The recently released IDEO Wise Report entitled, Thinking and Acting like a Designer: How design thinking supports innovation in K-12 education by Annette Diefenthatler, Laura Moorhead, Sandy Speicher, Charla Bear and Deirdre Cerminaro is a comprehensive snapshot of what design thinking is looking like in the global K-12 environment.
“If we want students to be creative, collaborative, communicative problem-solvers, adults – administrators, as well as teachers – need to act the same way.” (p. 44)
This quote, hidden deep in the text, is a very important point to make if we are to adopt the mission to embed a designer mindset in the K-12 classroom. Every one of the stakeholders in the school and the administration of that school must put on the cloak of a designer.
I feel many teachers are already there because they are accommodating students within their classrooms everyday. Students who need to stand or pace to get work done. Students who need headphones to tune out. Students who need an extra snack in the morning to help them concentrate. Many teachers are designing a classroom where their students find comfort, safety and success.
Wearing the cloak of the designer is much bigger than the classroom as well. Can we revisit many of the norms we take for granted within a school and classroom every year to change and adapt them to the current wave of students and stakeholders? Do we have to accept a schedule or routine or an environment that does not challenge every one to be their most engaged self?
This report does challenge the stakeholders in education to use design thinking in the design of schools, classrooms, curriculum and programs to encourage students and staff to be engaged in learning.
Embedding the curriculum with design challenges associated with real world problems surrounds students with the possibility of designing solutions for curriculum related, interdisciplinary problems. Key to the success of students using the design process is the modeling of all staff who think and solve problems using design thinking methods.
This document gives practical, real life examples of what design thinking looks like at many levels of K-12 education and would be a great read for anyone creating a culture of design in any education setting.
We are 18 years into this new century. Eighteen years. Students born in this century will be on campus this year. It is time to embrace the new learning environments that have presented themselves this century.
There are many new spaces to create learning opportunities here in the city. Learning has never been restricted to the classroom but there are some amazing opportunities out there for some unconventional discovery, design and creativity.
Many makerspaces are now accessible here in Calgary. Try to visit one a month or a couple on a weekend to investigate which one can help you express that creativity that is bursting to get out.
Protospace has been around for a while and welcomes newcomers every Tuesday evening to look around and see if the space and the peer group fits your needs.
Fuse33 is the newest space in Calgary and you can arrange to go and see it. It is a bright working space that offers everything from woodworking to sewing in a bright building in the South East area of Calgary.
The Calgary MakerSpace has plans for an incredible space that will be accessible by many. Follow their progress on their site.
And last but not least, the newly opened Lab NEXT here at the University of Calgary. “Lab NEXT features a makerspace, bookable collaboration rooms, open collaboration space, and high performance computers.” Also in the space are various 3D printers, Cricut machine and scanners. Workshops are being run during Block Week and into January to familiarize staff and students with the space and resources available on a bookable or drop in basis.
Lab NEXT not only features state-of-the-art equipment, it also has staff to help you with various questions you may have about your research technology. It is a very handy place to have on campus for the use of staff and students. It is located on the 3rd floor of the TFDL. Visit the site and go over to check it out.
Many schools (elementary, secondary and post-secondary) are including a MakerSpace in their square footage. People are reconfiguring spaces, libraries, learning commons, classrooms and basement rooms to include a MakerSpace. People are using grant money, parent council money, and other kinds of budgets to make this happen but I’m asking, does a makerspace have to be a space?
I mean it is nice if students have a dedicated space to do their making, designing and hands on learning but the space is not as crucial to making as the mindset.
Students and teachers may have a dedicated space to make with many fine kits and equipment but if the making is done as a “special” or unusual activity that must be booked and scheduled in, I feel students would not have the kind of making experience I envision.
Having a maker mindset that permeates a classroom with opportunities to try inventions and ideas out during the natural flow of learning creates an atmosphere where making is not a planned or scheduled event but an everyday occurrence.
The opportunity to embed this type of hands-on learning into each and every classroom suggests that the separate space idea may be just a short term measure to include making in schools. Teachers may move making directly into their classrooms as a way for students to express the outcomes of their learning in ways other than paper and pen or digital documents.
It’s great to have a MakerSpace but even better to have a maker mindset in every classroom for students who are tackling real world problems to be able to create many types of physical solutions as they continue to ponder solutions and learn original ways to problem solve creatively.
The four “super-skills” in education currently are communication, collaboration, critical thinking and creativity. How do you included all of these skills in a classroom? Use a game.
We recently used BreakOut EDU, a locked box game much like the “locked room” scenarios popular today, with 34 pre-service teaching students to show them the advantages of including a game in the classroom.
Students were in groups to tackle two game scenarios, one aimed at elementary classrooms and the other a little more complicated for middle school or even high school classes.
Students found they had to communicate with each other to find out the nature of the locks and the clues that would, potentially, unlock them. Collaboration was a valuable skill as some clues included math formulas or several people brainstorming answers to clues. People relied on their personal subject area strengths to contribute answers to some of the questions.
Critical thinking came in to play when teams inevitably hit the wall with some clues. Students began to “think outside the box” for answers to some roadblocks.
Finally, students became quite creative as time ran down on the game to match clue information with lock design. The teams were all successful.
By experiencing a real game situation, all of these students will be more prepared to introduce a game or game design into their own classrooms.
Please visit our new Research Guide about Games and Simulations from the Doucette Home Page for more information about including games in the classroom.
This post will be brief. I am just letting you know that the coolest place to be this weekend in Calgary is the Maker Faire at Spruce Meadows. Look at some of the exhibitors and some of the great demos and talks you can attend. Look for one of my favourite local makers, Make Fashion.
Please say “hi” and don’t be embarrassed to get your inner geek out. There will be crowds to surround you as you are inspired to make.
Tickets available on-line. Celebrate that making is now mainstream!
Now there’s a thought. What can you do with boxes or with cardboard that can be, often, gathered for free for your classroom?
The story of Caine’s Arcade, mentioned before in this blog, is the story of true making and playing. Bringing this playful atmosphere into your classroom can be a real bonus hands-on experience for your students.
There is an actual cardboard challenge that you can sign your class up to do or you can connect it to curriculum units that you are currently teaching. There are many ideas on-line to inspire you to connect building and inventing to content. And, as you may know, here at the Doucette, we are BIG fans of Pinterest so follow some Pinterest Boards for a variety of ideas.
Instead of the masses of tape you may use during such projects, perhaps invest in a few sets of the reusable Make-Do’s that help in cardboard construction.
Just a very simple, low cost, low tech idea to engage students in hands-on, innovative learning, planning, playing and showcasing with their own ideas.
Have you ever run into a problem that is like the writer’s block of learning? I have been experiencing this feeling lately when it comes to Adafruit Gemma and Flora, two namebrand components that use Adruino open source coding to control LED lights embedded in cloth or clothing. Although I know that all of the components should work together to create a blinking fashion statement, the blink eluded me.
I sewed with conductive thread. I replaced conductive thread with alligator clips. I watched YouTube videos, frame by frame. I downloaded. I uploaded.
My partner-in-crime asked the essential question. “Who do we know that could help us?” We sent out an appeal for knowledge. Did someone we know, know someone who knows what we don’t know?
My point is that, generally, given a whole university campus, someone knows what you want to know. And in this case our query was answered with a delightful person we had no previous knowledge of who knew exactly what we didn’t know.
It would seem Adafruit Gemma and Flora are not so easy to get working with conductive thread and the coding is a bit tough to download onto the microcontrollers. I was having trouble for a very good reason.
Our new contact, from a faculty far, far away, was looking to embed clothing with LED lights, just like we were, but his knowledge led him to create various special components that would make the coding use “Scratch” and he traveled to China to make sure the components were easy to use for makers (yes, I call myself a maker) like me.
What’s my point? Just ask. Ask for the knowledge you need. The world we live in is made very small by social media and email. Ask if someone you know, knows someone who knows what you want to know.
And I’m very excited to continue to pursue this project with new eyes and new technology and a new person to help out. The kits and materials we will be using look like they would function well in the K-12 environment. I’ll let you know what I know when I know it.
How much fun can a banana-piano be? Well if you are in the right place with the right people – it can be amazing.
The TFDL (Taylor Family Digital Library) on the campus of the University of Calgary hosted “Campus Collisions” as part of the 2017 edition of Beakerhead. It was suggested I join in the fun with a table in the front foyer of the main library. And join in the fun I did!
First, the banana piano with the help of the Makey-Makey kit, attracted many, many students who were, clearly, trying to get from one place to another through the foyer. The same as it is an attraction for K-12 students, the visual presentation of having a dozen bananas attached by alligator clips to a Makey-Makey in turn hooked up to a MacBook was irresistible for most passersby.
There were people waiting patiently for their chance to play the banana piano. It was wonderful to see the reaction of students of all ages. Many had me SnapChat a video for them to send to friends. “Look what I did at university today!”
I also introduced many students to the blue-tooth enabled robot, Sphero 2.0 that rolled on the floor, controlled by various people using my ipad.
Just goes to show, science can be fun and interactive. One student went away and came back later to tell me that he had figured out that the bananas were not really the most important part of the banana-piano.
Pull out some fun makerspace activities and have students experience and talk about the magic. Look for great Beakerhead events around Calgary.
The current Horizon Report for K-12, collected, curated and written by members of the New Media Consortium (NMC) has recently been published online. I have referred to this annual report before, as it looks at various educational technologies and the possible time to adoption within schools.
Today, of interest, is the report about makerspaces contained within the “Important Development in Educational Technology for K-12 Education” section. Adoption for this addition to most schools is categorized as “one year or less.”
More interesting that the statistics about the adoption of makerspaces in schools is the more subtle change in language around the creation and use of a single space to the more general adoption of a “mindset.” Although, those who follow this blog would say that the report is “preaching to the choir,” I think this change in language is important to the development and sustainability of the makerspace movement.
“Building dedicated spaces for such activities can be perceived as secondary to the true spirit of this trend – integrating the maker mindset into the formal curriculum to spur real-world learning.” (p. 40, NMC/CoSN Horizon Report, 2017)
For pre-service teachers, researchers, and practicing teachers, this notion of developing a maker mindset within a classroom provides an over arching environment from which all learning can be done.
Creating an atmosphere filled with the 4 C’s: critical thinking, communication, collaboration and creativity demands the inclusion of a maker mindset, not just a space, within the classroom.
Stay tuned for further reflections on this report.