insight: Students want learning to be fun.
Step 3: HMW: "How might we make learning more fun for students?"
Step 4: Test: Ask a classmate if it sounds right.
Step 5: Refine: "How might we make classroom activities more engaging for students?"
+----------------------+
| 1. Empathise |
| (Understand people)|
+----------------------+
|
V
+----------------------+
| 2. Define |
| (State the problem)|
+----------------------+
|
V
+----------------------+
| 3. Ideate |
| (Generate ideas) |
+----------------------+
| Part | Example |
|---|---|
| How Might We | How might we... |
| Action | ...make reading... |
| People | ...for students... |
| Benefit | ...so that they enjoy it more? |
| Vague | Specific (HMW) |
|---|---|
| We have a problem with reading. | How might we make reading more enjoyable for students? |
| We need more books. | How might we make books more accessible to everyone? |
| Students are bored. | How might we make learning more engaging? |
In this module, we learned about the second step of Design Thinking: Define. We discovered that Define is the step where we turn our empathy insights into a clear problem statement. We learned how to use "How Might We" statements to define the problem in a positive and focused way. We also learned how to test and refine our problem statements. A good problem statement guides us to the right solution. With this skill, you can now move to the next steps of Design Thinking with clarity and purpose.
Match the word with its meaning:
| Word | Meaning |
|---|---|
| 1. Define | A) A positive problem statement |
| 2. HMW | B) To state the problem clearly |
| 3. Insight | C) To make something better |
| 4. Refine | D) A deep understanding of needs |
| 5. Test | E) To check if something works |
(Answers: 1-B, 2-A, 3-D, 4-C, 5-E)
Scenario 1: You interviewed students and found out they are bored in class. Write a "How Might We" statement to define the problem.
Scenario 2: A community has a problem with dirty water. Write a "How Might We" statement to define the problem.
In groups of 3, share your empathy findings from Module Two. Then, write a "How Might We" statement for each person's problem. Share and refine them together.
Write a "How Might We" statement for a problem you have at home or school. Test it with a family member or friend. Refine it based on feedback.
Choose a problem in your school or community. Use empathy to understand it (interview at least 2 people). Then, write a "How Might We" statement that defines the problem.
Write a "How Might We" statement for a problem you face at home. Test it with a family member and refine it. Write down the original, the feedback, and the final version.
Choose a problem in your community. Write 3 different "How Might We" statements that could define the problem. Which one is the best? Why?
Fill-in-the-blank: 1-second, 2-Might, 3-understanding, 4-test, 5-clearer
True/False: 1-F, 2-T, 3-F, 4-T, 5-F
Matching: 1-B, 2-A, 3-D, 4-C, 5-E
In Module Four, we will move to the third step of Design Thinking: Ideate. We will learn how to generate many creative ideas to solve the problem we defined. Before the next session, bring a problem statement you want to work on.
See you in Module Four! 🎉
End of Module Three · Define: Find the Real Problem
Hello, future design thinker! In Module Three, we learned how to Define the problem. We created a clear "How Might We" statement. Now we have a focused problem to solve. The next step is to Ideate — to generate as many ideas as possible.
In this module, we will learn how to brainstorm, how to think creatively, and how to come up with many ideas without judging them. The goal is quantity, not quality. The more ideas you have, the better your chances of finding a great solution. By the end of this module, you will be able to generate dozens of ideas for any problem.
A school in Abuja wanted to start a garden. The teachers had a problem: they had no land to plant. They could have given up, but they used Design Thinking.
They gathered in a room and started brainstorming. They said: "How might we start a garden without land?" They wrote down every idea — no matter how crazy. Some ideas were: "Use pots," "Grow food on the roof," "Use old tyres," "Build vertical shelves," "Ask neighbours for land," "Use plastic bottles."
They had 30 ideas in just 10 minutes. They chose the best one: growing vegetables in pots and old tyres. Today, their school has a beautiful garden. The key was generating many ideas. The more ideas they had, the better their solution.
Definition: Ideate is the step where you generate many ideas to solve the problem you defined.
Why important: The more ideas you have, the more likely you are to find a great solution.
Simple explanation: You brainstorm — you think of as many ideas as possible.
Real-life example: A team brainstorming 50 ideas for a new product.
School example: A class brainstorming ideas for a school event.
Home example: A family brainstorming ways to make chores more fun.
Nigerian example: A community brainstorming ways to improve water access.
Illustration:
+----------------------+
| Ideate = Generate |
| Many Ideas |
| 💡💡💡💡💡💡💡💡💡 |
+----------------------+
Mini summary: Ideate means generating many ideas.
Definition: Ideate matters because the best ideas often come after you have many ideas. The first idea is rarely the best.
Why important: Generating many ideas increases your chances of finding a great solution.
Simple explanation: The more ideas you have, the better your solution.
Real-life example: A company generated 100 ideas before finding the perfect product.
School example: A student thinks of 20 ideas for a project before choosing the best one.
Home example: A family thinks of 15 ways to spend the weekend together before choosing one.
Nigerian example: A community thinks of 25 ways to improve their market before choosing the best one.
Illustration:
Few Ideas → Fewer Options
Many Ideas → More Options → Better Solution
Mini summary: More ideas lead to better solutions.
Definition: Brainstorming is a group activity where people generate ideas without judging them.
Why important: Brainstorming helps you generate a lot of ideas quickly.
Simple explanation: You say every idea that comes to mind, no matter how silly.
Real-life example: A team sits together and shouts out ideas.
School example: A class brainstorms ideas for a class project.
Home example: A family brainstorms ideas for dinner.
Nigerian example: A community brainstorms ideas for a new project.
Illustration:
Brainstorming Rules:
1. No judging
2. All ideas are welcome
3. Build on others' ideas
4. Go for quantity
Mini summary: Brainstorming is a way to generate many ideas without judging.
Definition: Suspending judgment means not evaluating ideas during brainstorming. No idea is bad.
Why important: If you judge ideas, people will stop sharing. You want to encourage wild ideas.
Simple explanation: You say "yes" to every idea, even if it sounds silly.
Real-life example: In a brainstorming session, no one says "that's a bad idea."
School example: A class brainstorms without judging anyone's idea.
Home example: A family brainstorms without saying "that won't work."
Nigerian example: A community brainstorms without judging ideas.
Illustration:
+----------------------+
| ✅ All ideas are good |
| ❌ No judging |
+----------------------+
Mini summary: Don't judge ideas during brainstorming.
Definition: In Ideate, you focus on generating as many ideas as possible. Quality comes later.
Why important: The best ideas often come after many ideas. You need a lot to find the great ones.
Simple explanation: You try to get as many ideas as possible. You can sort them later.
Real-life example: A team aims for 50 ideas in one session.
School example: A student tries to write down 30 ideas.
Home example: A family tries to think of 20 ideas.
Nigerian example: A community aims for 40 ideas.
Illustration:
Quantity → Quality
More ideas → More chances of a great idea
Mini summary: Focus on quantity. Quality comes later.
Definition: You can take someone else's idea and make it better. This is called "building on" ideas.
Why important: Building on ideas leads to even better ideas.
Simple explanation: You say "Yes, and..." instead of "Yes, but..."
Real-life example: One person says "What if we use solar power?" and another says "Yes, and we can use it to charge phones too."
School example: One student says "What if we have a movie day?" and another says "Yes, and we can sell popcorn."
Home example: One family member says "What if we go to the beach?" and another says "Yes, and we can have a picnic."
Nigerian example: One person says "What if we start a market?" and another says "Yes, and we can have a farmers' market."
Illustration:
Idea 1: "What if we use solar power?"
Idea 2: "Yes, and we can use it to charge phones."
Idea 3: "Yes, and we can store the energy in batteries."
Mini summary: Build on others' ideas to make them better.
Definition: Mind mapping is a technique where you start with a central idea and branch out with related ideas.
Why important: Mind mapping helps you explore all angles of a problem.
Simple explanation: You write the problem in the center and draw lines to new ideas.
Real-life example: A team creates a mind map around the problem "How might we improve our product?"
School example: A student creates a mind map around a project topic.
Home example: A family creates a mind map around a family vacation.
Nigerian example: A community creates a mind map around a community project.
Illustration:
+----------------------+
| Problem |
| / | \ |
| Idea 1 Idea 2 Idea 3 |
| | | | |
| Idea 1a Idea 2a Idea 3a |
+----------------------+
Mini summary: Mind mapping helps you explore ideas.
Definition: SCAMPER is a technique that helps you generate ideas by asking questions: Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse.
Why important: SCAMPER gives you a structure for thinking of ideas.
Simple explanation: You ask questions like "What can I change?" or "What can I combine?"
Real-life example: You ask "What can I substitute to make this better?"
School example: You ask "What can I combine to make this project more interesting?"
Home example: You ask "What can I eliminate to make this simpler?"
Nigerian example: You ask "What can I adapt from another community?"
Illustration:
SCAMPER:
S = Substitute
C = Combine
A = Adapt
M = Modify
P = Put to another use
E = Eliminate
R = Reverse
Mini summary: SCAMPER gives you a structure for generating ideas.
Definition: Wild ideas are ideas that seem crazy or impossible. But they can lead to great solutions.
Why important: Wild ideas stretch your thinking and can lead to new, unexpected solutions.
Simple explanation: You say "What if we could fly?" — even if it's not possible, it might lead to a good idea.
Real-life example: "What if we could teleport?" led to the idea of videoconferencing.
School example: "What if school was a game?" led to gamified learning.
Home example: "What if we could make dinner with a button?" led to meal delivery.
Nigerian example: "What if we could send water through pipes?" led to better water distribution.
Illustration:
Wild Idea: "What if we could grow food on the moon?"
Leads to: "What if we grow food in small spaces?"
Mini summary: Wild ideas can lead to great solutions.
Definition: After generating many ideas, you select the best ones to move forward. You consider factors like feasibility, impact, and relevance.
Why important: You can't pursue all ideas. You need to choose the best ones.
Simple explanation: You look at all your ideas and pick the best ones.
Real-life example: A team votes on their favourite ideas.
School example: A class votes on the best project idea.
Home example: A family votes on the best weekend activity.
Nigerian example: A community votes on the best project idea.
Illustration:
Selection:
1. All ideas
2. Vote or score
3. Choose the top 3
Mini summary: Select the best ideas to move forward.
Definition: You have learned how to generate many ideas and select the best ones.
Why important: You can now solve problems creatively.
Simple explanation: You can come up with many ideas for any problem.
Real-life example: You can brainstorm solutions for any challenge.
School example: You can generate ideas for school projects.
Home example: You can generate ideas for family activities.
Nigerian example: You can generate ideas for community projects.
Illustration:
+----------------------+
| You are an Ideation |
| Expert! 🎉 |
| Generate → Select → Create |
+----------------------+
Mini summary: You are now an ideation expert!
Step 1: HMW: "How might we make learning more fun?"
Step 2: Brainstorm: games, videos, outdoor lessons, etc.
Step 3: Use SCAMPER: combine games with learning.
Step 4: "Yes, and we can use quizzes."
Step 5: Select: games, quizzes, outdoor lessons.
+----------------------+
| 1. Empathise |
| 2. Define |
| 3. Ideate |
| Brainstorm → Generate → Select |
+----------------------+
| Rule | Explanation |
|---|---|
| No judging | All ideas are welcome |
| Go for quantity | Aim for many ideas |
| Build on ideas | Use "Yes, and..." |
| Encourage wild ideas | Crazy ideas are welcome |
| Letter | Question |
|---|---|
| S | What can I substitute? |
| C | What can I combine? |
| A | What can I adapt? |
| M | What can I modify? |
| P | What else can I use this for? |
| E | What can I eliminate? |
| R | What can I reverse or reorder? |
In this module, we learned about the third step of Design Thinking: Ideate. We discovered that Ideate is about generating as many ideas as possible without judging them. We learned about brainstorming, suspending judgment, and building on others' ideas. We also learned about techniques like mind mapping and SCAMPER to help us generate ideas. Finally, we learned how to select the best ideas to move forward. Ideation is a powerful skill that helps us find creative solutions to any problem.
Match the word with its meaning:
| Word | Meaning |
|---|---|
| 1. Ideate | A) A technique to explore ideas |
| 2. Brainstorm | B) A technique to generate ideas |
| 3. SCAMPER | C) To generate many ideas |
| 4. Mind map | D) To come up with ideas |
| 5. Select | E) To choose the best |
(Answers: 1-C, 2-D, 3-B, 4-A, 5-E)
Scenario 1: Your school wants to start a recycling program. Brainstorm 10 ideas for how to get students to participate.
Scenario 2: Your community needs a new playground. Brainstorm 15 ideas for what the playground could have.
In groups of 3, choose a problem you defined in Module Three. Brainstorm 30 ideas in 10 minutes. Use SCAMPER to help. Then select the top 3 ideas.
Take a problem you have at home or school. Brainstorm 20 ideas. Use mind mapping or SCAMPER. Select the best 3.
Choose a problem in your school or community. Brainstorm 30 ideas. Use at least two techniques (e.g., mind mapping, SCAMPER). Select the top 5 ideas.
Take a problem you defined in Module Three. Generate 20 ideas to solve it. Write down all the ideas and then select the best 3. Explain why you chose them.
Generate 50 ideas to solve a problem in your community. Use all the techniques you learned. Then select the best 5 and explain why they are the best.
Fill-in-the-blank: 1-ideas, 2-judge, 3-quantity, 4-SCAMPER, 5-select
True/False: 1-F, 2-T, 3-T, 4-F, 5-F
Matching: 1-C, 2-D, 3-B, 4-A, 5-E
In Module Five, we will move to the fourth step of Design Thinking: Prototype. We will learn how to build simple versions of our ideas to test them. Before the next session, bring your top 3 ideas from this module.
See you in Module Five! 🎉
End of Module Four · Ideate: Generate Many Ideas
Hello, future design thinker! In Module Four, we learned how to Ideate — to generate many ideas. We now have some great ideas to solve our problem. The next step is to Prototype.
A prototype is a simple version of your idea. It can be a drawing, a model, or even a role-play. The goal of a prototype is not to be perfect — it is to learn. You build a prototype to test your idea and get feedback. By the end of this module, you will be able to build simple prototypes for your ideas and use them to learn and improve.
A school in Ilorin wanted to design a better desk for students. They had many ideas — desks with storage, desks with lights, even desks that could turn into chairs. They chose one idea and built a simple prototype using cardboard and tape.
They put the prototype in a classroom and watched students use it. They saw that the storage space was too small and the desk was too tall. They made changes. They built another prototype. They tested it again. After several rounds, they had a desk that students loved.
This story shows the power of prototyping. They didn't build the perfect desk the first time. They built, tested, and improved. That's what prototyping is all about.
Definition: A prototype is a simple version of an idea. It can be a drawing, a model, a sketch, or even a role-play.
Why important: A prototype helps you test your idea and get feedback before you spend a lot of time and money.
Simple explanation: A prototype is like a rough draft of your idea.
Real-life example: A designer draws a sketch of a new chair.
School example: A student makes a paper model of a science project.
Home example: A family draws a plan for a new garden.
Nigerian example: A community creates a simple model of a new market.
Illustration:
Idea → Prototype → Test → Improve
(rough) (simple) (learn) (better)
Mini summary: A prototype is a simple version of your idea.
Definition: Prototyping helps you learn. It allows you to test your idea quickly and cheaply.
Why important: Prototyping saves time and money by identifying problems early.
Simple explanation: You build something simple, test it, and learn what works and what doesn't.
Real-life example: A company builds a rough version of a product to test with users.
School example: A student tests a prototype of a science project.
Home example: A family tests a new routine for a week.
Nigerian example: A community tests a new farming tool.
Illustration:
+----------------------+
| Prototype = Learn |
| Build → Test → Learn → Improve |
+----------------------+
Mini summary: Prototyping helps you learn and improve.
Definition: Prototypes can be many things: sketches, models, role-plays, or even storyboards.
Why important: Different types of prototypes are useful for different ideas.
Simple explanation: You can draw it, build it, or act it out.
Real-life example: A sketch of a new app interface.
School example: A cardboard model of a building.
Home example: A role-play of a new family routine.
Nigerian example: A storyboard of a community project.
Illustration:
Types:
🖍️ Sketch (drawing)
🧱 Model (physical)
🎭 Role-play (acting)
📖 Storyboard (story)
Mini summary: Prototypes can be sketches, models, role-plays, or storyboards.
Definition: A sketch is a simple drawing of your idea.
Why important: Sketches are quick and easy. They help you visualise your idea.
Simple explanation: You draw what your idea would look like.
Real-life example: A designer sketches a new product.
School example: A student draws a diagram of a science experiment.
Home example: A family draws a plan for a new room layout.
Nigerian example: A community leader sketches a new market layout.
Illustration:
Sketch:
+----------------------+
| Draw your idea |
| (Quick and simple) |
+----------------------+
Mini summary: Sketches are quick drawings of your idea.
Definition: A model is a physical version of your idea. It can be made from cardboard, clay, or other materials.
Why important: Models help you see your idea in 3D and test how it works.
Simple explanation: You build a small version of your idea.
Real-life example: A cardboard model of a new product.
School example: A clay model of a historical building.
Home example: A paper model of a new garden layout.
Nigerian example: A wooden model of a new tool.
Illustration:
Model:
+----------------------+
| Build a physical |
| version of your idea |
+----------------------+
Mini summary: Models are physical versions of your idea.
Definition: A role-play is acting out your idea. It is useful for testing processes or experiences.
Why important: Role-plays help you understand how people will interact with your idea.
Simple explanation: You act out how your idea would work.
Real-life example: A team role-plays a customer experience.
School example: Students role-play a historical event.
Home example: A family role-plays a new routine.
Nigerian example: A community role-plays a new market process.
Illustration:
Role-play:
+----------------------+
| Act out your idea |
| (Test the process) |
+----------------------+
Mini summary: Role-plays help you test processes.
Definition: A storyboard is a series of drawings or pictures that tell the story of your idea.
Why important: Storyboards help you think through the steps of your idea.
Simple explanation: You draw a sequence of pictures that show how your idea works.
Real-life example: A designer creates a storyboard for a new app.
School example: A student creates a storyboard for a presentation.
Home example: A family creates a storyboard for a vacation plan.
Nigerian example: A community creates a storyboard for a new project.
Illustration:
Storyboard:
[1] → [2] → [3] → [4]
(Step 1) (Step 2) (Step 3) (Step 4)
Mini summary: Storyboards show the steps of your idea.
Definition: The purpose of a prototype is to learn. It is okay if it is not perfect.
Why important: Learning from failure is part of the process.
Simple explanation: Your first prototype is usually not perfect. That's okay. You learn from it.
Real-life example: A company builds a prototype and learns it is too big.
School example: A student builds a prototype and learns it doesn't work.
Home example: A family tries a new routine and learns it doesn't work.
Nigerian example: A community builds a prototype and learns it needs to be different.
Illustration:
Prototype → Test → Learn → Improve
(Fail) (Learn) (Better)
Mini summary: Prototyping is about learning, not perfection.
Definition: Feedback is information you get from people who try your prototype.
Why important: Feedback helps you improve your prototype.
Simple explanation: You show your prototype to someone and ask what they think.
Real-life example: A designer shows a prototype to users and asks for feedback.
School example: A student shows a prototype to a classmate and asks for feedback.
Home example: A family shows a prototype to a relative and asks for feedback.
Nigerian example: A community shows a prototype to villagers and asks for feedback.
Illustration:
+----------------------+
| Show → Ask → Learn |
| "What do you think?" |
+----------------------+
Mini summary: Feedback helps you improve your prototype.
Definition: Iterating means making changes to your prototype based on feedback.
Why important: Iterating makes your solution better.
Simple explanation: You change your prototype based on what you learned.
Real-life example: A designer improves a product based on user feedback.
School example: A student improves a project based on teacher feedback.
Home example: A family changes a routine based on feedback.
Nigerian example: A community improves a project based on villager feedback.
Illustration:
Prototype → Test → Feedback → Iterate → Better Prototype
Mini summary: Iterating means improving based on feedback.
Definition: You have learned how to build simple prototypes and use them to learn.
Why important: You can now test and improve your ideas.
Simple explanation: You can build rough versions of your ideas and learn from them.
Real-life example: You can prototype any idea.
School example: You can prototype projects.
Home example: You can prototype family ideas.
Nigerian example: You can prototype community projects.
Illustration:
+----------------------+
| You are a Prototyping |
| Expert! 🎉 |
| Build → Test → Learn → Improve |
+----------------------+
Mini summary: You are now a prototyping expert!
Step 1: Idea = A new school desk.
Step 2: Type = Model (cardboard).
Step 3: Build a cardboard model.
Step 4: Show it to students and ask for feedback.
Step 5: Make changes based on feedback (e.g., adjust height).
+----------------------+
| 1. Choose your idea |
| 2. Choose the type |
| 3. Build it |
| 4. Test it |
| 5. Iterate |
+----------------------+
| Type | Description | Example |
|---|---|---|
| Sketch | A simple drawing | Product sketch |
| Model | A physical version | Cardboard model |
| Role-play | Acting out an idea | Customer service role-play |
| Storyboard | A series of pictures | App storyboard |
| Question | Purpose |
|---|---|
| What do you like about it? | Find strengths |
| What would you change? | Find improvements |
| Would you use it? | Find usefulness |
| What's missing? | Find gaps |
In this module, we learned about the fourth step of Design Thinking: Prototype. We discovered that a prototype is a simple version of an idea, and its purpose is to help us learn. We explored different types of prototypes: sketches, models, role-plays, and storyboards. We also learned how to get feedback and iterate (improve) based on that feedback. Prototyping is a powerful way to test and improve ideas before spending too much time and money. With this skill, you can bring your ideas to life!
Match the word with its meaning:
| Word | Meaning |
|---|---|
| 1. Prototype | A) A simple drawing |
| 2. Sketch | B) A simple version of an idea |
| 3. Model | C) Acting out an idea |
| 4. Role-play | D) A physical version |
| 5. Storyboard | E) A series of pictures |
(Answers: 1-B, 2-A, 3-D, 4-C, 5-E)
Scenario 1: You want to design a new school bag. Describe how you would prototype it. What type of prototype would you make and why?
Scenario 2: You have a prototype of a new game. You test it with some friends. They say it's too complicated. What would you do?
In groups of 3, choose one of your best ideas from Module Four. Build a prototype using simple materials. Then test it with another group and get feedback.
Choose an idea you have for a school project. Build a prototype (sketch, model, or storyboard). Show it to a family member or friend and ask for feedback.
Choose a problem in your school or community. Build a prototype of a solution. Test it with at least 3 people and get feedback. Iterate based on the feedback.
Build a prototype of an idea to solve a problem at home. Use any type of prototype. Test it with family members and write down the feedback you received.
Build a prototype of a product or service that could help people in your community. Test it with 5 community members and iterate based on feedback. Document your process.
Fill-in-the-blank: 1-simple, 2-simple, 3-physical, 4-improve, 5-changes
True/False: 1-F, 2-T, 3-T, 4-F, 5-T
Matching: 1-B, 2-A, 3-D, 4-C, 5-E
In Module Six, we will learn about the final step of Design Thinking: Test. We will learn how to test our prototypes with real users, gather feedback, and refine our solutions. Before the next session, think about how you would test your prototype with real users.
See you in Module Six! 🎉
End of Module Five · Prototype: Build to Learn
Hello, future design thinker! In Module Five, we learned how to Prototype — to build simple versions of our ideas. We created sketches, models, role-plays, or storyboards. Now it's time for the final step: Test.
Testing means showing your prototype to real people, observing them, and asking for feedback. The goal of testing is to learn what works, what doesn't, and how to improve your solution. By the end of this module, you will be able to test your prototypes effectively and use what you learn to make your solution better.
A school designed a new library space. They had a prototype — a model of the library with furniture arranged in a certain way. They invited students to come and sit in the prototype. They watched how students used the space.
They noticed that students liked the cosy corners but found the shelves too high. They also noticed that students wanted more tables for group work. The team took notes and made changes. They rearranged the furniture and lowered the shelves. They tested again. This time, students loved it.
This story shows the power of testing. The team didn't guess what students wanted — they observed and asked. Testing helped them create a library that students actually enjoyed using.
Definition: Testing is the step where you try your prototype with real people to see how it works and get feedback.
Why important: Testing helps you learn what works, what doesn't, and how to improve.
Simple explanation: You show your prototype to people and see what they do and say.
Real-life example: A company gives a prototype to customers to try.
School example: A student tests a science project with classmates.
Home example: A family tries a new routine for a week.
Nigerian example: A community tests a new tool with farmers.
Illustration:
+----------------------+
| Prototype → Test → Learn |
| Show → Observe → Ask |
+----------------------+
Mini summary: Testing is trying your prototype with real people.
Definition: Testing helps you learn and improve your solution.
Why important: Without testing, you don't know if your idea really works.
Simple explanation: You think your idea is good, but you need to see if others agree.
Real-life example: A company learns that users prefer a different design.
School example: A student learns that a project needs more explanation.
Home example: A family learns that a new routine doesn't work.
Nigerian example: A community learns that a new tool is too heavy.
Illustration:
+----------------------+
| No Test → Guess |
| Test → Know |
+----------------------+
Mini summary: Testing helps you know if your idea works.
Definition: You should test your prototype with the people you are designing for.
Why important: They are the ones who will use your solution. Their feedback is the most valuable.
Simple explanation: If you are designing for students, test with students.
Real-life example: A company tests a new product with its target customers.
School example: A student tests a project with classmates.
Home example: A family tests a new routine with all family members.
Nigerian example: A community tests a new tool with farmers.
Illustration:
+----------------------+
| Test with your users |
| They know best |
+----------------------+
Mini summary: Test with the people you are designing for.
Definition: Observation means watching how people use your prototype.
Why important: People often show you things they don't say.
Simple explanation: You watch people use your prototype and see what they do.
Real-life example: A designer watches users interact with a product.
School example: A teacher watches students use a new tool.
Home example: A parent watches a child use a new toy.
Nigerian example: A community leader watches farmers use a new tool.
Illustration:
Observation:
👀 Watch what they do
📝 Take notes
🤔 Notice where they struggle
Mini summary: Observation helps you see what people don't tell you.
Definition: Asking questions helps you understand people's experience with your prototype.
Why important: People's answers give you insights into what works and what doesn't.
Simple explanation: You ask open-ended questions like "What did you like?" and "What would you change?"
Real-life example: A designer asks users, "What was your favourite part?"
School example: A student asks a classmate, "What was confusing?"
Home example: A family member asks, "What didn't work for you?"
Nigerian example: A community leader asks, "What was hard?"
Illustration:
Questions:
"What did you like?"
"What was hard?"
"What would you change?"
"Did it meet your needs?"
Mini summary: Asking questions gives you valuable insights.
Definition: Listening to feedback means paying attention to what people say and not getting defensive.
Why important: Feedback helps you improve. It's not a personal attack.
Simple explanation: You listen without interrupting and thank the person for their honesty.
Real-life example: A designer listens to users' complaints and takes notes.
School example: A student listens to a classmate's suggestions.
Home example: A family member listens to others' opinions.
Nigerian example: A community leader listens to villagers' concerns.
Illustration:
Listen:
👂 Pay attention
❌ Don't interrupt
✅ Thank them
📝 Take notes
Mini summary: Listen to feedback without getting defensive.
Definition: Taking notes means writing down what you observe and what people say.
Why important: Notes help you remember important insights and share them with your team.
Simple explanation: You write down key observations and quotes.
Real-life example: A designer writes down users' comments.
School example: A student writes down feedback from classmates.
Home example: A family writes down what worked and what didn't.
Nigerian example: A community leader writes down villagers' feedback.
Illustration:
Notes:
📝 "It was hard to reach the top shelf."
📝 "I liked the cosy corner."
📝 "I wanted more space."
Mini summary: Taking notes helps you remember feedback.
Definition: Iterating means making changes to your prototype based on the feedback you received.
Why important: Iteration is how you make your solution better.
Simple explanation: You go back and improve your prototype.
Real-life example: A designer improves a product based on user feedback.
School example: A student improves a project based on feedback.
Home example: A family changes a routine based on feedback.
Nigerian example: A community improves a tool based on farmer feedback.
Illustration:
Test → Feedback → Iterate → Better Prototype
Mini summary: Iteration makes your solution better.
Definition: Testing is an ongoing process. You test, learn, improve, and test again.
Why important: Each test gives you new insights. The solution gets better over time.
Simple explanation: You don't test once and stop. You keep testing and improving.
Real-life example: A company tests a product multiple times before launching.
School example: A student tests a project multiple times.
Home example: A family tries a routine, adjusts it, and tries again.
Nigerian example: A community tests a tool, improves it, and tests again.
Illustration:
+----------------------+
| Test → Learn → Improve → Test |
| (Keep going!) |
+----------------------+
Mini summary: Testing is an ongoing process of improvement.
Definition: Design Thinking is a cycle. You can go back to earlier steps at any time.
Why important: Sometimes testing shows you need to go back and redefine the problem or generate new ideas.
Simple explanation: If testing shows your idea isn't working, go back and try something else.
Real-life example: A team goes back to Empathise after testing reveals they didn't understand users well enough.
School example: A student goes back to Ideate after testing shows their idea doesn't work.
Home example: A family goes back to Define after testing shows they didn't understand the problem.
Nigerian example: A community goes back to Empathise after testing shows they missed something.
Illustration:
+----------------------+
| Empathise → Define → Ideate → Prototype → Test |
| ↑ |
| +---------- Cycle --------------------+
+----------------------+
Mini summary: Design Thinking is a cycle. You can go back to earlier steps.
Definition: You have learned how to test prototypes, gather feedback, and improve your solutions.
Why important: You can now use testing to make your ideas better.
Simple explanation: You know how to try things, learn, and improve.
Real-life example: You can test any idea and make it better.
School example: You can test school projects and improve them.
Home example: You can test family ideas and improve them.
Nigerian example: You can test community projects and improve them.
Illustration:
+----------------------+
| You are a Testing |
| Expert! 🎉 |
| Test → Learn → Improve |
+----------------------+
Mini summary: You are now a testing expert!
Step 1: Find 3 classmates to test your prototype.
Step 2: Show them your model of a new library.
Step 3: Watch them use it. Note where they hesitate.
Step 4: Ask: "What did you like?" "What was hard?"
Step 5: Listen to their answers.
Step 6: Make changes to your model.
+----------------------+
| 1. Find users |
| 2. Show prototype |
| 3. Observe |
| 4. Ask questions |
| 5. Listen |
| 6. Iterate |
+----------------------+
| Question | Purpose |
|---|---|
| What did you like? | Find strengths |
| What was hard? | Find problems |
| What would you change? | Find improvements |
| Would you use it? | Find usefulness |
+----------------------+
| Empathise |
| ↓ |
| Define |
| ↓ |
| Ideate |
| ↓ |
| Prototype |
| ↓ |
| Test |
| ↓ |
| (Go back to any step) |
+----------------------+
In this module, we learned about the final step of Design Thinking: Test. We discovered that testing is about trying your prototype with real people, observing them, and asking for feedback. We learned how to observe, ask open-ended questions, listen without getting defensive, and iterate based on feedback. Testing is an ongoing cycle of learning and improving. With this skill, you can take any idea and make it better. You have now completed all 6 steps of Design Thinking. Congratulations!
Match the word with its meaning:
| Word | Meaning |
|---|---|
| 1. Test | A) To watch what people do |
| 2. Observe | B) To try a prototype with real people |
| 3. Iterate | C) To make changes based on feedback |
| 4. Feedback | D) Information from users |
| 5. Cycle | E) A repeating process |
(Answers: 1-B, 2-A, 3-C, 4-D, 5-E)
Scenario 1: You tested your prototype with 3 people. Two of them said it was confusing. What would you do?
Scenario 2: You tested your prototype and it worked well. What would you do next?
In groups of 3, test each other's prototypes. Each person shows their prototype, and the others observe and ask questions. Then give feedback. Finally, discuss how you would iterate based on the feedback.
Test your prototype with at least 3 people. Observe them, ask questions, and take notes. Write down what you learned and how you will iterate.
Test your prototype with at least 5 users. Observe, ask questions, and take notes. Iterate based on feedback. Present your final prototype and what you learned.
Test your prototype with 3 people at home or school. Write a report on what you observed, what feedback you received, and how you will iterate.
Test your prototype with 10 people. Analyse the feedback and identify the most common themes. Iterate based on the feedback and test again. Document the entire process.
Fill-in-the-blank: 1-real, 2-do, 3-open, 4-changes, 5-cycle
True/False: 1-T, 2-F, 3-T, 4-F, 5-T
Matching: 1-B, 2-A, 3-C, 4-D, 5-E
Congratulations! You have completed all 6 modules of the "Design Thinking Expert" course. You now have a powerful set of skills to solve problems creatively and human-centrically. You can use Design Thinking in any area of your life — at school, at home, in your community, or in your future career.
Here are some ideas for your next steps:
Thank you for being part of this course. You are now a Design Thinking expert! 🎉
End of Module Six · Test: Try and Improve
End of Course · Design Thinking Expert