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What Does ‘Design Thinking’ Look Like in School?

What Does ‘Design Thinking’ Look Like in School?
Design Thinking Getty Images Design thinking can seem a bit abstract to teachers. It’s not part of traditional teacher training programs and has only recently entered the teachers’ vernacular. Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand. But at the Nueva School in Hillsborough, Calif., a small, private school for grades K-8, design thinking is part of every class and subject, and has been integrated throughout the curriculum with support from a dedicated Innovation Lab or the iLab. “It’s really a way to make people more effective and to supercharge their innate capabilities,” said Kim Saxe, director of Nueva’s iLab, and one of the champions of design thinking. “Design thinking weaves together a lot of the standards that need to be taught in ways that people will really need to use them.” [RELATED: Recasting Teachers as Designers] Related

45 Design Thinking Resources For Educators 45 Design Thinking Resources For Educators Imagine a world where digital learning platforms help adult learners succeed through college completion; where a network of schools offers international-quality education, affordable tuition, and serves hundreds of thousands of children in economically disadvantaged countries; where we engage parents in understanding national trends and topics in education; where a comprehensive learning environment seamlessly connects the classroom with the opportunities of the digital world for young students; and where system-level solutions help more students gain access to college. Educators across the world have been using design thinking to create such a world. Design thinking consists of four key elements: Defining the Problem, Creating and Considering Multiple Options, Refining Selected Directions, and Executing the Best Plan of Action. An early example of design thinking would have been Edison’s invention of the light bulb.

Design Thinking for the 21st Century | SingTeach | Education Research for Teachers Design Thinking has been making waves in the business world and is now making inroads into education. We explore the promise of this new approach and its potential for fostering 21st century competencies in our students. Article highlights What is Design Thinking? In the 1990s, big companies like Apple and P&G found themselves facing competition from smaller players. Design Thinking as an approach has since spread through the business and government sectors. Design Thinking is a “deeply human” process (IDEO, 2011a), even evident in the earliest inventions by mankind. “We should always place the people we’re trying to help at the centre and think not just about solving the technical problems, but also how people will feel when they use the solution,” says NIE Teaching Fellow Wong Yew Leong, an advocate of Design Thinking in education. Creativity, technology and empathy all come into play as “designers” brainstorm ideas, even the most outrageous ones. The Design Thinking Process

Resources Teaching and Learning through Design Thinking - EdTech Researcher Last week was a big week for design thinking in education, both in the field and for me personally. In the wider world, Edutopia is hosting a free course on Design Thinking for Educators which launched last week and continues this week. For me, I facilitated a "Design Charrette" learning group at Project Zero's Future of Learning Institute. The Future of Learning Institute is a professional program run by the Harvard Graduate School of Education. It's a combination of plenary lectures, break-out group workshops, and then learning groups designed which are designed to foster discussion and reflection to synthesize learning. My concern with these kinds of professional development models, with lectures and break out groups, is that the don't always provide a space for educators to experience innovative learning environments. In our design process, we had participants first learn to think like an artist.

Design Thinking - Innovation begins with seeing opportunity in a landscape of challenge. HFLI sees an opportunity to instill a different way of teaching, a different way of learning. Creativity and innovation can and should become an integral part of the K-12 learning experience – the growing complexity of our world requires it. Researchers, businesses, institutes of higher education, and even popular culture, have issued a call for schools to begin to address this important objective. The Design Thinking process provides a structured way of innovating with defined roles, techniques, environments, and tools that address real-world problems. Design Thinking can be used by students of any age and by adults in the workplace. Partners in our work have included: Ford Motor Company Fund, the Bill & Melinda Gates Foundation, W.K. "Creativity is as important in education as literacy, and we should treat it with the same status." -Sir Ken Robinson.

Design Thinking Design Thinking’s Convergence Diversion (Updated from 2010) We now tend to think of design thinking as embracing all that represents “new design.” Yet there remains more value in some of the original views of design thinking from decades ago than in most of what’s presented today. Let’s go back 30 years. Symbolic and visual communicationsMaterial objectsActivities and organized servicesComplex systems or environments for living, working, playing and learning Another 4-phase description of design thinking is GK van Patter’s Design 1.0 – 4.0 as described in numerous NextD articles and presentations. The NextD framework of D1, D2, D3 is in essence a complexity scale. The NextD view considers the four phases as processes in “designing for” which are generally: 1.0 Artifacts and communications (traditional design) 2.0 Products and services 3.0 Organizational transformation (bounded by business or strategy) 4.0 Social transformation (complex, unbounded)

Why Design Thinking Won't Save You - Peter Merholz by Peter Merholz | 3:57 PM October 9, 2009 Whenever I see a business magazine glow about design thinking, as BusinessWeek has done recently with this special report, and which Harvard Business Review did last year it gets my dander up. Not because I don’t see the value of design (I started a company dedicated to experience design), but because the discussion in such articles is inevitably so fetishistic, and sadly limited. Design thinking is trotted out as a salve for businesses who need help with innovation. The first thing that’s distressing about this is the dismissal of the spreadsheet crowd. But talking about only “design thinking” and “business thinking” is limiting. However, that’s still not enough. But wait — there’s more! Obviously, this is getting absurd, but that’s the point.