I have a feeling you're really up for it!

Markus is 38 years old, handsome, married, and has two children. He likes to wear suits, is well-connected, environmentally conscious, and athletic. He’s constantly pressed for time and tries to balance work, family, and leisure. Mobility and optimal time management are important to Markus.

Markus is the typical user—a so-called “persona”—for the product prototype that Ann-Kathrin, Anne, Sophie, Lea, and Laura are developing. They conduct futures research and explore questions such as: “How will our society change? What will tomorrow’s markets look like? What products will be needed?” Their specific assignment is to develop a product prototype for medium- and long-distance trains for business travelers. They just finished a pitch in which they presented what they know so far about their challenge and what needs their typical user—Markus—will have.

Step by Step

In the design thinking process, this step is called “Defining Perspectives.” The process itself consists of seven steps. The students have already completed three of them. In the fifth step, the prototype must be ready and presented to Sebastian Benad in another pitch. “I want you to sell me on this idea,” he announces. This product pitch will then count as a preliminary exam requirement for the “Leisure Trends and Forecasts” module. You might think that puts pressure on them, but the students seem enthusiastic, are fully immersed in the topic, and you can sense that they can already picture their prototype. Sebastian Benad notes, “I get the feeling you’re really excited about this!”

But let’s start from the beginning. At the start of the 2020 summer semester, Sebastian Benad faced the same challenge as all instructors: he had to switch his modules to a digitally supported format overnight. For the “Leisure Trends and Forecasts” module, he set up an OPAL course. He communicated with the students via the Skype channel established by the Faculty of Managerial and Cultural Studies. To kick things off, he held a kick-off event via Skype to discuss the topic and methodology. “That was good. The whole class participated. We all muted ourselves and asked questions via chat,” the students recall.

Following that, working groups are formed, which are now developing product prototypes in the form of a design thinking workshop. The groups regularly present their interim results to Sebastian Benad via Skype. He then provides immediate feedback, and they discuss the next steps. Today, his feedback was good: “You all seem very productive. I’m thrilled with what you’re delivering here.”

Direct and to the point

Speaking of productivity: there’s plenty of it here. Even in this purely digital setting. “You can’t say that we’ve become more productive online than we were before. We’ve always worked well as a group. Now we meet virtually, coordinate several times a week, and work together on our topic,” the group says. Their direct and open communication helps them in this regard. Issues are tackled head-on, and problems are addressed. The course organization, the subject-matter input, and the regular Skype sessions create a space where the students can successfully complete their coursework for the module. Of course, the young women are grappling with current challenges such as fluctuating motivation and unstructured daily routines. But that doesn’t stop them from moving forward with their studies with enthusiasm, a thirst for knowledge, and discipline.

Sebastian Benad has made a significant contribution to this through the design of his online module.