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The answer to empowering our learners by giving them purpose and inspiring their passion may be right under our noses. In play, one group of children may use dozens of LEGO pieces to recreate the excavator they found fascinating on their neighborhood walk, while another group of students uses Minecraft to create a fireworks display in honor of the Chinese New Year. Taken together, students learn the science and engineering behind simple machines or the importance of cultural practices in social studies, while learning how to collaborate with others and create something better together. In each instance, students use elements of design thinking to cocreate and problem solve, engaging in thoughtful dialogue and continuous iteration. This play can be made into so much more if educators guide students by demonstrating the utility of the content they're learning and inviting students into the process of meaning making.
Via Kim Flintoff
As schools focus on building students’ capacity to learn and solve problems outside the formal classroom, many educators have embraced “design-thinking” strategies as a promising approach.
The appeal of design thinking, which evolved out of strategies to improve product design, is that it fosters brainstorming and collaboration skills that are valuable in a changing world where many challenges don’t have textbook answers.
But do design-thinking strategies actually improve a student’s performance? Perhaps more important, will students use those strategies outside of school? Until now, both questions have been hard to measure.
A new study by researchers at the Stanford Graduate School of Education (GSE) provides some answers: yes and yes.
Via John Evans
The modern designer has a breadth of human experiences, not degrees.
Via Bobbi Dunham
Dedicado a divulgar los mejores conocimientos y prácticas de administración de las organizaciones y empresas.
Via Manuel Gross
"I’m speaking at the national Apple Regional Training Centre conference next week in the UK and one of the sessions I’m running is around the idea of the ‘Genius Hour’ ..."
Via Leona Ungerer
If you’ve been hearing a lot lately about design, there’s a good reason. Design as a discipline has found a full seat at the table of private enterprise as a driver of business value and competitive edge. Recent mergers and acquisitions activity underscores the growing recognition of the critical role of design in innovation, strategy, and business development. Although 42 design firms have been acquired over the past decade, nearly half of the acquisitions happened in the past year (2015), according to the Kleiner Perkins Caufield & Byers influential Design In Tech Report 2016.
Via ColinHickie
"The best designs are human centered. Putting human beings at the center of the process helps us create and maintain humanity as we innovate and move forward ..."
Via Leona Ungerer
Ya la semana pasada hablaba yo acerca de cómo, el pensamiento de diseño o design thinking nos podía ayudar a nosotros como formadores a generar un ambiente que motive a nuestros estudiantes o público en general, a querer aprender más sobre los temas que les enseñamos, tan solo realizando pequeños cambios en la distribución del sitio donde impartimos clases o aceptando las ideas que ellos propongan.
Via Gumersindo Fernández
Using methods familiar to designers as an approach to problem solving in organizations is not a particularly new development, but now higher education may be looking at it as a way to reform how education is delivered.
Via Society for College and University Planning (SCUP)
Por un lado, el Visible Thinking (Aprendizaje Basado en el Pensamiento) proporciona una serie de rutinas y destrezas muy adecuadas para utilizar en aquellas sesiones del proyecto en las que explico contenidos teóricos básicos. ... Del Design Thinking conozco mucho menos pero creo que, por un lado, las etapas en las que se estructura (Empatizar, Definir, Idear, Prototipar y Evaluar) pueden ayudarme a organizar mejor los proyectos (y a que los alumnos desarrollen más su talento y creatividad). Por otro lado, en cada etapa se utilizan algunas técnicas que parecen encajar bien (ya digo que todavía no domino el tema) con las Destrezas de Pensamiento desarrolladas desde el Aprendizaje Basado en el Pensamiento.
Via Alejandro Sarbach
Taller sobre Design Thinking impartido en ITC en marzo de 2013
Via Paz Gonzalo
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As the final project of the school year, I asked a group of my gifted 4th through 6th graders to design and prototype a new type of shoe. In a recent post from Idea U, Why Everyone Should Prototype (Not Just Designers), Chris Nyffeler, IDEO Executive Design Director, discussed the purpose and value of prototyping:
When we say prototype, that’s anything that gets the idea in your head into an artifact people can experience and offer feedback on.
You use prototyping to process the ideas themselves and to help you think through the idea better.
It’s not that you process your idea and then communicate it through a prototype. You actually use prototyping to process the ideas themselves and to help you think through the idea better.
Keep early prototypes quick and scrappy. By starting with tools that are familiar to you and easy to use, you can quickly create something tangible that will allow you to gather feedback and learn what’s working and what’s not.
Via John Evans
Porque no conocían otra cosa, no concebían otra cosa. ¡Ya sabes…! Salir de la zona de confort y hacer tambalear los paradigmas de siempre. Como decía De Bono acerca de la creatividad: “romper con los patrones establecidos para mirar las cosas de otra forma”. Ahora fíjate en esta nueva apuesta de Nintendo… No sabemos qué …
Via Marta Torán
What I love about Design Thinking is that it's flexible. There are teaching approaches out there that tell us what to do, but it makes more sense for every teacher to teach differently every year, because we each get different students.
Think about it. We don't treat all our friends and family the same. Our interactions with them are largely based on our experience of who they are and what makes them tick. Teaching is the same way. One size fits all approaches do not work.
The challenge is that, in the grand scheme of things, we only know our students for a short time. However, personalization of education is not a fad; it's a thing. So. let's use the Design Thinking Cycle (Empathy, Definition, Ideation, Prototyping, Testing) to improve Teaching, shall we?
Via Ariana Amorim, John Evans
Las 7 etapas del Design Thinking aplicando la Teoría U de Otto Scharmer
Via Manuel Gross
Design thinking is a human-centered approach to problem solving. It's an iteratve and responsive process. For instructional designers (IDs), design thinking should be part of what we do. Despite pressures to develop learning experiences as "one-and-done" events, our designed experiences should be intentionally learner-centered and dynamic. Even though there's a natural synergy between ID processes and design…
Via callooh
Un kit pratique pour la conception de projets centrés sur les usagers Le design thinking permet de résoudre de façon créative les défis quotidiens que l’on rencontre en bibliothèque. IDEO emp…
Via Deborah Potelle
Guest blogger Ashley Nahornick, a Doctorate of Education Candidate at Teachers College Columbia, offers a one-minute strategy for introducing teachers and students to the mindset of design thinking.
Via Sharrock, Mark E. Deschaine, PhD, Julie Tardy
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Una de las cuestiones que, lamentablemente, siguen estando en cueros en la mayoría de centros educativos y en la cabeza de los docentes que se hallan
Via David Fociños
At the Nueva School in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives.
Via Ana Rodera, Adelina Silva
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