This document outlines current and future trends in media and information, including ubiquitous learning, massive open online courses (MOOCs), wearable technology, and 3D environments. It describes these trends and provides examples. Students will learn to describe MOOCs, evaluate how trends affect society, predict future innovations, and create prototypes of future media. A performance task challenges students to design prototypes that address issues related to media/information in the Philippines by using the design thinking process.
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Generative AI and higher education: key issues for Business Schools and Unive...Alain Goudey
Given in May 2023 at AMBA Annual Conference in Sevilla, Spain, the title of this talk is: Generative AI and higher education - Key issues.
The talk began with an introduction to Generative AI, explaining its basis in machine learning and its ability to generate new content, such as text, images, and music, based on patterns it learns from data. I emphasized the transformative potential of this technology, particularly in the field of higher education and highlighted the heavy news on the topic.
The first key issue discussed was the potential of Generative AI to revolutionize teaching and learning processes. I highlighted how AI could personalize education by adapting to individual students' learning styles and pace, thereby improving engagement and outcomes. The use of AI in automating grading and providing instant feedback was also discussed, with the potential to free up time for educators to focus on more complex tasks.
The second key issue was the ethical implications of AI in education. Concerns were raised about data privacy, as AI systems require large amounts of data to function effectively. I also addressed the risk of AI systems perpetuating biases present in their training data, potentially leading to unfair outcomes for students.
The third key issue was the need for curriculum reform to prepare students for a future where AI plays a significant role. I argued for the inclusion of AI and data literacy in all curriculums, not just those related to technology or business. This would equip students with the skills needed to navigate and succeed in an AI-driven world.
The talk concluded with Q/A and a call to action for the Deans of business schools and universities worldwide. The speaker urged them to embrace the opportunities presented by Generative AI, while also addressing the ethical challenges it poses. They were encouraged to lead the way in integrating AI into their institutions, both as a tool for teaching and learning and as a subject of study in its own right.
This is my second web2.0 show for educators and there are still opportunities for so much more learning! Mail me with any ideas. elaine.talbert@det.nsw.edu.au
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
1 IDS 403 Final Project Part Two Guidelines and Rubric AbbyWhyte974
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Generative AI and higher education: key issues for Business Schools and Unive...Alain Goudey
Given in May 2023 at AMBA Annual Conference in Sevilla, Spain, the title of this talk is: Generative AI and higher education - Key issues.
The talk began with an introduction to Generative AI, explaining its basis in machine learning and its ability to generate new content, such as text, images, and music, based on patterns it learns from data. I emphasized the transformative potential of this technology, particularly in the field of higher education and highlighted the heavy news on the topic.
The first key issue discussed was the potential of Generative AI to revolutionize teaching and learning processes. I highlighted how AI could personalize education by adapting to individual students' learning styles and pace, thereby improving engagement and outcomes. The use of AI in automating grading and providing instant feedback was also discussed, with the potential to free up time for educators to focus on more complex tasks.
The second key issue was the ethical implications of AI in education. Concerns were raised about data privacy, as AI systems require large amounts of data to function effectively. I also addressed the risk of AI systems perpetuating biases present in their training data, potentially leading to unfair outcomes for students.
The third key issue was the need for curriculum reform to prepare students for a future where AI plays a significant role. I argued for the inclusion of AI and data literacy in all curriculums, not just those related to technology or business. This would equip students with the skills needed to navigate and succeed in an AI-driven world.
The talk concluded with Q/A and a call to action for the Deans of business schools and universities worldwide. The speaker urged them to embrace the opportunities presented by Generative AI, while also addressing the ethical challenges it poses. They were encouraged to lead the way in integrating AI into their institutions, both as a tool for teaching and learning and as a subject of study in its own right.
This is my second web2.0 show for educators and there are still opportunities for so much more learning! Mail me with any ideas. elaine.talbert@det.nsw.edu.au
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
1 IDS 403 Final Project Part Two Guidelines and Rubric AbbyWhyte974
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
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For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
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In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
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1. Media and Information Literacy (MIL)
9. CURRENT AND FUTURE TRENDS IN MEDIA
AND INFORMATION
Mr. Arniel Ping
St. Stephen’s High School
Manila, Philippines
Updated: February 10, 2017
2. Learning Competencies
Students will be able to…
describe massive open on-line (MIL11/12CFT-IIIi-
26)
evaluate current trends in media and information
and how it will affect/how they affect individuals
and the society as a whole (MIL11/12CFT-IIIi-26)
3. Learning Competencies
Students will be able to…
predict future media innovation (MIL11/12CFT-IIIi-
27)
synthesize the overall knowledge about media and
information with skills for producing a prototype of
what the learners think is a future media
innovation (MIL11/12CFT-IIIi-28)
4. I- Current and Future Trends of Media and Information
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Topic Outline
6. What is ubiquitous learning?
Ubiquitous
Learning
…learning at any time, at any
place
https://clwb.org/2013/06/10/what-is-
ubiquitous-learning/
7. The main characteristics of ubiquitous learning are:
(Chen et al., 2002; Curtis et al., 2002)
Permanency: Learning
materials are always
available unless
purposely deleted.
Accessibility: Access
from everywhere as
personally required
Source: https://clwb.org/2013/06/10/what-is-ubiquitous-learning/
8. The main characteristics of ubiquitous learning are:
(Chen et al., 2002; Curtis et al., 2002)
Immediacy: Wherever a
student is, he/she can
immediately access learning
materials.
Interactivity: Online
collaboration with teachers
and/or peers
(chat/blogs/forums)
Source: https://clwb.org/2013/06/10/what-is-ubiquitous-learning/
9. The main characteristics of ubiquitous learning are:
(Chen et al., 2002; Curtis et al., 2002)
Situated instructional
Activities: Learning in
context (on-site).
Adaptability: Getting
the right information at
the right place for the
right student.
Source: https://clwb.org/2013/06/10/what-is-ubiquitous-learning/
10. What is MOOC?
Source: http://www.codlearningtech.org/2015/11/23/5-questions-what-you-need-to-know-about-
moocs/
11. Video Presentation
MOOCs and Beyond
(2013), EDUCAUSE SPRINT 2013,
YouTube Channel: educause, retrieved February 7,
2016 from
https://www.youtube.com/watch?v=XGMrzQ7YOfI
12. Formative Assessment
Understanding an Infographics
“To MOOC or Not to MOOC”
by topcollegesonline.org
Published: January 14, 2014
http://elearninginfographics.com/to-mooc-or-not-
to-mooc-infographic/
13. Formative Assessment
Understanding an Infographics
“MOOC: Today and Tomorrow”
by myelearning.com
Published: October 17, 2016
http://elearninginfographics.com/mooc-today-and-
tomorrow-infographic/
14. Formative Assessment:
Class Discussion
What is MOOC?
How was MOOC made possible today?
How is it different from taking a course from a
college or university?
How is it changing or influencing education at
present?
21. Video Presentation: Wearable
Technology
Top 10 Best Wearable Tech Products - Gear UP
YouTube Channel: WatchMojo.com ,
Published Dec. 35, 2016
Retrieved Feb. 8, 2017 from
https://www.youtube.com/watch?v=WMz5CMeXOLY
22. Video Presentation: 3D Environment
Augmented Reality, Holograms & 3D Scanning
YouTube Channel: Sky News
Published June 5, 2015
Retrieved Feb. 8, 2017 from
https://www.youtube.com/watch?v=NHMyLoTG5-w
23. Video Presentation: 3D Environment
17 Incredible 3D Printed Objects
YouTube Channel: Talltanic,
Published Oct. 3, 2016
Retrieved Feb. 8, 2017 from
https://www.youtube.com/watch?v=FSu19nz7NlE
24. Formative Assessment:
Recitation
Guide Question
1. Which of the discussed trends
in media and information do
you think will have the most
impact or influence to people
and to the society as a whole?
Why?
26. Performance Task: Project
Title: Prototyping for Empathy
Prototype
the original model of something from
which later forms are developed
(http://dictionary.cambridge.org/us/dictionary/english/prototype)
an original model on which something is
patterned
(https://www.merriam-webster.com/dictionary/prototype)
30. Performance Task: Project
Title: Prototyping for Empathy
Collaborative Learning
Divide the class into 6 or 8 smaller groups.
Materials
partolina pencil
eraser pentel pen
ruler masking tape
scissors coloring materials.
art paper glue
31. Performance Task: Project
Title: Prototyping for Empathy
Procedure
1. Identify problems or issues that is related to media
and information in the Philippines.
2. Among the identified problems, select which you
think needed an immediate attention. Brainstorm
what causes the problem and what are the possible
ways to solve it.
32. Performance Task: Project
Title: Prototyping for Empathy
Procedure
3. Pair the different groups. Each group will interview the
other group to which they are paired with regarding
what issue they want to address, what causes it, and
how do they want to solve it.
4. Each group will design a technology tool that will
provide the needed solution to the discussed issue or
problem presented to them by the other group.
33. Performance Task: Project
Title: Prototyping for Empathy
Procedure
5. Create a prototype of the technology tool they
designed to address the problem presented to
them by the other group.
6. Explain in the class the problem or issue that was
presented to them and present the prototype they
created to solve it.
34. Performance Task: Project
Title: Prototyping for Empathy
Procedure
7. The class will provide a feedback how the
prototype can be improved.
8. The group who presented will take note of the
given feedback to further improve their
prototype.
35. Performance Task: Project
Title: Prototyping for Empathy
Procedure
9. Each group will improve their prototype based on the
given feedback.
10. Have an Expo in your classroom where the prototypes will
be displayed with the following printed information:
problem or issue in media and information, name of the
prototype, and what it can do and how it can solve the
given problem. Invite visitors to your Expo. Assign a
member per group to explain the prototype.
37. References
Media and Information Literacy Curriculum Guide by DepEd
Media and Information Literacy by Boots Liquigan, Diwa
http://www.tonybates.ca/2015/02/21/10-key-takeaways-about-
differences-between-classroom-blended-online-and-open-
learning/
https://clwb.org/2013/06/10/what-is-ubiquitous-learning/
https://education.illinois.edu/newlearning/ubiquitous-
learning.html
https://net.educause.edu/ir/library/pdf/eli7078.pdf
This lesson is designed for 3 meetings, one hour per meeting.
http://www.tonybates.ca/2015/02/21/10-key-takeaways-about-differences-between-classroom-blended-online-and-open-learning/
Blended learning is a student-centered approach that integrates learning experiences in online and face-to-face environments.
Source: http://www.learnnc.org/lp/pages/6722
Blended learning is a student-centered approach to creating a learning experience whereby the learner interacts with other students, with the instructor, and with content through thoughtful integration of online and face-to-face environments.
(R. Garrison & H. Kanuka, "Blended Learning: Uncovering its Transformative Potential in Higher Education," Internet and Higher Education 7 (2004): 95–105.)
Taken also from http://www.learnnc.org/lp/pages/6722
Source: http://www.codlearningtech.org/2015/11/23/5-questions-what-you-need-to-know-about-moocs/
What Are They?
A Massive Open Online Course, or MOOC, is an online course that offers open access via the Internet for free or at a low cost. Many MOOCs are modeled after existing college or university courses, but unlike these courses, most MOOCs do not count for college credit. There are some exceptions, however, with a few providers offering certificates of completion if students take proficiency exams, or partnering with more traditional online programs to offer for-credit courses.
What else defines a MOOC? As their name suggests, many MOOCs have huge class sizes, with the largest on record topping out at over 300,000 students. Another important element of a MOOC is open licensing. This can apply not only to the course itself, which offers open enrollment, but also to much of the content, structure, and resources employed by the course, allowing anyone, anywhere to sign up and take the course.
Wearable Technology
Google glass (https://www.pinterest.com/explore/vr-headset/)
Fitbit Charge 2 (http://intl.target.com/p/fitbit-charge-2-heart-rate-fitness-wristband/-/A-51591651)
iPhone watch (http://www.iphonefaq.org/archives/975325)
Microsoft HoloLens (https://www.microsoft.com/microsoft-hololens/en-us)
HTC Vive VR Headset (http://uk.businessinsider.com/htc-vive-pre-order-date)
3D Environment
3D printer (http://www.3ders.org/articles/20140329-ultimaker-2-3d-printer-source-files-now-online.html
Wearable Technology
Google glass (https://www.pinterest.com/explore/vr-headset/)
Fitbit Charge 2 (http://intl.target.com/p/fitbit-charge-2-heart-rate-fitness-wristband/-/A-51591651)
iPhone watch (http://www.iphonefaq.org/archives/975325)
Microsoft HoloLens (https://www.microsoft.com/microsoft-hololens/en-us)
HTC Vive VR Headset (http://uk.businessinsider.com/htc-vive-pre-order-date)
3D Environment
3D printer (http://www.3ders.org/articles/20140329-ultimaker-2-3d-printer-source-files-now-online.html
Wearable Technology
Google glass (https://www.pinterest.com/explore/vr-headset/)
Fitbit Charge 2 (http://intl.target.com/p/fitbit-charge-2-heart-rate-fitness-wristband/-/A-51591651)
iPhone watch (http://www.iphonefaq.org/archives/975325)
Microsoft HoloLens (https://www.microsoft.com/microsoft-hololens/en-us)
HTC Vive VR Headset (http://uk.businessinsider.com/htc-vive-pre-order-date)
3D Environment
3D printer (http://www.3ders.org/articles/20140329-ultimaker-2-3d-printer-source-files-now-online.html
Wearable Technology
Google glass (https://www.pinterest.com/explore/vr-headset/)
Fitbit Charge 2 (http://intl.target.com/p/fitbit-charge-2-heart-rate-fitness-wristband/-/A-51591651)
iPhone watch (http://www.iphonefaq.org/archives/975325)
Microsoft HoloLens (https://www.microsoft.com/microsoft-hololens/en-us)
HTC Vive VR Headset (http://uk.businessinsider.com/htc-vive-pre-order-date)
3D Environment
3D printer (http://www.3ders.org/articles/20140329-ultimaker-2-3d-printer-source-files-now-online.html
Wearable Technology
Google glass (https://www.pinterest.com/explore/vr-headset/)
Fitbit Charge 2 (http://intl.target.com/p/fitbit-charge-2-heart-rate-fitness-wristband/-/A-51591651)
iPhone watch (http://www.iphonefaq.org/archives/975325)
Microsoft HoloLens (https://www.microsoft.com/microsoft-hololens/en-us)
HTC Vive VR Headset (http://uk.businessinsider.com/htc-vive-pre-order-date)
3D Environment
3D printer (http://www.3ders.org/articles/20140329-ultimaker-2-3d-printer-source-files-now-online.html
Wearable Technology
Google glass (https://www.pinterest.com/explore/vr-headset/)
Fitbit Charge 2 (http://intl.target.com/p/fitbit-charge-2-heart-rate-fitness-wristband/-/A-51591651)
iPhone watch (http://www.iphonefaq.org/archives/975325)
Microsoft HoloLens (https://www.microsoft.com/microsoft-hololens/en-us)
HTC Vive VR Headset (http://uk.businessinsider.com/htc-vive-pre-order-date)
3D Environment
3D printer (http://www.3ders.org/articles/20140329-ultimaker-2-3d-printer-source-files-now-online.html
This activity is inspired by the Design Thinking. Please go to this this links to know more about it before implementing this activity:
http://dschool.stanford.edu/dgift/
https://dschool.stanford.edu/wp-content/themes/dschool/method-cards/prototype-for-empathy.pdf
This activity is inspired by the Design Thinking. Please go to this this links to know more about it before implementing this activity:
http://dschool.stanford.edu/dgift/
https://dschool.stanford.edu/wp-content/themes/dschool/method-cards/prototype-for-empathy.pdf
Please read this http://www.userfocus.co.uk/articles/paperprototyping.html
Divide the class into 6, 8, or 10 smaller groups. It has to be an even number because you need to pair the groups later.
A first or preliminary version of a device or vehicle from which other forms are developed
(https://en.oxforddictionaries.com/definition/prototype)
In software development, a prototype is a rudimentary working model of a product or information system, usually built for demonstration purposes or as part of the development process. In the systems development life cycle (SDLC) Prototyping Model, a basic version of the system is built, tested, and then reworked as necessary until an acceptable prototype is finally achieved from which the complete system or product can now be developed.
(http://searchmanufacturingerp.techtarget.com/definition/prototype)
At the end of the activity, explain Design Thinking process to the students.
Source: http://dschool.stanford.edu/redesigningtheater/the-design-thinking-process/
The Design Thinking Process
The Design Thinking process first defines the problem and then implements the solutions, always with the needs of the user demographic at the core of concept development. This process focuses on needfinding, understanding, creating, thinking, and doing. At the core of this process is a bias towards action and creation: by creating and testing something, you can continue to learn and improve upon your initial ideas.
The design thinking process consists of these 5 steps:
EMPATHIZE: Work to fully understand the experience of the user for whom you are designing. Do this through observation, interaction, and immersing yourself in their experiences.
DEFINE: Process and synthesize the findings from your empathy work in order to form a user point of view that you will address with your design.
IDEATE: Explore a wide variety of possible solutions through generating a large quantity of diverse possible solutions, allowing you to step beyond the obvious and explore a range of ideas.
PROTOTYPE: Transform your ideas into a physical form so that you can experience and interact with them and, in the process, learn and develop more empathy.
TEST: Try out high-resolution products and use observations and feedback to refine prototypes, learn more about the user, and refine your original point of view.
