2.1  Define the Challenge

Students transpose the problem statement into a human-centered design challenge – with the intent of producing a purposeful, creative, and innovative design solution
 

2.2  Ask Critical Question(s)

Learners pose a well-crafted critical question to guide the design learning process – one that embraces divergent thinking and is anchored in real-world context
 

2.3  Sort Habits of Mind

Students observe and study the context, needs, and wants of end users and stakeholders – habits of mind directly link to targeted problem set
 

2.4  Select Perspective

Learners choose one perspective in which to design your solution – art, design, humanities, science, technology, engineering, or math
 

2.5  Select Ecosystem Pathway

Students select one Ecosystem Pathway to Imagine Life the Year 2050 – home, work, learning, health, community, mobility, play, or agriculture
 

2.6  Consider Upcycling Source

Learners consider resources for upcycling design materials – such as reused materials, food cans, plastic bags, paper envelopes, clothing, etc.
 

2.7  Engage Content Experts

Students engage in dialogue with content experts – gain greater understanding of the context of the problem set being challenged
 

2.8  Check Assumptions

Learners generate a list of presumptions early in the process – then check resulting assumptions by gathering input and feedback from end users and stakeholders