There were several things we had to present with this slide deck: (1) the process of "design thinking" according to "Glimmer" by Warren Berger and Bruce Mau; (2) what ArtEZ Institute of Arts is like in terms of their education program and what kind of students come out of their programs; (3) and the comparison between ArtEZ and our program, School of Interactive Arts + Technology at Simon Fraser University in relation to the "Glimmer" reading. Presentation by: Lia Estrellado, Kevin Lam, Arslan Lee, Michelle Lee, Marissa McMillan, Gracelle Mesina (2012)

2. Design Thinking
According to Glimmer
Glimmer looks into the design processes used by some of the
industry`s best designers, like Bruce Mau and Yves Behar. Warren
Berger pitches these design methods as guidelines to reframe a
problem and envision new ideas, known as glimmer moments.

4. We Ziba: to
exist Their Design Vision
DESIGN
beautiful
experiences
- Ziba

5. “We wanted to shift the notion away from banking being all about
speed and efficiency and getting you in and out the door... We decided
to focus on the idea of ‘slow banking’ with people you know and trust”
- Steve McCallion, Ziba creative director pg. 127

6. Asking Stupid Questions
why
“...Asking questions, especially fundamental ones,
‘forces you to be honest about what you don’t know”
– Clement Mok, Apple (pg. 25)

7. Empathy and
Human Observation
“Researchers didn’t just watch and
listen; they also [try] to immerse
themselves in the experiences of the
people they were studying.”
- Berger (pg. 112)

8. Reframing the PROBLEM
Designers observe and question

9. Abductive Reasoning
( Jumping Fences )
IDEA GLIMMER
Innovative design comes from abductive reasoning,
envisioning something that does not yet exist (like Henry
Ford did with the car). This glimmer of what COULD be,
allows designers to make that leap across the fence.

10. Work the Metaphor
Bruce Mau explains that every idea, product, or brand can initially stand
for something else. Once companies notice this, their chances of opening
up new possibilities and ideas to the design become much greater.

12. ArtEZ
SIAT

13. ArtEZ Institute of the Arts

14. ArtEZ Institute of the Arts
1 2 3
FOUNDATION RESEARCH & EXPERIMENTATION FINAL YEAR
Basic interactive and informative Students learn new forms of interactive Students become experts in their
design processes are learned information transfer and further field and bring their expertise to
develop their skills they learned in the professional world
Interaction Design Progam
Applications in Adobe CS and their foundation year
programming languages (HTML, They do mandatory internships
PHP and MySQL) are taught with design studios or freelance
designers in their final year
Interaction Design
Information Design
Digital Audio-Visual Design
Digital Typography Scripting
Visual Grammar In their first year, ArtEZ students begin to
1 build upon foundations of design.
Software Instructions I & II
Art History As students go through the program, their
2 sense of identity begins to form.
What SIAT can learn from ArtEZ
Because they have been grounded in a set
What SIAT & ArtEZ have in common 3 foundation, students have a clear identity.

15. Make Hope Visible
ArtEZ SIAT
Programs are structured so students Students can not see the path to
can clearly see the path they’ll take to becoming a professional due to the
become professionals program’s unfocused and vague
concentrations

16. T
ArtEZ students develop into SIAT students develop into “ ”
“T” shaped people, beginning shaped people, beginning with
with one specific skill, then many skills sets, and narrowing it
branching out as designers them down once a concentration
has been determined

17. Foundation Blocks
ArtEZ
Students learn tools in their foundation year that help them
prototype. For example, product designers learn drawing skills to
sketch ideas, and interaction designers learn programming
languages to prototype their designs.
SIAT
Students only have a single, elective drawing class to teach
sketching skills. There is also a slight disconnect with programming
+ (interactive) design in relation to prototyping and wireframing

18. A Strong Sense of Identity
In their first year, ArtEZ As students go through Because they have been
students begin to build upon the program, their sense grounded in a set foundation,
foundations of design. of identity begins to form. students have a clear identity.

19. A Variety of Skills
In their first year, SIAT As students go through Because they don’t adopt a
students learn a variety of the program, they learn sense of identity, students end
skills. more skills but don’t have up with a variety of skills and
a sense of identity. no focus.

20. The Takeaway Ask questions
Go beyond simple observation
Work the metaphor
Develop T-shaped people
Build solid fundamentals

21. References
http://www.artez.nl/english
http://issuu.com/artezhogeschoolvoordekunsten/docs/brochure_eng_design?mode=window&backgroundColor=#222222
http://www.ziba.com/work/umpqua-bank/#/work/umpqua-bank/
http://thinkingshift.files.wordpress.com/2010/01/cs_umpqua.pdf
http://www.interactiefarnhem.nl/
http://www.flickr.com/photos/rosarium/sets/72157627990119269/with/6339340750/