Education Revolution | Alternative Education Resource Organization Il toolkit per azioni collettive di frog: disegnare processi e strumenti che abilitano azioni progettuali November 20th, 2012 · No Comments Uno degli aspetti forse meno noti del service design è l’attitudine e la capacità di disegnare processi e strumenti che mettono in grado le persone di fare delle azioni e di creare visioni condivise utili all’effettiva realizzazione di un progetto. Non necessariamente sono i progettisti a progettare una soluzione, spesso diventano dei facilitatori che progettano il modo con cui le persone possono arrivare ad una soluzione in autonomia. Un bell’esempio è il Collective Action Toolkit di frog, che mostra come il linguaggio e i metodi del design possano essere utilizzati per disegnare un processo, rendendolo usabile e desiderabile (utile lo do per scontato..). Tramite storyboard, istruzioni e consigli pratici (anche di comportamento) sulle attività da svolgere, questo toolkit ha lo scopo di permettere a gruppi di persone di organizzarsi, costruire fiducia e co-progettare soluzioni per problemi che impattano sulla propria comunità. Fonti: frogdesign.com
Brains | Permanent Beta Permanent Beta verbindt graag slimme, lieve en energieke doeners aan elkaar. Om dit te realiseren organiseren we regelmatig workshops, presentaties of andere meetup’s in Amersfoort. De onderwerpen variëren enorm. Zo zijn energie, slimmer werken, duurzaamheid, netwerken en onze toekomst bijvoorbeeld onderwerpen waar we het vaak over hebben. Check onze agenda hier of meld een onderwerp hier aan. Tech Technologie is sneller in ontwikkeling dan ooit. Culture Dingen doen die nut hebben, zingeving, relevantie. Introducing frog's Collective Action Toolkit By David Sherwin - November 15, 2012 Today, frog is pleased to release the Collective Action Toolkit (CAT). The CAT is a package of resources and activities that enable groups of people anywhere to organize, build trust, and collaboratively create solutions for problems impacting their community. frog developed the CAT to help groups of people create positive change in their communities. While intended for use by leaders in local communities, it draws from both our social innovation work and our expertise in encouraging grassroots innovation within startups and large-scale organizations. You can use the CAT with a group within your organization or your community to: Solve problems: No matter what size of problem you’re looking to solve, the activities in the CAT can help your group investigate and generate solutions for community problems. Build new skills: Gain important life skills with you group and understand how to best put them to use.
Innotribe at Sibos Osaka: Digital Asset Grid This blog post shares some more details about the Digital Asset Grid session. The session Digital Asset Grid will take place on Wednesday 31 Oct 2012 from 16:00 till 17:30 in the Conference Room-3. It is part of the Main Conference sessions of Sibos. The overall Innotribe Program at Sibos here, and I try to keep that post up-to-date with the very latest speaker and program announcements. I have written extensively about the Digital Asset Grid in previous blog posts. Most recently in Banks-as-a-Platform and the Cambrian Explosion of Everything, all reflections on what it means to live in a hyper-connected world, to be immersed in the digital age. We swim in a sea of data and the sea level is rising rapidly. A new environment requires a new design. The digital age and making the new design presents both threats and opportunities for Banks: The Digital Asset Grid is a research project by Innotribe, SWIFT’s Innovation initiative for enabling collaborative innovation. What we will show-case is:
Case Study: Collective Action Toolkit—Enabling Groups to Collaborate Effectively In 2011 and 2012, frog collaborated on a research project exploring the nature and value of connections for adolescent girls living in extreme poverty in the developing world. Over the course of the project, we needed to translate the design process into something these female participants would really care about—something meaningful and useful that provided immediate value to their daily lives, with the design goals of the program playing a secondary role. Two key questions emerged from the project: How might we translate the design process into something centered on skill development and knowledge-sharing for communities instead of concept generation for designers? How might we make it a process in which the development and communication of ideas becomes a vehicle to teach inquiry, leadership and problem solving to anyone, from any culture? The Collective Action Toolkit (CAT) was developed as a response to these questions. Budget Research Strategy Challenges Effectiveness
Against School - John Taylor Gatto How public education cripples our kids, and why I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers' lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. We all are. The empire struck back, of course; childish adults regularly conflate opposition with disloyalty. But we don't do that. Do we really need school? to fill the young of the species with knowledge and awaken their intelligence. . . . 1) The adjustive or adaptive function. 2) The integrating function.
Want To Help Kids Solve Problems? Have Them Design Their Own Solutions The 11 students in the room were nervous. They were about to present their ideas for an Anti-Violence Week to the school principal, Mr. Muhammad. Their journey began with a simple question: What change do you want to see in your community? Given that America’s educational system expects students to master STEM and other standards-based testing, frog wanted to help them learn the 4Cs: critical thinking, communication, collaboration, and creativity. We see those skills as accelerants that help people understand how to better explore and relate information across a wide variety of subjects. When students design solutions, they develop skills At frog, we’ve been exploring how student-led problem solving creates ripple effects felt in the classroom, the school, and the community at large. The toolkit encourages problem solving as a form of skill development, with group activities that draw on participants’ strengths and perspectives. Designers help students identify issues That fifth C?
Why School? TED ebook author rethinks education when information is everywhere. The Internet has delivered an explosion of learning opportunities for today’s students, creating an abundance of information, knowledge, and teachers as well as a starkly different landscape from the one in which our ideas about school were born. Traditional educators, classrooms, and brick-and-mortar schools are no longer necessary to access information. Instead, things like blogs and wikis, as well as remote collaborations and an emphasis on critical thinking skills are the coins of the realm in this new kingdom. Yet the national dialogue on education reform focuses on using technology to update the traditional education model, failing to reassess the fundamental model on which it is built. In Why School? Why must schools change how they teach? Every generation seems to think its students are different. Students in the K-12 system have never known a world without the Internet. With so much information out there, it seems that finding information is easy but assessing it is tricky.
frog Wins IDSA IDEA Award for the Collective Action Toolkit By David Sherwin - July 1, 2013 frog is honored to accept an International Design Excellence Award (IDEA) from the International Designers Society of America (IDSA) IDEA is recognized as the preeminent international design competition and referred to as “the Oscars of Design.” frog's Collective Action Toolkit received a Bronze in the Design Strategy category. The Collective Action Toolkit is for community leaders who want to bring together groups that want to solve problems in their community, while gaining valuable skills and knowledge along the way. Developed specifically for non-designers, the CAT encourages problem solving as a form of skill development with activities that draw on each participant’s strengths and perspectives in pursuit of a common goal. The toolkit is used worldwide by over 10,000 problem solvers and counting—most of whom would never have called themselves designers.
Schools | Big Picture The Big Picture Learning design is a dynamic approach to learning, doing, and thinking that has been changing the lives of students, educators, and entire communities since 1995. All of the components of the design are based on three foundational principles: first, that learning must be based on the interests and goals of each student; second, that a student’s curriculum must be relevant to people and places that exist in the real world; and finally, that a student’s abilities must be authentically measured by the quality of her or his work. The Five Learning Goals Big Picture Learning believes that high school graduates must know how to reason, problem-solve, and be active members of the community. The five Learning Goals are: Empirical ReasoningQuantitative ReasoningCommunicationSocial ReasoningPersonal Qualities Big Picture Learning School Distinguishers Big Picture Learning schools are unique environments where students can flourish as individuals within a community of learners.