VIDEO 1 - Interdisciplinary Design Thinking
- What does your school value? How might those values compare or contrast with characteristics of the design thinking mindset?
- relaxed, good report between student / teacher, respect for culture, preparation for College program (empathetic, low stress, supportive environment)
- compared with design thinking mindset?
- very structured, predictable, linear
- Does your school or classroom tend to assess the process or the final product? What might a classroom look like/feel like/sound like if the final product didn’t matter as much as the process? What challenges might arise?
- definitely greater focus on summative assessment; whereas the task of realizing formative assessment is left with each individual instructor
- both teacher and student made accountable, data driven, results driven, evaluation driven
- highly structured .. almost lock step approach to covering material (pacing schedule) leaves little room for innovation; results need to be seen promptly
- Consider your school or learning organization's curriculum and mission. Are aspects of design thinking already represented through the common language used by stakeholders?
- aspects of design thinking prevalent?
- to a very limited extent, yes - in the adapting of course content to be relevant to the student and in the design of course materials .. but little or no student feedback / involvement in their selection / design
- very content driven ..
- video ... note how this type of environment hasn't stopped some schools from pursuing it.
- video pointed out that the language and processes of design thinking can find their way into any discipline (second language? - worth investigating)
Video Key Takeaways
- de-silo disciplines
- give students the ability to solve real world problems (their own ways to learn)
- need to give them problems to solve .. or they won't see themselves as problem solvers
- it's a way of thinking, of doing,
- encourages collaboration, growth, differing perspectives
VIDEO 2 - Starting Small
designing low intensity activities (examples? )- Does your school have a makerspace? How integrated is your makerspace into other areas of the school? Who oversees your makerspace and what role does that person have in introducing design thinking into the rest of the school?
- If your school doesn’t have a makerspace, what might a makerspace look like at your school? What role would it have?
- Susan talks about changing the vocabulary of the design process to fit her students. For example, calling the testing phase “Try” to avoid negative associations with the word “test”. How might you adapt the design process to your students’ needs?
Video Key Takeaways
- It's okay to break down the process and do one piece at a time.
- Design thinking is not meant to be a rigid formula. Make adjustments to the process to fit your students and your context.
- Don't forget the user! Remember to keep a mindset of empathy throughout the process.
VIDEO 3 - Spotlight on a Design Thinking Project
As
you watch the video, keep the following questions in mind. Feel free to
share your answers in the forums using the button below.- What existing units in your curriculum lend themselves to a design thinking project?
- Business
- possible application of concepts / new vocabulary to address a business related problem; being a manager of a group of employees (case studies)
- Engineering Reading - possible application of new vocabulary to solve a problem
- i.e. Tacoma Bridge Collapse (any one of the Units in the Reading text could be expanded to include a design thinking problem)
- How can you utilize the whole school in designing a project? Think about your school’s physical environment, community resources, students, teachers, etc. How can you connect a project beyond the classroom?
- design of the classrooms? to be more engaging, stimulating and student centered
- form committee of students to address the issue
- invite more student leadership .. in programming events .. using the design thinking model to create student programming (ECA, self access center)
The assignment
Revisit your "How Might I..." statement. Do you need to make any adjustments to the stage of the design process you'll be focusing on or the content area based on your experience in the Imagine stage?
- Step 4 asks for me to review how I could realize more student involvement in at least one stage of the design thinking process - to actually engage students in design thinking. I could be asking students to address the same problem that I am
- essentially
- How might I involve students in the design thinking process when working on a "learning / teaching aid" (digital lesson plan) so that it better supports them?
Now set a timer for 10 minutes and generate at least five different low-intensity ways to bring design thinking to your users. Keep in mind the insights about your user that you identified during Focus.
Your activity should incorporate active learning. Consider brainstorming techniques you learned in Unit 1, using sticky notes to display your ideas, making sure that you aren’t judging your ideas for quality, but valuing quantity instead.
Be sure to capture your brainstorming process with pictures!
Select your most promising idea to carry into the next stage based on insights from the interview (or student profile), as well as your own interest and enthusiasm. If you need help brainstorming or evaluating your idea, see the Design Process Tips.
Most promising idea?
- invite students to make a storyboard of the "ideal lesson plan" (way of learning X). It should include the language learning ideas / needs that you identified earlier. Share the storyboard with other students. Share the storyboard with other instructors. Suggest how you would change the design of the lesson to help learning .. and of my lesson plan (or an alternative).
From
https://courses.edx.org/courses/course-v1:MITx+11.155x+1T2017/courseware/bdc7404347184bfd8aa4de51d19e5d13/121df3d6b226463e9a95048ff1686e7d/?child=first
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