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Leading Through Service Design

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Presented at Australian Council for Educational Leaders (ACEL) Conference 2017: Respect the Past, Lead the Present, Secure the Future.

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Leading Through Service Design

  1. 1. Leading Through Service Design The DesignInSchools Project and its lasting effect on education and a community Wendy Cave Macquarie Primary School Mel Edwards, Justin Barrie Design Managers Australia
  2. 2. Over 30 years of education inspiration through a literacy lens
  3. 3. Over 30 years of design evolution Design of objects and artefacts as in engineering, architecture, & mass production Design of activities, processes, activities and the relationships or things that support them. Design of the environments and systems within which all the other orders of design exist; understanding how they work, what core ideas and values hold them together. Four orders of Design Design of communication with words, symbols & images First Order Second Order Third Order Fourth Order Adapted from Richard Buchanan’s thinking on Fourth Order Design
  4. 4. Action with a public services lens It’s driven by social outcomes (it’s about citizens and the organisation that delivers the services) It’s possible to change the system through (sticky) steps It’s complex we get to navigate the reality of organisational cultures
  5. 5. Education and Design – the same goals? • Making sense for social change • More than reading and writing - inquiry
  6. 6. Putting leadership into practice Power Empower Victims Rescuers Persecutors Teachers Coaches Mentors From Student Voice To Student Agency
  7. 7. How we did that - DesignInSchools • A multi-award winning project • A paper • An ongoing collaboration http://youtu.be/CCAPWj6xJXU
  8. 8. Respecting the past and building the future • Through building a lived experience. • Leading learners in the present as designers with agency. • Securing the future by equipping learners with a strong skillset and capability to deliver positive outcomes.
  9. 9. What was created
  10. 10. How meaning was made
  11. 11. Why it was possible The designers’ perspective
  12. 12. What was in place for design to work Making a real difference Leading within the reality of the strategic focus of your bureaucracy Being an educator within a curriculum scaffold • Inquiry • Literacy DiS • Experts • Partners • Real social outcome • Beyond power and stationery
  13. 13. Why it was successful The Educator’s perspective
  14. 14. What’s next? Didactic Constructive• Collaborative literacy • Approaching complexity in education • A long-term relationship Instructive Collaborative Education Service Design
  15. 15. When we adults think of children, there is a simple truth which we ignore; childhood is not preparation for life; childhood is life. A child isn’t getting ready to live; a child is living. The child is constantly confronted with the nagging question: “What are you going to be?” Courageous would be the youngster who, looking the adult squarely in the face, would say, “I’m not going to be anything; I already am.” We adults would be shocked by such an insolent remark, for we have forgotten, if indeed we ever knew, that a child is an active participating and contributing member of society from the time he/she is born. Childhood isn’t a time when he/she is moulded into a human who will then live life; he/she is a human who is living life. No child will miss the zest and joy of living unless these are denied him by adults who have convinced themselves that childhood is a period of preparation. How much heartache we would save ourselves if we would recognize the child as a partner with adults in the process of living, rather than always viewing him as an apprentice. How much we would teach each other… adults with the experience and children with the freshness. How full both our lives could be. A little child may not lead us, but at least we ought to discuss the trip with him; for, after all, life is his and her journey too. Professor T. Ripaldi Notes on an unhurried journey
  16. 16. Thanks! Wendy Cave @wendy_cave http://www.macquarieps.act.edu.au Mel Edwards, Justin Barrie @DMA_Canberra www.designmanagers.com.au
  17. 17. How do we know that it’s a DesignInSchools Project? It’s a collaborative partnership between design and education professionals and little people, bringing professional service design methods and techniques into an inquiry-based primary school classroom and community to solve a real world problem effecting the School. What type of techniques do I need to make space for in DiS? • Concept visualisation and sketching. • Prototyping and iteration in a collaborative environment to learn what works best • Ethnographically-based research for evidence-based decisions – interviews, observation. • Information analysis and synthesis to define what if, what could be, what should be, what will be. • Data gathering and statistical analysis. As a leader, what will I need to have in place for DiS 1. There is an existing issue/problem that effects the school community. 2. There is an intention and commitment from the Principal/Vice Principal to support the project and manage the school community expectations. 3. There is an identified cohort of 10 to 20 Year 5 to Year 6 Students able to be committed to the process. Students don’t need to belong to the same class, but common teachers help. 4. There is professional Design Support in a leading, mentoring or validation role. What Project Structure will I need to support as a leader? Session 1: Defining Intent 2: Research and Insight 3: Prototyping & testing 4: Analysis & solution Focus Developing a design intent and design question to solve. Focus Undertaking research and developing insights. Focus Prototyping, testing and measuring. Analysis and solution development. Activities Intent / Design Q / Design 101 Research / desk / observation / interview / insights Prototype / trade show / measurement Analysis / solutions / decisions Project Outcome We know the sponsor and understand their problem, we have clear parameters and are set-up to start researching. We have developed understanding and insights have emerged from our research. Our insights have become concepts to build for testing in the real world. The test results are analysed, we reflect our intent and insights and work through the solutions to recommend. Activity - What question does your school need to answer?

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