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Course Syllabus: 
Design Thinking and Innovation v 1.2 
(TEK 495) 
4512 Division of Innovation Engineering and Management 
  
Course name:    Design and Innovation  
Course code:    TEK 495 
Type:    Elective MEI Course   
Course leader and examiner:  0720, Maria Elmquist (maria.elmquist@chalmers.se) 
Lecturer:   Ingo Rauth (ingo.rauth@chalmers.se) 
Lecturer:  Lisa Carlgren (lisa.carlgren@chalmers.se) 
Course administration:    Angelica Linnehav (031­772 1210) 
Merit points:    7.5 hp (7,5 ECTS) 
Study period:    Lp 1 
Year:    2015 
Examination:  Participation in seminars, course participation, project           
presentations, individual project documentation and diary. 
Location:      Varies, please check online as well as Appendix A. 
    
 
General info: We will update the document based on your feedback. However, we will keep a                           
changelog at the end of the document in case you wonder what happened. If you are in doubt or                                     
have questions, please contact Ingo. 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 1 
1. Course aim and content 
This course aims at introducing students to design thinking. Design thinking is a way of working 
with user­centered innovation to address problems where not all knowledge is available at the 
outset, i.e. the problem itself is an unknown (wicked problem). Design thinking rests on 
principles such as user involvement, problem framing, experimentation, visualization and 
diversity, all critical skills for management and innovation. Design thinking has gained in 
popularity both in industry and in governments in the last decade and is an important contrast to 
the more traditional linear view of problem solving. It is argued to develop the creative potential 
of individuals and enable them to deal with wicked problems. 
 
2. Learning objectives  
This course has a special focus on skill development through active engagement in real world 
problems. Students work to find solutions to three challenges (projects): individually (Project I) 
as well as in groups of 4­5 students (Project II & III). Given this, the course has the following 
objectives: 
● Design Thinking and Innovation​: Students are able to explain the role of design thinking 
in innovation and understand its limitations and benefits. 
● Ethnographic research*​: Students will be able to describe the role of ethnography in 
innovation and use ethnographic methods (observations and interviewing) in their 
projects.  
● Framing and synthesis*:​ Students will be able to explain data synthesis and be able to 
apply their knowledge to frame problems as a base for further problem solving.  
● Experimentation*​: When it comes to design and innovation, it is essential to develop and 
learn fast. Experimentation is one way to achieve this. Students will be able to explain 
and use sketching as well as various prototyping techniques in order to conduct 
experiments.   
● Creativity*​: Creativity is essential in coming up with new ideas and potential 
innovations. The course will enable students to describe, explain and use idea creation 
techniques for idea development.   
● Team work*​: Through working in interdisciplinary teams and the teaching of appropriate 
methods, students will gain the ability to recognize and improve their teamwork as well 
as their role within a team.   
● Reflection​: The course will enable students to explain the importance of reflection in 
innovation, and practice its use through field diaries and short reflection sessions. 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 2 
● Presentation​: The course will enable students to use basic presentation techniques and 
reflect on their presentations.  
* This will be assessed in the project work,  through project presentations and individual project 
documentations. 
Skill development will be supported through reflection sessions at the beginning of each class, 
where individual experiences will be discussed in relation to theory and research results, in class.  
3. Course design 
The course is organized around three projects of different type and scope that students work with 
during several sessions. Since the course is built around the projects, students are required to 
participate in all sessions as they serve to support the development of critical skills.  
3.1 Projects 
•​       ​Project I. September 3rd – September 8th 
Course introduction, 
The course is introduced and the requirements are described. The outline of the course is 
also briefly presented. 
Project I and the development of a mental framework 
Students are introduced to a general framework for design thinking through a first, 
quick project​. The first half of the project is carried out during the session and aims at 
addressing a concrete problem and experiencing the importance of user understanding. The 
second half, which is about creating the project documentation, is done as homework. The 
project documentations have to be handed in online and brought to class (in printed form) 
and presented in class during the second course day.  
 
   
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 3 
•​      ​Project II. – September 10th ­ 24th 
The second project will be done in collaboration with a partnering organization. It will 
introduce students to a variety of design and innovation methods​, through specific 
exercises and project work. It will put special emphasis on ethnographic research and 
problem framing and understanding.  
The last day ends with a presentation of the projects to an expert panel, providing students 
with an industry perspective on their ideas and concepts and what it would take to make 
them happen.  
•​       ​Project III. – September 29th ­ 22th of October 
The third and most extensive project seeks to foster students’ design and innovation related 
skills by applying them in a collaborative project in industry. The project will be planned 
and executed by the students in collaboration with given industry partners. During the 
process, students will also learn to take basic project planning and business aspects into 
account. The project will put heavy emphasis on experimentation. Students are expected to 
iterate their ideas multiple times and show significant improvements and learnings through 
these iterations.  
The project ends in a final, public presentation to the expert panel where industry 
representatives and other students will also be invited to participate.  
3.2 Sessions 
Each project is supported through a number of seminars in which students will experience various 
methods and tools. These are introduced through exercises which will be supported by lecturers, 
providing background knowledge and references. They will then be applied in the projects, 
supporting students in the project progress as their skills develop.  
The table below outlines the sessions and the course hand­ins, common to all students. There will 
also be project related hand­ins/work required for each session, which will be further specified 
during the course in relation to the progress of each project team. ​In case there is any confusion 
regarding the dates, this table will be the main guideline regarding class times! 
Please check time edit and the appendix I (room plan) for the location and time of the 
sessions! 
 
   
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 4 
 
Project 
No. 
Date  Session Topic  Lecturer/Coach 
  Deadline​:  
01.09.2015 
15:00 
Individual Hand­in:​ Write a short essay, max. 500 
Words on: Why are you taking this course? What do 
you expect to learn? How much time can you invest 
outside of class?    
n/a 
I  02.09.2015 
10:00­17:00 
Wednesday 
Course introduction  
Introductory lecture: 
­ What is innovation. 
­ What is design thinking. 
­ How do they go together. 
­ Intro: Reflection & Visualizing 
­ Appointment of class representatives 
Project 1 
Homework​: project documentation & reflection, read 
one article which will be announced during session. 
Maria Elmquist, 
Ingo Rauth, 
Lisa Carlgren 
  07.09.2015 
8:00­12:00 
Monday 
Project 1 presentations  
Introduction to teamwork and how to make 
collaboration work. 
Hand­in:​ Individual documentation. At the latest one 
hour before the session. A ​print­out has to be brought 
to class​! 
Homework​: watch https://vimeo.com/102508380 
Ingo Rauth, 
Lisa Carlgren, 
Pamela Nowell 
II  09.09.2015 
10:00­17:00 
Wednesday 
 
Introduction of Project 2 
User perspective in innovation and a practical 
approach to ethnographic research (field­trip) 
Maria Elmquist, 
Ingo Rauth,  
Kira Krämer  
  14.09.2015 
8:00­12:00 
Monday 
Data synthesis (from data to knowledge)  
Idea generation.  
Ingo Rauth, Jan 
Schmiedgen 
  16.09.2015 
10:00­17:00 
Wednesday 
Prototyping, Testing and iteration (Experimentation).  Ingo Rauth, 
Julien Mauroy 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 5 
  21.09.2015 
8:00­12:00 
Iteration of prototypes. 
Introduction to storytelling and presentation.  
Ingo Rauth 
  23.09.2015 
10:00­17:00 
Wednesday 
 
Final presentation Project II in front of an expert 
committee.  
Introduction of Project III topics. 
Hand­in: ​Individual documentation + presentation. 
At the latest one hour before the session. 
Ingo Rauth, 
Maria Elmquist,  
Expert 
committee.  
III  28.09.2015 
8:00­12:00 
Monday 
Project planning and innovation, introduction. 
Planning of the project. 
Ingo Rauth, 
Lisa Carlgren  
  30.09.2015 
10:00­17:00 
Wednesday 
 
Project work (+ short presentation of project progress,
exchange with other teams) 
Ingo Rauth, 
Lisa Carlgren 
  05.10.2015 
8:00­12:00 
Monday 
Project work (+ short presentation of project progress,
exchange with other teams) 
Ingo Rauth, 
Lisa Carlgren 
  07.10.2015 
10:00­17:00 
Wednesday 
Project work (+ short presentation of project progress,
exchange with other teams) 
Ingo Rauth,  
Lisa Carlgren 
  12.10.2015 
8:00­12:00 
Monday 
Business aspects of innovation (might be changed to 
the next Wednesday lecture, depending on progress) 
Bengt Järrehult, 
Ingo Rauth 
  14.10.2015 
10:00­17:00 
Wednesday 
Project work (+ short presentation of project progress,
exchange with other teams) 
Ingo Rauth 
Lisa Carlgren 
  19.10.2015 
8:00­12:00 
Monday 
 
Project work (+ short presentation of project progress,
exchange with other teams) 
Ingo Rauth 
Lisa Carlgren 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 6 
  21.10.2015 
10:00­17:00 
Wednesday 
 
Final presentation Project III ­ public! 
 
Maria Elmquist, 
Ingo Rauth,  
Expert 
committee.  
  Deadline: 
30.10.2015 
13:00 
Friday 
Individual Hand­in: ​Final deadline for Project III 
documentation, diaries and a short essay, max 400 
words. ​Topic will be provided later 
 
 
At the end of each session students are expected to continue working on their projects​! The 
work done in­between sessions serves as an input to the next session and is therefore mandatory 
for a successful participation.  
Please note that this work may be extensive, therefore, make sure to plan and coordinate 
with your team members. 
 
3.2 Faculty 
The teaching team consist of: 
● Ingo Rauth, Division of Innovation Engineering and Management, Chalmers, previously 
on the faculty of  the HPI School of Design Thinking in Potsdam, Germany and an 
industrial designer. 
● Lisa Carlgen, Assistant professor, Chalmers, previously innovation specialist/design 
thinking driver at Ericsson AB. 
● Maria Elmquist, Professor Innovation Management at the Division of Innovation 
Engineering and Management, Chalmers.  
The course will also include sessions with guest faculty (see table above):  
● Fredrik Garneij, innovation and design thinking driver/senior specialist, Ericsson AB 
● Bengt Järrehult, Adjunct professor, Div. of Innovation Engineering and Management, 
Chalmers.  
● Kira Krämer, HPI Executive Trainings and Consultant at Releventive, Germany. 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 7 
● Karl­Magnus Möller, Design Thinking Oriented Innovation Driver/Strategist and 
Technical Specialist at Ericsson. 
● Julien Mauroy, Course Director of Stockholm School of Entrepreneurship 
● Pamela Nowell,  Industrial Doctoral student at the Division MORE.  
● Jan Schmiedgen, HPI Academy Program development & Coach, Germany. 
 
Finally, there will also be an expert panel that will be introduced during the course.  
3.3 Hand­in submissions & file names 
Deadlines & Ping­pong: Project hand­ins (PDFs) must be submitted in time, according to the 
course plan, using Ping­pong! ​We expect students to have made sure that they have a ping­pong 
account and to upload in time to mitigate the risk of not delivering on time​. 
Put the following Hand­ins into the following folder: 
Hand­In  File name syntax  Folder 
Hand­In 1 (one pdf per ​person)  TEK495 Date Name.pdf 
Example: ​TEK495 150131 Jan Janson.pdf 
Hand­In 1 
Project I Documentation ­ one pdf 
per​ ​person​: consisting of project 
reflection (can be a picture of diary 
reflection of the day) & 
documentation. 
TEK495 Date Name.pdf 
Example: ​TEK495 150131 Jan Janson.pdf 
Project I 
Project II Documentation ­ one 
documents ​per​ ​person​: consisting of 
project reflection & documentation 
TEK495 Group [#] Name.pdf 
Example: ​TEK495 Group 1 Jan 
Janson.pdf 
Project II 
Project III Documentation & short 
essay ­ one pdf ​per​ ​person​: 
consisting of project reflection, 
essay & documentation.  
TEK495 Group [#] Name.pdf 
Example: ​TEK495 Group 2 Jan 
Janson.pdf 
Project III 
Individual Diaries 
(one diary ​per person) 
Hand in using Chalmers mail or drop it in Lisa’s or 
Ingo’s post box. 
 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 8 
3.4  Individual diaries (Individual task) 
The course requires you to keep a handwritten journal to train reflection! ​All students must                             
write an individual diary where they reflect on their development and group work during course.                             
This is intended as a tool to train reflection and crease individual learning. Students are                             
encouraged to not only document tools and insights but to describe and reflect upon their                             
experience throughout the course. Each session begins with a short reflection based on your diary                             
entries.  
Input to writing your diary: After each class and project group meeting, please ​reflect on and what                                 
you have learned and answer the questions below. Please note that a Yes or No is not enough,                                   
motivate your answers. 
1. Document things you have learned during class. (This can be done by taking notes during                               
the introductory lectures during Project I and II, Project III will require you to find your                               
own methods and tools!)  
­ Make a little drawing that points to the most important thing of each technique and                               
that helps you remember what it was all about.  
­ Write a short introduction to each method for future reference on how and when (in                               
private or work life) to use each method that you learned.  
­ Reflect upon how each of these methods relate to the skills that the course seeks to                                 
make you develop. 
­ Write about how the use of a technique affected your project. 
2. Reflect on your project progress and the interaction with your team members ­ especially in                               
project III!   
● What was your role in the project? 
● What was your role in the team?  
● Which challenges did you face, personally? How did you overcome them? 
● How would you like to improve during the next project/in the future? 
    3. One question or insight based on your reflections to be shared during class. 
 
Reflection evaluation criteria 
1) Did the student document what they did and learned? 
2) Did the student reflect on the various experiences in relation to themselves, their (skill)                           
development and their team role? 
3) Did the student ​make use of visuals to illustrate their learnings​ throughout the course? 
4) Did the student reflect throughout the course? 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 9 
a) Are all course days covered? 
b) In case the student missed a session, (s)he should interview 3 fellow students and                           
reflect and document on what (s)he heard. 
3.5 Individual project documentations  
At the day of the final presentation of each project (I, II & III), you will not only present your 
concepts and ideas but also deliver a project documentation. These should train and show 
students’ ability to visualize and present their work in a focused way. The documentation consists 
of two parts: 
Project description 
● the starting point of the project 
● the main insight(s) based on your research data (supported by images/videos taken during                         
research). 
● the process ­ crucial/critical steps in the development process (such as main learnings). 
● the final solution and how it addressed individual, technical, and business needs (Project                         
3). 
● A 140 character twitter text incl. hashtags, advertising your project work and make a                           
relevant ​target audience want to know more. Put the twitter message at the end of your                               
reflection.   
The format of the documentation should be in pdf and max. 3 A4 pages/slides.  Here we 
encourage you to experiment with formats that you do not commonly use, and to put focus on 
visual and storytelling aspects. 
Some inspirations regarding visual presentation, can be found here: 
http://kisd.de/~jennifer/package_documentation_jenniferschubert_labels.pdf​  (pdf) 
http://vimeo.com/44047852 
http://www.frogdesign.com/work/nike­foundation­girl­effect.html​ (video + text) 
http://enginegroup.co.uk/work/jaguar­customer­experience­supercar​ (website) 
 
Additional information on how to create project descriptions as part of a portfolio:  
http://www.portfoliohandbook.com/PortfolioHandbook_UCID12.pdf 
Hint: ​As project experience is central to develop design expertise, designers usually collect them 
as portfolios to show to future employees. As such, students might want to combine project 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 10 
documentations into a portfolio or, as some students did, add them under project experience in 
their linkedin profile. 
 
Evaluation Criteria for project individual project documentations  
Individual project documentation will be assessed for fulfillment, according to deadlines. Project 
documentations that are handed in too late, will result in a 5 point project score deduction. 
Individual project documentations will be assessed in the following way: 
 
Impression  
● Mainly visual presentation 
● Smallest font­size 18pt. 
● Simple design, focus on content   
● Rememberable ­ special / distinct from the group presentation 
 
Project presentations 
● Present your work in max 3 pages per project 
● Address a layman audience answering why, what and how for your project. 
● PDF format. 
 
Project reflection 
Project reflections are a meant as a summary and overall reflection on your project                           
accomplishments. As such they should reflect upon the following topics: 
● How did the project unfold? 
● How did you contribute to the team’s success?  
● Which challenges did you face, personally? How did you overcome them? 
● How would you like to improve during the next project/in the future? 
Reflection on the project ­ aim for 500 words overall. This should be submitted together with the                                 
individual description as one pdf! They will be evaluated in the same way as the diaries. 
 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 11 
4. Examination 
The examination of the course is based on active participation in all seminars (participation, on 
timely delivery of hand­ins) and the individual project documentations (including the diary). In 
addition students will be examined based on the projects (I­III).  
If you are unable to participate in one of the sessions, contact Ingo in advance ­ students will be 
asked to hand­in an additional task (desk research project) to compensate for absence. 
To pass the course, students have to participate in all three projects as well as deliver the 
individual hand­ins incl. the diary.  
 
Table 1: Overview of percentage of grades based on the tasks 
Task  Points 
Project 1  10p: assessed based on individual project description and reflection 
Project 2  20p: assessed based on team presentation (10 p), individual project 
description (5p) and reflection (5p) 
Project 3  40p: assessed based on team presentation (20 p), individual project 
description (10p) and reflection (10p) 
Individual Diary  15p 
Participation  15p 
 
Overall, 55% of the points are based on individual hand­ins and reflections on group work, 30% 
are based on group presentations and 15% are based on participation. 
 
4.1 Projects 
Altogether, the project work constitute 70 % of the grade (see distribution in the table above). 
Project I is graded by the teaching team. For project II, team presentations are assessed by a 
review board consisting of experts from industry and academia. For project III, team presentations 
are assessed by a review board consisting of experts from industry and academia (80%) and by 
your peers (20%). Presentation assessment criteria will be presented during the course. For 
projects II and III, the individual project descriptions and reflections are graded by the teaching 
team (evaluation criteria, see 3.5). 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 12 
4.2 Individual Diary 
The individual diary is graded by the teaching team (evaluation criteria, see 3.4) 
4.3 Seminars & Lectures 
Students are required to participate in ​all​ seminars, and are expected to take an active role in 
discussions and feedback sessions (the level of active involvement is not graded). An attendance 
list will be kept to monitor participation; those who are not able to attend a seminar are required to 
do a hand­in to compensate for missing the class’ content (reading of key references and writing a 
short reflection, due before the next seminar). In the case of absence, students are expected to 
excuse themselves via e­mail and submit the compensation hand­ins on time. Failing to do so 
results in 5 points deduction from the participation score each time it happens. 
 
 
   
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 13 
5. Course Evaluation 
Students are encouraged to respond to the on­line Course Evaluation Questionnaire. Responses are 
anonymous.  
A course evaluation committee will be organized, consisting of the course leaders and two 
students, during the introductory lecture. The committee will meet twice, once during the course 
and once after the course ends to discuss the evaluations.  
6. Course literature 
Journal articles and book chapters relating to the course, plus additional literature recommended                         
by the discussion leaders or identified by students will be shared as optional reading throughout                             
the course. Also, students are expected to search for and use additional literature in relation to the                                 
project tasks. 
 
Initial optional reading list: 
● Tim Brown (2008) Design Thinking, Harvard Business Review 
http://www.ideo.com/images/uploads/thoughts/IDEO_HBR_Design_Thinking.pdf 
● Lawson, Brian (2006) How Designers Think: The Design Process Demystified, Elsevier/ 
Architectural 
● Stanford University (2008) Bootcamp Bootleg 
http://dschool.stanford.edu/wp­content/uploads/2011/03/BootcampBootleg2010v2SLIM.p
df 
● Dyer, Gregersen, Christensen (2011) The Innovator's DNA: Mastering the Five Skills of 
Disruptive Innovators 
● Gray, Brown, Macanufo (2010) Gamestorming: A Playbook for Innovators, Rulebreakers, 
and Changemakers 
 
Additional resources will be provided throughout the course.  
 
   
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 14 
Appendix I​ Room plan 
In case you are insecure about where to meet, please check time edit!​ This map is regarded as 
a supplement to help you find your way. 
 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 15 
Appendix II​ Change log 
1.2 Improved reflections for hand in Project I and the instructions for reflection 3.4. Clarified 
Project I hand­in. We added this changelog 
1.1 Small changes and clarification  
 
 
Design Thinking & Innovation ­ course syllabus 2015​ ​ | 16 

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Design Thinking and Innovation Course Syllabus