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Hacking the Classroom: Beyond Design Thinking

Hacking the Classroom: Beyond Design Thinking
Design Thinking is trending is some educational circles. Edutopia recently ran a design thinking for educators workshop and I attended two great workshops at SXSWedu 2013 on Design Thinking: Design Thinking is a great skill for students to acquire as part of their education. But it is one process like the problem-solving model or the scientific method. As a step-by-step process, it becomes type of box. Design Thinking 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 ( As a further explanation of this process, here is an exercise by the d.School about how to re-design a wallet using the design process. Here is another take on the design thinking process as applied to learning within a community setting: To further learn about design thinking, visit: Related:  Design ThinkingDesign thinkingweb_participative_cégep

Design Thinking: A Full 90-Minute Challenge For Schools Design thinking is a process harnessed in the creative industries, particularly in product and service design. NoTosh specialise in helping schools use it in even the most academic settings, but initially it can be helpful to use the process, first hand, in the domain from which it came: solving problems in the world around us. This is a 90-minute schools-specific challenge that NoTosh have developed. The Why Product and service design firm IDEO's founders coined the phrase "design thinking" to describe their designers' way of viewing the world, and the process that ensured a consistent use of that way of thinking. They have since shared some of their activities and tactics for anyone to undertake a product and service design project using design thinking. The Experiment There is comparatively little useful material online for educators to get beyond using design thinking as a means to undertake product development, improve a service or redesign the physical environment. Your Next Steps

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.

Top 5 et Flop 5 des pédagogies actives, ludiques et participatives Quels sont les avantages et inconvénients liés aux pédagogies actives, ludiques et participatives ? Les pédagogies dites innovantes ont le vent en poupe. Pourtant, si la nécessité d’amorcer un virage pédagogique en entreprise est plus que nécessaire, beaucoup de freins et obstacles sont encore présents dans la plupart des organisations. Voici donc une proposition de top 5 – avantages et leviers – et de flop 5 – freins et inconvénients – liés aux pédagogies actives, ludiques et participatives : Découvrez les principaux avantages et inconvénients formulés par les entreprises à l’égard des pédagogies actives, ludiques et participatives. 1. De par leur caractère ludique et participatif, les pédagogies actives permettent de mieux capter l’attention des participants que les pédagogies traditionnelles. 2. 3. 4. « Il y a plus d’idées dans plusieurs têtes que dans une seule. » Vous connaissez probablement cet adage. 5. 1. On ne peut pas tout enseigner ou animer à l’aide des pédagogies actives. 2.

Ten Secrets To Surviving As A Teacher Ten Secrets To Surviving As A Teacher by Terry Heick Surviving as a teacher isn’t easy. Between the sheer work load, diversity of tasks, brutal pace, and seemingly divergent initiatives pulling you in a thousand directions, education can break even the most noble spirits. But it doesn’t have to be that way. Below are ten tips to keep you ticking when things get tough. 1. 2. 3. 4. If you have to move mountains to extract and implement data you’re going to fail. 5. Be yourself, not “a teacher.” Make trying new things a habit. 6. 7. 8. 9. 10. Only it’s not. Whether you view your job as taskmaster, inspirer of lifelong learning, or somewhere in between, your job is to bring learners to content. To survive as a teacher, you have to constantly find ways to make content fresh, exciting, and literally life-altering. And that’s teaching in a nutshell.

Design Thinking: Prototype 1 | Pitch your ideas to make them happen ​NoTosh was born from working alongside tech startups, helping them find the kernel of their big ideas and then pitch those ideas effectively to potential investors. The creation of a strong pitch itself helps change the idea - for the better - and bring more people to help make your idea become reality. ​The Why If you’re submerged in initiatives and struggling to see the direction of travel as a school, it’s probably time to make a cull. But which innovations do you choose to take forward, and which ones get culled? Andrew Benson Greene, Sierra Leone, took part in a NoTosh pitching workshop to learn how to shape an idea for a pitch, and how a pitch shapes an idea The Experiment For years, NoTosh's team has worked in early-stage startups, helping to set the scene in successful incubators such as The Difference Engine and Springboard. Your Next Steps Gather a small team to initiate the development of an idea that has been brewing in your institution.

45 Design Thinking Resources for Educators Le modèle SAMR Constituté de quatre niveaux, le modèle de Ruben Puentedura est très intéressant. * Image tirée de Pinterest du compte de Sébastien Stasse. Si les 2 premiers niveaux sont ceux les plus évidents à « atteindre » en classe quand on s’approprie une technologie, les deux niveaux « supérieurs » sont très intéressants à considérer puisqu’ils constituent une transformation de la tâche pédagogique. En effet, l’atteinte de ces niveaux demande une ouverture au changement de pratique. En fait, l’objectif du modèle est d’amener les élèves à créer du contenu et apprendre dans un environnement technologique riche, tout en appliquant leurs compétences de critique constructive. Des pratiques où l’élève devra socialiser de façon virtuelle, respecter un un code d’éthique en ligne, d’utiliser de façon responsable les médias sociaux et outils collaboratifs. La redéfinition de tâche permet de remettre l’école à niveau : l’apprentissage à l’aide des outils du jour et de leurs nouvelles fonctionalités.

How-to Remain Relevant in Higher Ed with ‘Active Learning’ Active learning…. the topic frequently polarizes faculty. Active learning has attracted strong advocates … looking for alternatives to traditional teaching methods, while skeptical faculty regard active learning as another in a long line of educational fads.” (Prince, 2004) Is active learning a fad? What is Active Learning? Yet the lecture method is proving to be problematic in today’s digital culture. When using active learning students are engaged in more activities than just listening. The words, ‘involved’ and ‘problem solving’ are worthy of emphasis; active learning is not busy work, but is purposeful instruction that guides students towards learning outcomes. These findings are consistent with Harvard’s Professor Eric Mazur, a pioneer of active learning who developed a method called Peer Instruction. Active Learning in Higher Ed Before examining instructional techniques, we need to define the role that lecture plays in active learning. IndividualCollaborationCooperative Resources:

A design thinker’s cheat sheet As an entrepreneur, I have been designing products, services and solutions for most of my professional life. Still, I have never considered myself a designer — not until now. So, what changed? The one concept that has helped me bridge the gap between being “someone who designs” and being a “designer” is this notion of being “mindful of process”. This is one of the first concepts that you learn at the d.school. In other words, being “mindful of process” means being thoughtful not only about what work you do, but also how you do it, and more importantly how you can improve your methods the next time you do that same work. d.school Fellow Guido Kovalskys presents his design thinking “cheat sheet”. So, the long and the short of it is, you too can become a designer. #1 – Pick one among the challenges you face daily. #2 – Develop an awareness for the process you follow to tackle that challenge. #3 – Now comes the hardest part. Done! Now, becoming a good designer is a whole other ball game.

Welcome to the Virtual Crash Course in Design Thinking Welcome to the d.school’s Virtual Crash Course resource page! We know not everyone can make a trip to the d.school to experience how we teach design thinking. So, we created this online version of one of our most frequently sought after learning tools. Using the video, handouts, and facilitation tips below, we will take you step by step through the process of hosting or participating in a 90 minute design challenge. If you choose to participate, in 90 minutes you will be taken through a full design cycle by participating in The Gift-Giving Project. Through this experience we hope you will take away some of the basic principles of Design Thinking and start to adapt them into your personal and professional routines. Below, you will find three sections: Gear Up!

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