DTAL - Final Reflection
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This document provides tips for applying design thinking techniques at home, including using tools like sticky notes and boards to approach problems in new ways, creating mind maps and problem statements to provide structure, and generating many ideas to lead to better solutions. It recommends starting with small exercises like ideating problems with sticky notes or creating empathy maps from focus groups. The document also suggests using design thinking to help kids solve problems and developing new products based on user research.
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The document discusses the use of educational technology at different levels of the author's education. In preschool, the chalkboard and visual aids like pictures and flashcards helped facilitate learning. In elementary school, the chalkboard and visual aids such as pictures, models, and maps helped the author understand concepts. In high school, the whiteboard and overhead projector combined with visual aids improved the author's learning. In college, the blackboard and LCD projector along with visual models and mock-ups created a more engaging learning experience. The author realized that educational technology with a teacher's guidance made learning more effective, easy to understand, and interactive.
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The document discusses the use of educational technology at different levels of the author's education. In preschool, the chalkboard and visual aids like pictures and flashcards helped facilitate learning. In elementary school, the chalkboard and visual aids such as pictures, models, and maps helped the author understand concepts. In high school, the whiteboard and overhead projector combined with visual aids improved the author's learning. In college, the blackboard and LCD projector along with visual models and mock-ups created a more engaging learning experience. The author realized that educational technology with a teacher's guidance made learning more effective, easy to understand, and interactive.
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The document discusses creative thinking techniques, specifically brainstorming and mind mapping. It provides definitions and descriptions of brainstorming, including common rules, types, steps, pros and cons. An example case study is given of how brainstorming was used to determine training needs. Mind mapping is also defined and examples of its uses, types and steps are outlined. The document concludes with a case study of how mind maps can be used to learn vocabulary for a second language more effectively.
Techniques of teaching by Shams pandrani SS Kalat college
This document outlines different teaching techniques and methods, including brainstorming and problem-solving. It provides examples of how to use brainstorming to identify problems and solutions, such as a case study about a passive teacher. There are 4 basic rules of brainstorming: focus on quantity of ideas, no criticism, unusual ideas are welcome, and combine/improve ideas. The problem-solving method aims to teach students scientific problem-solving skills. An example case is provided about a teacher who feels irritated when lessons run longer than planned.
Techniques
The document discusses different teaching techniques and methods including brainstorming, problem solving, cooperative learning, case method, and drama technique. It provides details on how to conduct a brainstorming session, including defining the problem, selecting participants, establishing rules to encourage idea generation without criticism, and combining ideas. The role of the chairman is to lead the session, ensure rules are followed, and stimulate creativity when ideas are slowing. The goal is to generate as many ideas as possible to solve the given problem.
A Primer For Design Thinking For Business
Design thinking is a human-centered problem-solving methodology that involves 6 key stages: empathy, define the problem, ideate, prototype, test, and iterate. It is focused on understanding user needs through observation and collaboration. The goal is to generate innovative solutions to problems by going through these stages in an iterative process, with an emphasis on prototyping ideas and gathering user feedback.
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Tools, events & projects Flanders DC - Lille 07.03.2011
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DTAL - Final Reflection
- 1. Take it home apply design thinking
- 2. Key Takeaways I can improve my process through my space – by using different tools such as Sharpies, sticky notes, and boards, I can “trick” my brain to approach the problem a new way. I can improve my process through structure – using the format of a mind map and problem statement provided a framework to move forward. More ideas = better ideas. This is a great one for getting unstuck, as it gives permission to put down a lot of bad ideas, knowing they will lead to a good one.
- 4. Start small… Get lots of sticky notes & foam board (did this!) Use the notes to ideate a design problem (did this!) Create empathy maps out of focus group responses (did this!) Try to construct a problem statement when dealing with a personal problem. Help my kids solve a problem using design techniques.
- 5. And build! Develop a new product based on empathy maps and problem statements. Use empathy skills to really listen to what people needs are to make sure we solve the right problem. Speed up our design process by implementing ideation techniques – lots of ideas to gain better ideas. Teach this design process at elementary school level to foster creativity and thinking skills.