The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
This is a talk on 20 Jul 2016 for teachers on maker culture and the concept of "meaningful making" to make it more meaningful for students to engage in maker projects and education.
Dr. Clifford Choy discusses maker culture and STEAM education. He outlines PolyU Design's I MAKE initiative to promote making and maker culture through competitions, workshops, and Maker Faire Hong Kong. He defines makers, discusses why making is important for skills development and sustainability, and how PolyU Design supports making through infrastructure and STEAM knowledge. The document concludes by outlining potential student and teacher participation opportunities in Maker Faire Hong Kong 2015 workshops and competitions.
This document summarizes Dr. Clifford Choy's work on STEM, STEAM, making and design processes. It begins by defining STEM education and its goals of developing students' creativity, innovation, collaboration and problem solving skills. It then discusses expanding STEM to STEAM by integrating arts. The concept of "making" is introduced as a hands-on way for students to apply STEAM knowledge through intrinsic interests. Different design processes are outlined, including double diamond, design thinking and experiential learning models. The document concludes with an example of the design process used to develop a foldable stand for a Raspberry Pi, going through iterations of prototyping and refinement.
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
A talk presented on 12 Dec in the Asia-Pacific International Schools Conference on Making and Design (http://www.ltexpo.com.hk/aisc/portfolio/clifford-choy/)
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
This is a talk on 20 Jul 2016 for teachers on maker culture and the concept of "meaningful making" to make it more meaningful for students to engage in maker projects and education.
Dr. Clifford Choy discusses maker culture and STEAM education. He outlines PolyU Design's I MAKE initiative to promote making and maker culture through competitions, workshops, and Maker Faire Hong Kong. He defines makers, discusses why making is important for skills development and sustainability, and how PolyU Design supports making through infrastructure and STEAM knowledge. The document concludes by outlining potential student and teacher participation opportunities in Maker Faire Hong Kong 2015 workshops and competitions.
This document summarizes Dr. Clifford Choy's work on STEM, STEAM, making and design processes. It begins by defining STEM education and its goals of developing students' creativity, innovation, collaboration and problem solving skills. It then discusses expanding STEM to STEAM by integrating arts. The concept of "making" is introduced as a hands-on way for students to apply STEAM knowledge through intrinsic interests. Different design processes are outlined, including double diamond, design thinking and experiential learning models. The document concludes with an example of the design process used to develop a foldable stand for a Raspberry Pi, going through iterations of prototyping and refinement.
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
A talk presented on 12 Dec in the Asia-Pacific International Schools Conference on Making and Design (http://www.ltexpo.com.hk/aisc/portfolio/clifford-choy/)
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Evocative Pedagogy Bricolage Curriculum Common Coreilaeadigital
This document summarizes key points from a presentation by Olivia Gude on revising art education curriculum standards. It notes that simply focusing on elements and principles or traditional media is no longer sufficient. The field of art education must change to remain relevant and engage students. A good curriculum should support meaningful student artmaking, represent contemporary practices, and utilize skills in real contexts through investigative projects that introduce methods and create opportunities for students to make meaning.
1st meeting on 2017-06-23 in Yu Kan Hing Secondary SchoolClifford Choy
This document summarizes the first meeting of the Alliance for Promoting Maker Culture in Hong Kong (APMAC-HK). The mission of APMAC-HK is to promote making as a means of sustainable human development. It plans to include teachers, academics, students, suppliers/vendors, and volunteers. The meeting discussed STEM, STEAM and making education and how making can develop skills like problem solving, collaboration and interdisciplinary thinking. It also addressed providing infrastructure to support maker spaces in schools and potential maker projects for schools.
PolyU Design I Make Initiative (2015-09-25)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Suggestions on how to construct a Nerdy Derby car, sharing of the science behind it, and our own experience in making those. This is intended for teachers, and hope that this can help them to use Nerdy Derby car as a means to promote interests in students in learning STEM/STEAM knowledge
PolyU Design I Make Initiative (2015-08-13)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
The document discusses makerspaces, which are shared workspaces where people can access tools and equipment to learn skills through hands-on creation and collaboration. Makerspaces aim to stimulate creativity, innovation, learning, and economic development. Libraries are increasingly hosting makerspaces to provide resources to communities. The document provides examples of how makerspaces have been used in both classroom and non-classroom settings to teach skills across various subject areas in an interactive, project-based manner.
Innovative Learning Week is a festival of creative learning at The University of Edinburgh which aims to inspire, support, and celebrate creative learning on campus, online, and beyond. Running from 15-19 February 2016, staff and students are invited to collaborate and explore their teaching & learning experience in a new way.
This is a report about how ILW 2016 went.
Stay put for information about ILW 2017!
www.ed.ac.uk/innovative-learning
Notes for Free Culture Presentation - dScribe: working together to create Ope...Garin Fons
The dScribe model is a collaborative and participatory approach to creating open educational resources (OER) by distributing tasks across interested students, faculty, staff and others. It aims to lower the costs and efforts of OER production. Participants connect, learn basics, gather resources, assess and recommend actions, clear copyright and edit, review, then publish resources. Benefits include giving faculty help with OER creation, providing meaningful experiences for students and staff, and encouraging new teaching methods that view knowledge as socially constructed rather than transferred from faculty to students. The model has been implemented successfully in courses at the University of Michigan and with international partners.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
Common Core in the Cloud 2013: College & Career Readiness & Common Core natio...Vicki Davis
What are the strengths and weaknesses in Common Core. How does it look when we take it into the cloud? What are issues that those concerned with education reform must consider? How can we implement standards and preserve the beauty and importance of each individual child?
The document summarizes notes from the Computers in Libraries 2012 conference. It discusses keynotes on creating innovative libraries and strategic planning goals. Notes cover trends in library services like meeting users wherever they are, enriching campus programs, and ensuring equitable access to knowledge. The conference reinforced ideas like using technology initiatives, capturing ideas, and providing opportunities for users to create content.
Common Core in the Cloud June 2013 #tic13Vicki Davis
The document discusses reinventing writing through collaborative projects in the cloud. It advocates for moving beyond individual and singular authorship to collaborative writing done by groups of students and teachers. It describes how tools like wikis, apps, blogs and other cloud-based technologies can facilitate collaborative writing and help foster communities of practice among students. However, it notes that simply giving students access to these tools does not guarantee collaboration, and most wikis see limited actual co-construction between students. The document argues collaborative writing has benefits like improving learning experiences and preparing students for teamwork in the workplace.
The document provides an overview of 10 different tech tools that can help tackle challenges in the classroom, including tools for research, creativity, communication, collaboration, critical thinking, and problem solving. It then proceeds to describe each tool in more detail through text and images, highlighting their main features and how they can be used for educational purposes. The document concludes by emphasizing the importance of choosing the right tools and keeping up with new emerging technologies.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
This document summarizes emerging trends in educational technology. It discusses frameworks for 21st century learning skills like collaboration, critical thinking, and communication. Emerging technologies discussed include learning analytics, adaptive learning, location-based services, makerspaces, wearable devices, and the internet of things. The document cautions that technology alone does not guarantee improved learning outcomes and that teachers must craft challenging tasks to transform learning with technology.
Slide deck from AAM Annual Meeting in 2015: Digital Storytelling: The Dream, the Team, the Results
Media and Technology track
Tuesday, April 28, 2015
Museums can deepen audience engagement through effective storytelling. Delivering content has never been easier, due to digital interfaces and personal, portable technologies. Without a strong interpretive strategy and the right tools to craft and share our stories, we may be missing opportunities. Join this panel of experts as they describe real-world projects, share results that show the impact of digital storytelling on engagement, and demonstrate a new, free storytelling software.
Learner Outcomes
1. Attendees will learn about interpretive strategy methods and the project team approach to create and share engaging stories on digital platforms.
2. Attendees will learn about combining rapid prototyping methods with formal evaluations to create digital storytelling that delights audiences.
3. Attendees will learn how to download and use a free (open source) set of storytelling software tools developed by the Minneapolis Institute of Arts.
A brief look into maker education and one educator's journey to total classroom implementation. Presentation has been edited to remove identity of students.
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
Evocative Pedagogy Bricolage Curriculum Common Coreilaeadigital
This document summarizes key points from a presentation by Olivia Gude on revising art education curriculum standards. It notes that simply focusing on elements and principles or traditional media is no longer sufficient. The field of art education must change to remain relevant and engage students. A good curriculum should support meaningful student artmaking, represent contemporary practices, and utilize skills in real contexts through investigative projects that introduce methods and create opportunities for students to make meaning.
1st meeting on 2017-06-23 in Yu Kan Hing Secondary SchoolClifford Choy
This document summarizes the first meeting of the Alliance for Promoting Maker Culture in Hong Kong (APMAC-HK). The mission of APMAC-HK is to promote making as a means of sustainable human development. It plans to include teachers, academics, students, suppliers/vendors, and volunteers. The meeting discussed STEM, STEAM and making education and how making can develop skills like problem solving, collaboration and interdisciplinary thinking. It also addressed providing infrastructure to support maker spaces in schools and potential maker projects for schools.
PolyU Design I Make Initiative (2015-09-25)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Suggestions on how to construct a Nerdy Derby car, sharing of the science behind it, and our own experience in making those. This is intended for teachers, and hope that this can help them to use Nerdy Derby car as a means to promote interests in students in learning STEM/STEAM knowledge
PolyU Design I Make Initiative (2015-08-13)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
The document discusses makerspaces, which are shared workspaces where people can access tools and equipment to learn skills through hands-on creation and collaboration. Makerspaces aim to stimulate creativity, innovation, learning, and economic development. Libraries are increasingly hosting makerspaces to provide resources to communities. The document provides examples of how makerspaces have been used in both classroom and non-classroom settings to teach skills across various subject areas in an interactive, project-based manner.
Innovative Learning Week is a festival of creative learning at The University of Edinburgh which aims to inspire, support, and celebrate creative learning on campus, online, and beyond. Running from 15-19 February 2016, staff and students are invited to collaborate and explore their teaching & learning experience in a new way.
This is a report about how ILW 2016 went.
Stay put for information about ILW 2017!
www.ed.ac.uk/innovative-learning
Notes for Free Culture Presentation - dScribe: working together to create Ope...Garin Fons
The dScribe model is a collaborative and participatory approach to creating open educational resources (OER) by distributing tasks across interested students, faculty, staff and others. It aims to lower the costs and efforts of OER production. Participants connect, learn basics, gather resources, assess and recommend actions, clear copyright and edit, review, then publish resources. Benefits include giving faculty help with OER creation, providing meaningful experiences for students and staff, and encouraging new teaching methods that view knowledge as socially constructed rather than transferred from faculty to students. The model has been implemented successfully in courses at the University of Michigan and with international partners.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
Common Core in the Cloud 2013: College & Career Readiness & Common Core natio...Vicki Davis
What are the strengths and weaknesses in Common Core. How does it look when we take it into the cloud? What are issues that those concerned with education reform must consider? How can we implement standards and preserve the beauty and importance of each individual child?
The document summarizes notes from the Computers in Libraries 2012 conference. It discusses keynotes on creating innovative libraries and strategic planning goals. Notes cover trends in library services like meeting users wherever they are, enriching campus programs, and ensuring equitable access to knowledge. The conference reinforced ideas like using technology initiatives, capturing ideas, and providing opportunities for users to create content.
Common Core in the Cloud June 2013 #tic13Vicki Davis
The document discusses reinventing writing through collaborative projects in the cloud. It advocates for moving beyond individual and singular authorship to collaborative writing done by groups of students and teachers. It describes how tools like wikis, apps, blogs and other cloud-based technologies can facilitate collaborative writing and help foster communities of practice among students. However, it notes that simply giving students access to these tools does not guarantee collaboration, and most wikis see limited actual co-construction between students. The document argues collaborative writing has benefits like improving learning experiences and preparing students for teamwork in the workplace.
The document provides an overview of 10 different tech tools that can help tackle challenges in the classroom, including tools for research, creativity, communication, collaboration, critical thinking, and problem solving. It then proceeds to describe each tool in more detail through text and images, highlighting their main features and how they can be used for educational purposes. The document concludes by emphasizing the importance of choosing the right tools and keeping up with new emerging technologies.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
This document summarizes emerging trends in educational technology. It discusses frameworks for 21st century learning skills like collaboration, critical thinking, and communication. Emerging technologies discussed include learning analytics, adaptive learning, location-based services, makerspaces, wearable devices, and the internet of things. The document cautions that technology alone does not guarantee improved learning outcomes and that teachers must craft challenging tasks to transform learning with technology.
Slide deck from AAM Annual Meeting in 2015: Digital Storytelling: The Dream, the Team, the Results
Media and Technology track
Tuesday, April 28, 2015
Museums can deepen audience engagement through effective storytelling. Delivering content has never been easier, due to digital interfaces and personal, portable technologies. Without a strong interpretive strategy and the right tools to craft and share our stories, we may be missing opportunities. Join this panel of experts as they describe real-world projects, share results that show the impact of digital storytelling on engagement, and demonstrate a new, free storytelling software.
Learner Outcomes
1. Attendees will learn about interpretive strategy methods and the project team approach to create and share engaging stories on digital platforms.
2. Attendees will learn about combining rapid prototyping methods with formal evaluations to create digital storytelling that delights audiences.
3. Attendees will learn how to download and use a free (open source) set of storytelling software tools developed by the Minneapolis Institute of Arts.
A brief look into maker education and one educator's journey to total classroom implementation. Presentation has been edited to remove identity of students.
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
STEAM (Science, Technology, Engineering, Art and Mathematics) involves teaching and learning using multiple disciplines. A STEAM Lab allows students to explore concepts across subjects in a creative space centered around art. The document outlines various STEAM concepts and techniques students may explore such as creating idea maps, learning to solder, creative coding, and exhibition of student work. It also provides an example of how to structure project-based STEAM learning using objectives focused on gaining student attention, relevance, confidence, and satisfaction.
The document discusses making soft sensors and provides guidance on materials, tools, tips, examples of soft sensors that can be made, and additional resources. It recommends conductive thread, fabrics, and metal supplies for creating circuits. Tips include testing materials first, drawing circuits beforehand, ensuring good contact, and making designs modular and washable. Examples of soft sensors include on-off switches, pressure sensors, and stretch sensors. Resources listed include guides on electrotextiles and connecting hardware to soft materials.
Hive Community Meet-up 11/20/14: Hacking the Hive NYC Community Brokering ModelDixie Ching
This document discusses brokering models for connecting youth to learning opportunities through the Hive NYC Community. It defines brokering as linking youth to opportunities, individuals, and resources to support interest-driven learning. The document provides an overview of a brokering model used by Hive, including who brokers, what is brokered, and what brokering looks like. It also discusses challenges and best practices for being effective brokers, such as getting to know youth, having up-to-date opportunity listings, and creating ladders of opportunities.
The document discusses implementing STEAM education through computer-adaptive formative testing. It advocates providing a digital curriculum that engages all students through challenging projects using inquiry-based learning, task-based assessment, and project-based learning. The goal is empowering students through choice and a growth mindset in a digitally-enabled environment using mobile apps to create and assess mastery through play and design.
The document summarizes test score data from the 2013 New England Common Assessment Program (NECAP) for Rhode Island, Newport, Middletown, Portsmouth, and Jamestown. It shows the percentage of students who were proficient or above in reading and mathematics at various grade levels, with a focus on comparing scores of low socioeconomic status students versus others. The Rhode Island STEAM Academy charter school proposal cites this data to demonstrate the need to close achievement gaps and raise standards in STEAM disciplines.
A case study of the maker activity program among undergraduate students in Mexico.
Full-text https://www.researchgate.net/publication/317174794_A_Case_Study_of_the_Maker_Activity_Program_among_Undergraduate_Students_in_Mexico
A Look at STEAM Education across the NationPeter Fardig
Quoted in an article for The MetroWest Daily News, Peter Fardig is passionate about education and STEAM education. Peter Fardig, CEO of ThinK-12 Learning, LLC, stated that the integration of art into STEM (science, technology, engineering, and mathematics) curriculums gives educators a means to assess their knowledge and determine how well a student understands a concept.
Design thinking in education involves using problem solving approaches to address community issues. When instructors implement design thinking in the classroom, students can think of solutions to community problems and learn about visual learning. The document discusses design thinking, visual learning, and being an insider researcher. It provides definitions and examples of these concepts from education literature. The purpose is to understand how design thinking impacts learning at an under-resourced school.
- The Stanford d.school aims to teach design thinking and methodology to students from all disciplines through multidisciplinary project teams. This allows each student to contribute their unique knowledge and skills while developing empathy for other fields and design processes.
- Design is positioned as the "glue" that holds multidisciplinary teams together by providing a common non-threatening process focused on research, prototyping, and iteration. Students with design thinking skills act as facilitators to help diverse teams overcome barriers and focus on innovation.
- While anyone can learn design thinking, it requires mastering human-centered design processes like observation and prototyping. When combined with analytical skills, design thinking enhances organizations' ability to innovate
1. The document discusses how design thinking, a human-centered innovation methodology, can help build creative competence among students. It has been implemented in programs at Stanford University and a design consultancy called IDEO.
2. The article then provides an overview of design thinking, outlining its key elements of understanding user needs, observation, idea generation, prototyping, and testing. It also discusses how IDEO has successfully applied this approach to develop innovative products and solve complex problems.
3. Finally, the author proposes using design thinking to bring more creativity to traditional distance learning programs through new research projects that infuse this methodology. This could help address concerns that current education is limiting students' natural creative abilities.
The document summarizes a booksprint event held at the University of Minnesota in 2013. A booksprint is an intensive collaborative process used to quickly produce open educational resources. Over two days, 18 interdisciplinary students participated in concept mapping, design, structuring content, and publishing infographic posters on potential futures of education with technologies like augmented reality, 3D printing, and robotics. Feedback found the collaborative knowledge production and community aspects valuable, though coordinating design and content was challenging given the short timeline.
The document provides an overview of the author's experiences using design thinking in educational settings. It describes several design thinking workshops conducted at universities in Germany between 2013-2019. The workshops focused on topics like website redesign, course design, learning spaces, and social inclusion. Design thinking activities included brainstorming solutions with LEGOs, creating customer journey maps, and prototyping ideas. Student feedback indicated benefits like increased empathy and reduced biases, but also potential challenges like frustration and shallow ideas.
Towards Design Thinking in Academic Staff DevelopmentDaniela Gachago
This document discusses design thinking as a methodology for developing solutions to complex problems and its potential application in academic staff development. It provides context on challenges around technology uptake in teaching/learning. It also describes a study interviewing "eLearning champions" at a South African university, finding commonalities in their mindsets that mirror design thinking dimensions. These include taking a human-centered approach through activities like persona creation and user journeys. The document concludes by questioning whether and how design thinking skills can be learned and applied in mainstreaming technology use and a decolonized higher education project.
Towards Design Thinking in Academic Staff DevelopmentDaniela Gachago
This document discusses design thinking as a methodology for developing solutions to complex problems and its potential application in academic staff development. It provides context on challenges around technology integration in teaching/learning. It then outlines a study that interviewed "eLearning champions" to identify common themes in their mindsets. Key findings were that their approaches mirrored aspects of design thinking, including focusing on user needs through persona activities and user journeys, and considering learning experiences through metaphors. The document concludes by questioning whether design thinking skills can be taught and the implications for staff development practices.
Designers = Meta-epistemologists? Questions of practicing design in the spaces of beyond-knowledge and the not-yet. Presented at the IASDR, Seoul, Korea 2009.
By Hyaesook Yang, Ayako Fukuuchi, and Jordan Dalladay-Simpson.
Exploring the Lived Experience of Learners: Broadening our Understanding of A...colin gray
In recent years, there has been increasing focus on aesthetic learning experiences. We propose expanding this focus to account for the felt learner experience, including a deeper understanding of how learners build learning spaces surrounding the formal curriculum. This study is based on a one-year ethnography of a design studio, documenting how students actively engaged in informal learning in support and reaction to the formal pedagogy. Implications for the design of learning experiences are discussed.
This document summarizes an article about how design thinking can help lead social innovation. It discusses three case studies where public managers applied design approaches to tackle social issues. In Lewisham, UK, design helped redefine how an organization dealt with homelessness. In Odense, Denmark, design transformed services for mentally handicapped adults. In Adelaide, Australia, design radically redesigned interventions for at-risk families. The document explores how design thinking makes problems visible, allows new perspectives, and focuses on concrete changes. It discusses the challenges of gaining support for design approaches and documenting long-term impact.
The document discusses design for social innovation. It defines key concepts like ergonomics, social ergonomics, cognitive ergonomics, and innovation. It explores the relationship between design and innovation, defining innovation in design. It then defines social innovation and discusses how design can support it. It examines service design and the design thinking process. It outlines the double diamond design process model including the discover, define, develop and deliver phases. Finally, it discusses realities of change and characteristics of design processes.
Teaching Design, Information, and Interaction: Reflections, Foundations, and ...Omar Sosa-Tzec
Presentation as a discussant in the panel "Teaching Design in an Age of Interaction" organized by Brandon Waybright. CAA 2020 Annual Conference. February 14, 2020. Chicago, IL.
Best Practices for Interdisciplinary Design.Arturo Pelayo
This document discusses the benefits of anchoring interaction design in the best practices of instructional design. It argues that instructional design has a strong theoretical foundation from various fields that can help address challenges in areas like cross-cultural design. The document also discusses trends in outsourcing and how instructional design principles can help with intercultural communication issues that arise. Overall, the document advocates for the use of instructional design methodologies and standards to help advance fields like interaction design.
This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.
Campus District Market Research Presentationmarianneep
The document discusses a research and design project for the Campus District in Cleveland. It provides background on the district and stakeholders involved. Research strategies discussed include gathering demographic data, conducting interviews, and analyzing case studies. Opportunities for design identified include addressing needs for food/retail, fitness, public safety, and creating spaces and programs to promote interaction between stakeholder groups in the district. The overall goal is to empower stakeholders to collaboratively design experiences and sustain quality of life.
Design Thinking For Educational Technology Stefanie Panke
The document provides an overview of design thinking. It discusses what design thinking is, how it can be used to solve "wicked problems", and some related approaches like LEGO Serious Play and participatory design. It also shares examples of design thinking workshops conducted at universities in Germany to redesign websites and develop curricula. Participants provided positive feedback on the creativity and cross-disciplinary nature of design thinking, though some noted it lacks ways to further develop ideas.
This document provides an agenda and background information for a design symposium on emerging design and future society. The symposium will include welcoming remarks, an overview of the theme, and presentations from six speakers including representatives from Hewlett-Packard, IDEO, Frog Design, and DesignAffairs. The speakers will address topics like the role of designers in emerging markets and societies, cultural influences on design, and how design can enhance quality of life and drive social change. A panel discussion will follow the presentations to field questions on these issues.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
Part of Seminar on "Sharing Innovative Ideas on STEM/Maker Activities for Secondary School Students", for EDB on 15 Jun 2018, in Hong Kong Polytechnic University (Z209)
Maker Faire Hong Kong 2018 - Call for Makers (2 Jun 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design that celebrates innovation and creativity. The 2018 event will be held on July 7-8 and aims to attract around 50,000 visitors. Makers are encouraged to participate by showcasing projects, giving workshops, doing performances or presentations. This allows them to share their work, gain feedback, and inspire others. The event brings together makers from various fields and educational levels to promote STEM/STEAM learning.
Maker Faire Hong Kong 2018 - Call for Makers (30 May 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design to promote a maker culture of hands-on creation. The first event in 2015 had over 200 makers and 30,000 visitors. The 2017 event saw increased participation with over 40,000 visitors, 80 schools, and makers from several countries showcasing 153 exhibits and workshops across categories like coding, robotics, and sustainability. Feedback showed growing understanding of maker culture but also a need for more cross-disciplinary collaboration among teachers.
Electric go-kart contest @ Maker Faire Hong Kong 2017Clifford Choy
The document announces an electric go-kart contest that will take place at Maker Faire Hong Kong 2017. It invites schools to form teams to design, build, and customize electric go-karts to demonstrate at the event. There will be two categories (junior and open) and teams will participate in parades, races, and test drives. Certificates and cash prizes will be awarded for best use of technology, design, and presentation of the design process. The document provides guidelines and recommendations for the contest and brainstorming process.
Briefing on Call for Makers of Maker Faire Hong Kong 2017 (13 Dec 2016)Clifford Choy
The document provides information about Maker Faire Hong Kong 2017, including its website, Facebook page, and call for makers participation details. It discusses what a Maker Faire is, including the origins of Maker Faires and their focus on creativity, learning, and inspiration. It describes common exhibit types at Maker Faires like show-and-tell, demonstrations, hands-on activities, and presentations. The document outlines plans for Maker Faire Hong Kong 2017 and calls for volunteers and participation from makers, schools, non-profits and companies.
PolyU Design I MAKE Initiative (2015-10-31)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
LAYERS Competition: Creative use of 3D printing technologiesClifford Choy
An introduction of the LAYERS Competition: Creative Use of 3D Printing Technologies. Refer to http://www.i-make.world/creative-use-of-3d for the home page of the competition.
World trade center in kerala proposal- AR. DEEKSHITH MAROLI 724519251008 REPORTdeekshithmaroli666
World trade center live proposal in kerala.
Future of our nation is looking towards kerala..?
Yes, because the biggest sludge less port is going to open in kerala soon and also about the hidden massing growth of tourism, it , business sector
Value based approach to heritae conservation -.docxJIT KUMAR GUPTA
Text defines the role, importance and relevance of value based approach in identification, preservation and conservation of heritage to make it more productive and community centric.
13. Analysis-Synthesis Bridge Model (Dubberly and Evenson, 2011)
Dubberly, H., Evenson, S. (2011) Design as Learning - or 'Knowledge Creation' - the SECI Model. Interactions. Jan+Feb 2011, pp 75-79.
Retrieved from https://interactions.acm.org/archive/view/january-february-2011/design-as-learning-or-knowledge-creation-the-seci-model1
“making”
15. Making
• Turning ideas into tangible/perceivable form
• Materials, Tools, Processes
• Not merely about production and fabrication, but also involves self-learning,
problem-solving, exploration, experimentation and critical thinking
• Learn, create, share
• Do-it-yourself (DIY) with others
• Not just in local communities in old days, but through Internet to collaborate with people
around the world
• Do-it-yourself (DIY) with technology
• Not just with hand tools, but with digitally-enabled tools
20. Maker Movement
• Growing culture of hands-on making, creating, designing and
innovating
• Despite its diversity [in makers’ interests], the movement is unified by
a shared commitment to open exploration, intrinsic interests and
creative ideas
• When I talk about the maker movement, I make an effort to stay
away from the word “inventor” – most people just don’t identify
themselves that way. “Maker”, on the other hand, describes each
one of us no matter how we live our lives, or what our goals might
be.
Peppler, K., Bender, S. (2013) Maker movement spreads innovation one project at a time. Kappan, v95, N3,
pp22-27. Retrieved from http://www.kyliepeppler.com/Docs/2013_Peppler_Maker_Movement.pdf
Dougherty, D. (2012). The Maker Movement. Innovations, v7, n3, pp11-14
23. Executive Office of the President,The White House,Washington (2014,June) Building a Nation ofMakers:Universities and Colleges in Pledgeto
Expand Opportunities to Make.Retrieved from https://www.whitehouse.gov/sites/default/files/microsites/ostp/building_a_nation_of_makers.pdf
24. Meaning in Making
• “Making” should be based on intrinsic interests
• How to make it meaningful to students when making?
• How to develop their abilities to “empathize”?
• More meaningful if making is associated with people, not just making for the sake of making
• Four Levels of Making:
• Making for self
• Fun, self-use, solve your own problem, …
• Making for someone you are familiar
• For your best friend, for your parents, …
• Making for others
• For your classmates, for your neighbors, …
• Making for social good
• For disadvantaged group, for local community, for sustainability, for change, ….
29. How To Be a Better Designer?
• Be curious, look around, play around, experience around
• Try something you haven’t done before
• Learn something you don’t know
• Understand how a product/service works
• Understand how other thinks about a product/service
• Play with different types of materials, tools and processes
• Make something, even if they may be stupid
• Document your failures and successes
• Understand why you failed
• Share your work and get feedbacks
• Work with others
• Read more!!! Learn science!!!
38. Supports Three Broad Stages of Makers
• Zero to Maker
• Arouse interest of those with no experience in making to become a maker
• In Maker Faire: Through hands-on activities, through workshops, through inspiring
talks, through inspiring works from other makers
• Maker to Maker
• Sharing of knowledge between makers
• Collaborate and access to others’ expertise
• Work together on shared platforms
• In Maker Faire: Through show-and-tell their projects, through offering hands-on
activities and organizing workshops, through interact with visitors and other makers
• Maker to Market
• Some creations of makers have commercial appeal and get into the market
• In Maker Faire: Through presenting their journey to other makers, through collecting
feedbacks from visitors on their creations
Hagel, J. Brown, J,, Kulasooriya, D. (2014) A Movement in the Making. Deloitte University Press. Retrieved from
http://dupress.com/articles/a-movement-in-the-making/
39. Some Facts on Maker Faire Hong Kong 2015
• www.makerfairehongkong.com
• More than 200 makers participated
• More than 170 exhibits/activities/workshops/talks show-cased/delivered
• Estimated 15,000 per day on average visited
• 4 local primary schools, 8 local secondary schools, and 1 international
school participated; more schools are interested and will join next year
• Makers come from HK, Taiwan, mainland China, Japan, France, Barcelona,
UK
• From embroidery to robotics, from amateur/hobbyists to professionals