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This study explores the significance of incorporating soft skill training in fashion design education through the use of artificial intelligence (AI) technology and examines various AI-based approaches for sustainable fashion textile design education employing a multifaceted methodology that encompasses empirical, quantitative, and qualitative methods. We investigate the aspects of Design Sprints, identify key soft skills that help students meet the complex demands of contemporary fashion design workplaces, propose a curriculum guide for AI textile design programs, and evaluate the soft skill training process. Participants included students who had completed basic fashion design courses over three to four semesters and had experience with the fashion design process. The findings confirmed that participants' soft skills improved across four areas—digital competence, sense of initiative and entrepreneurship, problem-solving and thinking skills, and communication—through the AI-based fashion textile design curriculum. This study validates the importance of integrating AI technology into educational programs to enhance essential soft skills in the digital fashion industry environment. Additionally, it emphasizes the necessity of developing AI technology-specialized design prompts while maintaining a balance between traditional design education and digital design education for sustainable fashion design education. [ABSTRACT FROM AUTHOR]

This explorative study investigated students’ (N=16) perceptions before and after the study unit Digital Analytics and Consumer Insights. The studies were conducted as an intensive hybrid five-day design sprint, a variant of project- and problem-based learning. An online questionnaire with a 5-point Likert scale was used for data collection. The findings indicate that the intervention improved perceptions of most studied digital “hard skills” (8/11 claims). Out of twelve 21st-century “soft skills” claims, perceptions were high initially and improved significantly for critical thinking and systematic problem-solving claims during the design sprint. The agency scores showed a slight improvement but no significant difference. Face-to-face groups would be willing to recommend the sprint method more for peers than online groups. In the era of global turbulence and artificial intelligence, in addition to hard skills, soft skills like communication, teamwork, problem-solving and project management are in demand by employers. According to LinkedIn data in 2/2024, adaptability is the most demanded skill. In addition to traditional subjects, the pedagogical methods in higher education should better support the development of 21st-century skills.

Although firms constantly seek opportunities to launch new products, services, or business models, little is known about the way opportunities emerge and develop. In particular, despite current ontological and epistemological knowledge of entrepreneurial opportunities, the process that drives their emergence and development remains understudied. To enrich our understanding, we conduct an exploratory multiple‐case study of six design agencies that supported firms in developing their entrepreneurial endeavours by leveraging design sprint, a hybrid method combining design and entrepreneurship. A primary contribution of our study is the conceptualization of a process model illustrating how design (sprint) can support the emergence and development of entrepreneurial opportunities. The model advances four actions that enable translating insights into opportunities: defining, framing, experimenting, and learning. Our findings also offer interesting insights on the role of third‐party agents in this process. Indeed, design agencies can act as facilitators in enacting entrepreneurship as design by supporting the emergence and development of entrepreneurial opportunities. Our research also contributes to the debate on the timing of entrepreneurial endeavours, offering an empirical portrayal of their chronology. In this sense, our model also contributes to managerial practice, providing a sequence of actions that can guide the emergence and development of entrepreneurial opportunities. [ABSTRACT FROM AUTHOR]

Background: Diverticular disease is a common gastrointestinal diagnosis with over 2.7 million clinic visits yearly. National guidelines from the American Society of Colon and Rectal Surgeons state that "the decision to recommend elective sigmoid colectomy after recovery from uncomplicated acute diverticulitis should be individualized." However, tools to individualize this decision are lacking., Objective: This study aimed to develop an online educational decision aid (DA) to facilitate effective surgeon and patient communication about treatment options for recurrent left-sided diverticulitis., Methods: We used a modified design sprint methodology to create a prototype DA. We engaged a multidisciplinary team and adapted elements from the Ottawa Personal Decision Guide. We then iteratively refined the prototype by conducting a mixed methods assessment of content and usability testing, involving cognitive interviews with patients and surgeons. The findings informed the refinement of the DA. Further testing included an in-clinic feasibility review., Results: Over a 4-day in-person rapid design sprint, including patients, surgeons, and health communication experts, we developed a prototype of a diverticulitis DA, comprising an interactive website and handout with 3 discrete sections. The first section contains education about diverticulitis and treatment options. The second section clarifies the potential risks and benefits of both clinical treatment options (medical management vs colectomy). The third section invites patients to participate in a value clarification exercise. After navigating the DA, the patient prints a synopsis that they bring to their clinic appointment, which serves as a guide for shared decision-making., Conclusions: Design sprint methodology, emphasizing stakeholder co-design and complemented by extensive user testing, is an effective and efficient strategy to create a DA for patients living with recurrent diverticulitis facing critical treatment decisions., (©Alexander T Hawkins, Andrea Fa, Samuel A Younan, Srinivas Joga Ivatury, Kemberlee Bonnet, David Schlundt, Elisa J Gordon, Kerri L Cavanaugh. Originally published in JMIR Formative Research (https://formative.jmir.org), 03.09.2024.)

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Purpose of Review: This paper presents some approaches and techniques for translating an idea or research into clinical practice, considering the innovation development process. Recent Findings: Innovative tools have been a key solution for healthcare problems, such as musculoskeletal disorders, which represent a great economic burden and are among the leading causes of disability. There has been an increase in publications on this topic, but there has been no analysis of the process of innovation development. This review describes the innovation phases for translating an idea or research into clinical practice, considering the stages of discovering the opportunity, innovation creation, project specification, technology development, and innovation launch. Summary: An analysis of the innovation development process to translate an idea or research into clinical practice, including concepts, approaches, and techniques that shows the "why", "how", and "what" of innovation. [ABSTRACT FROM AUTHOR]

Context: The definition and prioritization of indicators is now a common reality and an integral part of the evolution of the strategic, technical and business processes of any organization, whether public or private. Purpose: This paper proposes a new model regarding the definition and prioritization of indicators. Herein, we also investigate the definition and prioritization models currently adopted by academia and industry, and analyze the context of the proposed strategies against the traditional view of indicator definition currently adopted. In addition, we conducted a survey with organizations that had well-defined indicator management processes, seeking to identify customer expectations with a new indicator management model proposed by this work. Method: To gather evidence, we defined a methodology that relates the literature review and an exploratory case study with the application of an experiment. Driven by a set of research questions, this methodology comprised four main phases: planning, literature review, experiment execution and documentation of results. The method used is supported by some techniques, such as design thinking, design sprint and the Cynefin framework. Results: The analysis of the results was carried out in two different ways: Through the verification of the achievement of specific objectives and through a questionnaire applied to assess the degrees of perception of all employees who participated in the work. Regarding the specific objectives, it is clear that most of the objectives were achieved. Regarding the applied questionnaire, it is clear that, although the collaborators did not have adequate knowledge regarding the conceptual and practical aspects of some approaches used in the proposed model, there was a general perception that the model, in fact, supported top management for decision making. For professionals, the proposed model has a restricted scope; that is, it does not serve all types of organizations. Conclusion: The model proposed in this work proved to be effective, considering that the indicators were defined, prioritized and optimized, with a focus on the user experience. As future work, we intend to expand the scope of the model's performance, evaluating business indicators alongside IT indicators. [ABSTRACT FROM AUTHOR]

Teori Design Thinking umumnya diajarkan dalam kelas berbasis proyek. Di sisi lain, ada metode baru yang sejalan dengan teori design thinking, yaitu: Design Sprint. Penggunaan design sprint tidak hanya bisa diaplikasikan dalam perusahaan perintis namun juga bisa diajarkan kepada mahasiswa untuk menambah wawasan dan pengetahuan mahasiswa melalui praktik. Sebagai sebuah metode yang berbasiskan kerja sama dalam sebuah tim, design sprint mendorong mahasiswa untuk mengembangkan sikap kolaboratif dalam menyelesaikan sebuah permasalahan. Design sprint secara daring menjadi lebih kompleks untuk digunakan dalam kelas. Persiapan yang matang menjadi kunci sebuah design sprint yang sukses dan lancar.

Design Sprint is an intensive and innovation-focused framework based on Design Thinking principles. This study discusses the potential usage of the design sprint framework in industrial design education, and focuses on its strengths and weaknesses as an educational tool. Within this context, the study reports on a design sprint workshop involving twelve industrial design students in their fifth semester. The general process and outcomes of the design sprint workshop are critiqued along with the feedback of participant students. Design sprint in industrial education supports student ability to critique their own design and creative thinking, offers a new usage of prototyping as a testing material, and enables user-designer interaction, but also challenges the students with limited time and intensive workload. Design sprint can be a tool for carrying out multidisciplinary studies, reflecting the activities of professional practice, and accelerating project progress in design education. [ABSTRACT FROM AUTHOR]

One of the main goals of gamification in educational settings is to increase student motivation and engagement. To facilitate the design of gamified educational systems, in recent years, studies have proposed various approaches (e.g., methodologies, frameworks and models). One of the main problems, however, is that most of these approaches are theoretical, and do not provide a proof-of-concept. This paper advances the state of the art by providing a practical way to help implement this kind of system. In this study, we present, for the first time, how one can apply gamification elements in a learning system using the Design Sprint method, to guide designers and developers on replicating this process. Additionally, as starting point, we use a taxonomy composed of 21 game elements, proposed to be used within learning environments, organised into five game element categories, according to their goal/usage. Our main contribution is to present how to systematically implement the gamification elements focused on educational ends, which is of special value to practitioners, designers and developers.

In the emergency scenario generated by COVID-19 pandemic, the development of fast solutions to reduce the contagious curve can mean saving lives. Democratic access to prevention methods is essential, especially in places with high exposure to contamination and whose activities have not been interrupted, such as public transportation. This work presents the development of a hand sanitizer dispenser for public transportation and other possible locations in the urban environment, designed during an online marathon. The focus is on the development of the Design Sprint method and its adaptations to fit the remote work and other constraints due social distance. The final product was designed to be produced by 3D printing and open design, to fast distribution and replication. It fits in the bus's handrails, with some positioning possibilities and the use of PET bottles as alcohol containers. As a result, the paper highlights the particularities of agile methods for the design process at a distance and demonstrates that the process used allows for quickly responding to solutions for emerging needs. [ABSTRACT FROM AUTHOR]

Manufacturing assistance systems getting more and more relevance for companies. The options for the design and configurations are various. At the same time, the business and user requirements are important success factor for productive and accepted systems. Today many companies have difficulties to design and implement manufacturing assistance systems. There is a high need of a systematic and human-centered approach to identify and design the suitable assistance functions based on various business requirements and user needs. To ensure a successful design process this paper presents a human-centered approach for designing manufacturing assistance systems. Based on Design Sprints the paper provides a holistic systematic iterative procedure to design all levels of assistance systems. The validation shows that the approach is a fast, flexible and practical method for developing powerful manufacturing assistance systems. Furthermore, the developed approach can be used in a high variety of applications regarding Industry 4.0 use cases such as human-robot-collaboration or any type of production software where user acceptance is crucial. The presented paper contributes to the conference's topics human-centered design, design for rapid industrialization and design for user-friendliness as well as user-experience. [ABSTRACT FROM AUTHOR]

The application of content only through lectures in an expository format may not be sufficient for the teaching of software engineering in this new era. Creating software products that take the user experience (UX) into account as an essential requirement in the software development process is a necessary activity for all information technology (IT) professionals looking to build quality products. Currently, there are few initiatives that address the insertion of innovative techniques in the curriculum of undergraduate IT courses during the training of students. Design sprint (DS) in conjunction with project-based learning (PBL) provides an effective method to achieve the quality of software products when using UX techniques and creativity. One of the key features of PBL is the ability to generate artifacts with your application to solve real and non-trivial problems. This paper presents a systematic literature review (SLR) to investigate the hypothesis that joining the DS concepts with PBL identifies the user experience as one of the main attributes of quality and authenticity to be achieved in the software development projects. The objective of the SLR is to analyze how the PBL units that produce authentic software are executed. Furthermore, two case studies are reported that explore how DS behaves in a reduced number of classes when it is desired to generate a functional prototype that will be developed in a PBL unit. As a result of the SLR, it has been identified that Scrum is the software development process most used in PBL units that generate authentic software. The identified works report that the students are usually divided into groups of 2–5 people during the activities and the monitors play an important role in the quality of the software produced. The result of the case study indicates that the limited time for PBL conduction was a complicating factor in this adaptation and that students feel that their own learning and participation are positive in DS-based classes, as well as that DS provides insights that may be useful in a PBL context. [ABSTRACT FROM AUTHOR]

One of the main goals of gamification in educational settings is to increase student motivation and engagement. To facilitate the design of gamified educational systems, in recent years, studies have proposed various approaches (e.g., methodologies, frameworks and models). One of the main problems, however, is that most of these approaches are theoretical, and do not provide a proof-of-concept. This paper advances the state of the art by providing a practical way to help implement this kind of system. In this study, we present, for the first time, how one can apply gamification elements in a learning system using the Design Sprint method, to guide designers and developers on replicating this process. Additionally, as starting point, we use a taxonomy composed of 21 game elements, proposed to be used within learning environments, organised into five game element categories, according to their goal/usage. Our main contribution is to present how to systematically implement the gamification elements focused on educational ends, which is of special value to practitioners, designers and developers. [ABSTRACT FROM AUTHOR]

Design has a potential to envision alternative futures for health care through new forms of innovation. In this paper, we propose a strategic framework for fostering a culture of design thinking for social innovation in health care. Drawing upon the theory of design (and its thinking), in conjunction with global and national health care strategies and policies, we critically reflect on pedagogical approaches for enhancing the curriculum in design as a means of discussing the need for new thinking in health. Findings to date suggest that new mechanisms of knowledge acquisition, application, and exploration are needed to address the complex challenges facing social and health care. Referring to the national health care strategies, connections are made with design thinking, social innovation, health and social care to facilitate a transition from applying design as a process to applying design as a strategy for cultural transformation. [ABSTRACT FROM PUBLISHER]