This document provides an agenda and overview for a post-summit session on using technology to tell stories. The agenda includes introductions, activities on installation art and transmedia storytelling, and discussions on implications for the classroom. Quotes throughout emphasize how technology allows for new forms of storytelling and participatory culture. The goal is to teach digital literacy skills and scaffold creative projects that have students exploring memory, building worlds, and cultivating collective intelligence through immersive stories.
The document provides resources for integrating design thinking and STEAM into K-12 education. It lists ways to connect with the K12 Lab Network like signing up for their mailing list or following them on social media. It also shares information on projects and initiatives like School Retool and SparkTruck. The document then lists toolkits, curricular resources, and places to find materials for hands-on projects. Finally, it recommends books, documents, and TED talks for learning more about design thinking in education.
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.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
The document outlines 10 classroom activities aimed at promoting long-term learning. It begins with an introduction and agenda. It then discusses the concepts of long-term learning and effective teaching. The main part presents the 10 activities: teacher shadowing, virtual team teaching, virtual window, online forums, course commercials, book projects, using technology, right brain drawing, film analysis, and social networking. Questions and a group brainstorming session are included at the end.
Cre a(c)tivity - presentation by Mónika Kiss, eTwinning AmbassadoreTwinningHU
This document provides guidance for teachers planning their first eTwinning project. It recommends teachers consider important questions like objectives and planning activities before starting. It also suggests teachers define the description of tasks, deadlines, ICT tools, those responsible, and plans for disseminating any collaboration and common products created. Finally, it encourages teachers to disseminate their results through avenues like eTwinning boards, school corridors, meetings, local newspapers, TwinSpace blogs, and more.
A UX Journey into the World of Early Drug DiscoveryJennifer Cham
This document summarizes a UX team's journey in designing a tool to support drug discovery researchers. The team conducted interviews and observations of researchers to understand their needs. They developed scenarios and had workshops to generate design ideas. The team implemented an iterative design process, testing ideas frequently with users. Their final tool was found to be intuitive to use and included suggested features. The document outlines lessons learned, like the need for a multidisciplinary team and dedicated time. It also discusses next steps like expanding features, onboarding new users, and addressing data and support issues.
This document provides an agenda and overview for a post-summit session on using technology to tell stories. The agenda includes introductions, activities on installation art and transmedia storytelling, and discussions on implications for the classroom. Quotes throughout emphasize how technology allows for new forms of storytelling and participatory culture. The goal is to teach digital literacy skills and scaffold creative projects that have students exploring memory, building worlds, and cultivating collective intelligence through immersive stories.
The document provides resources for integrating design thinking and STEAM into K-12 education. It lists ways to connect with the K12 Lab Network like signing up for their mailing list or following them on social media. It also shares information on projects and initiatives like School Retool and SparkTruck. The document then lists toolkits, curricular resources, and places to find materials for hands-on projects. Finally, it recommends books, documents, and TED talks for learning more about design thinking in education.
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.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
The document outlines 10 classroom activities aimed at promoting long-term learning. It begins with an introduction and agenda. It then discusses the concepts of long-term learning and effective teaching. The main part presents the 10 activities: teacher shadowing, virtual team teaching, virtual window, online forums, course commercials, book projects, using technology, right brain drawing, film analysis, and social networking. Questions and a group brainstorming session are included at the end.
Cre a(c)tivity - presentation by Mónika Kiss, eTwinning AmbassadoreTwinningHU
This document provides guidance for teachers planning their first eTwinning project. It recommends teachers consider important questions like objectives and planning activities before starting. It also suggests teachers define the description of tasks, deadlines, ICT tools, those responsible, and plans for disseminating any collaboration and common products created. Finally, it encourages teachers to disseminate their results through avenues like eTwinning boards, school corridors, meetings, local newspapers, TwinSpace blogs, and more.
A UX Journey into the World of Early Drug DiscoveryJennifer Cham
This document summarizes a UX team's journey in designing a tool to support drug discovery researchers. The team conducted interviews and observations of researchers to understand their needs. They developed scenarios and had workshops to generate design ideas. The team implemented an iterative design process, testing ideas frequently with users. Their final tool was found to be intuitive to use and included suggested features. The document outlines lessons learned, like the need for a multidisciplinary team and dedicated time. It also discusses next steps like expanding features, onboarding new users, and addressing data and support issues.
Presentation delivered at 29 May STAND UJ Symposium, by Jolanda Morkel.
Presentation title: Learning in practice. Learning for practice. Learning through practice.
Seminar title: Socially Engaged Pedagogies in Art and Design Education
DESIGN TEACHING FOR RELEVANCE
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 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.
Learn to code; Code to Learn with MIT's ScratchGregory Beutler
STEM education requires computational thinking. Our children are living squarely in the digital age and need to be digitally fluent, which means reading and writing code. They need to be producers, not just consumers of digital information.
By learning how to code, they learn how to think critically, by collaboration, they learn how to work together and piece together different solutions to a more elegant final product, and understand the design process.
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
HacKidemia is a mobile invention lab that provides hands-on STEAM education to enable students to solve challenges through creative solutions. It combines science, technology, art and storytelling to motivate and inspire future innovators. The program offers global workshops for schools, tech companies and children to collaborate on 3D curricula and learning tools using rapid prototyping technologies. Students will design software, tools and interfaces to get hands-on experience in fields like programming, microelectronics and robotics.
This document provides an overview of a session on teaching thinking with technology. The goals are to discuss thinking, learning, and brain science; strategies and frameworks for teaching thinking; and electronic tools to support thinking. It outlines emerging brain research on metacognition, stress, cultural impacts, intelligence, and more. Frameworks for thinking like Bloom's Taxonomy, Daggett's Rigor/Relevance Framework, and Perkins' Dimensions of a Culture of Thinking are presented. The document discusses developing habits of mind, types of thinking, thinking routines, and tools to support thinking including Lumosity, Brainology, thinking worlds, and more. It emphasizes developing a culture of thinking in classrooms.
COBWEB - The Academy of Finland research projectJari Jussila
This document summarizes a workshop for the Academy of Finland Research Project "COBWEB". The workshop aimed to identify challenges and needs related to knowledge work and collaboration. Participants discussed current problems with collaboration, opportunities to strengthen existing practices and enable new encounters. They considered what types of work and people could benefit from improved collaboration, and ways to enhance the spread of ideas. The overall goal of the COBWEB project is to support novel ways of collaboration between organizations focusing on knowledge work and innovation through the use of social media and computational analytics.
Interactive white boards are a transformative technology for digital classrooms. They allow teachers to bring software to life for whole group learning in new innovative ways. While adopting new technology presents challenges, with visionary leadership, appropriate training, patience, and a cultural shift towards new ways of learning, interactive whiteboards can enhance teaching and improve student learning. Key aspects that make interactive whiteboards effective include dragability, layering of objects, saving screens, use of digital media, and access to online resource libraries.
Second Open Education Handbook BooksprintMarieke Guy
Slides for the second booksprint for the Open Education Handbook. It is being organised in collaboration with the LinkedUp Project, Wikimedia Deutschland and Creative Commons. Event held on Friday 22nd November 2013 at the Wikimedia Deutschland, Berlin.
This document summarizes a workshop on innovation solutions led by Joyce Seitzinger. It introduces Seitzinger and four other members of her company, Academic Tribe, who specialize in areas like learning design, gamification, and online communities. The workshop includes activities for participants to discuss innovations they have implemented or admired, challenges they face, and elements they would include in course design. Participants consider feature cards sorted into categories of key, minor and non-features for their courses. The workshop aims to generate a matrix of 48 innovation ideas for approval and development.
A Makerspace Toolbox, Inquiry-Based STEM LabsSusan S. Wells
This document provides an overview of an upcoming workshop on incorporating inquiry-based learning into hands-on STEM labs. The workshop will give participants hands-on experience with tools for coding, robotics, circuitry, electronics, microcontrollers, augmented reality, and invention kits. It will also explore resources for creating inquiry-based classroom activities. The workshop aims to have students imagine, construct, create and innovate. Key aspects of STEM and maker education that will be covered include constructivism, creating rather than consuming, and fostering innovation.
The document discusses how providing students with individual netbooks can transform a classroom into a more creative and collaborative learning environment. It describes establishing clear classroom routines and rules for netbook use, as well as engaging students through learner-driven activities that allow freedom to explore. Netbooks provide opportunities for students to connect with peers and teachers through online tools like Google Docs, wikis, social bookmarking, and discussion forums. They also facilitate creative expression using tools for photography, video editing, poster projects, and diagramming. The goal is to unleash student potential through empowering and stimulating creative experiences.
Are you being asked to do STEM activities in your classes and workshops and have no idea where to start or have little to no budget? STEM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, and Mathematics. Integrating STEM activities in any discipline teaches how all things relate to each other, in school and in life. As a result, librarians, media specialists, and teachers are being asked to incorporate STEM learning activities into their curriculum, regardless of the subject matter, and many of these educators are unsure how to proceed. There are several ways to mix engaging STEM activities into your library programs and curriculum and this webinar will touch on the following and more to help you demystify STEM:
- Understand the importance of STEM education.
- Practice the four Cs of learning: collaboration, communication, critical thinking, and creativity.
- Collect best practices to create good and inexpensive (many free) STEM lessons.
- Teach 21st Century skills without technology.
- Learn strategies (e.g., productive struggle) to creatively solve real-world problems.
- Assess the success of your activities.
El documento analiza cómo la sociedad ha ido alejando a Dios de las escuelas y el gobierno a través del tiempo. Argumenta que esto ha llevado a una pérdida de valores y una mayor violencia e inmoralidad. Finalmente, sugiere que debemos reconsiderar nuestra relación con Dios y los valores bíblicos si queremos cambiar esta situación.
This document discusses social innovation in India to address challenges faced by marginalized communities. It notes that India has a large population with high levels of illiteracy and poverty. Marginalized groups face social exclusion, lack of opportunities, and resource deprivation. Social innovation in India began through local solutions to meet daily needs. It highlights several examples of community-based social innovation projects that empower communities and improve livelihoods. It also discusses the role of government programs, social enterprises, NGOs, and CSR initiatives in social innovation. Overall, it advocates for people-centered social innovation that impacts lives and empowers marginalized groups in India.
Ghana| May-16 | Barefoot Power West AfricaSmart Villages
This document provides information about Barefoot Power, a social enterprise that manufactures and distributes solar charging and lighting products to improve livelihoods. It has impacted over 3.5 million people across 21 countries. The document lists Barefoot Power product details and specifications, including solar lamps, phone chargers, and refrigeration kits. It also describes the support and services Barefoot Power offers to distributors, such as marketing assistance, training, financing options, and input in new product design.
Presenting in partnership with United Way Central Alberta in Red Deer, SiG National Executive Director, Tim Draimin, explores social innovation: what it is, why it is important, and the opportunity for Alberta to become a social innovation leader.
This document profiles several social entrepreneurs from India who have worked to empower disadvantaged groups. It describes Ela Bhatt's founding of a trade union for self-employed women workers, Nand Kishore Chaudhary's social business model connecting poor weavers to global markets, and Thinlas Chorol's organizations supporting women's welfare and generating income through homestays in Ladakh. It also outlines the philanthropic work of Abraham George and Bunker Roy in areas like education, healthcare, and renewable energy, as well as Anshu Gupta's NGO that addresses rural development needs through collection and redistribution of urban waste. Finally, it discusses Hanumappa Sudarshan's contributions to uplifting
Jugaad is a Hindi word that describes an improvised or makeshift solution using scarce resources. It is an innovation theory that involves taking a flexible, frugal, and inclusive approach to problem solving. The six principles of jugaad innovation are seeking opportunity in adversity, doing more with less, thinking and acting flexibly, keeping solutions simple, including marginalized groups, and following intuition. Practicing these principles can generate breakthrough growth, especially in complex environments with scarcity and rapid change. Companies can adopt jugaad principles in stages, prioritizing the most strategic ones for their business needs.
This document summarizes a teacher education workshop that used design thinking and play-based learning approaches. Over the course of 4 days and 22 hours, 30 participants engaged in activities like:
- Writing love letters or breakup notes to their university or profession.
- Rapidly prototyping solutions to teaching challenges using LEGO bricks.
- Discussing the benefits of unstructured play and makerspaces for learning.
Participants provided positive feedback, noting the value of creative expression and equal participation. The workshop models were aimed at developing innovative pedagogies for vocational education.
Presentation delivered at 29 May STAND UJ Symposium, by Jolanda Morkel.
Presentation title: Learning in practice. Learning for practice. Learning through practice.
Seminar title: Socially Engaged Pedagogies in Art and Design Education
DESIGN TEACHING FOR RELEVANCE
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 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.
Learn to code; Code to Learn with MIT's ScratchGregory Beutler
STEM education requires computational thinking. Our children are living squarely in the digital age and need to be digitally fluent, which means reading and writing code. They need to be producers, not just consumers of digital information.
By learning how to code, they learn how to think critically, by collaboration, they learn how to work together and piece together different solutions to a more elegant final product, and understand the design process.
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
HacKidemia is a mobile invention lab that provides hands-on STEAM education to enable students to solve challenges through creative solutions. It combines science, technology, art and storytelling to motivate and inspire future innovators. The program offers global workshops for schools, tech companies and children to collaborate on 3D curricula and learning tools using rapid prototyping technologies. Students will design software, tools and interfaces to get hands-on experience in fields like programming, microelectronics and robotics.
This document provides an overview of a session on teaching thinking with technology. The goals are to discuss thinking, learning, and brain science; strategies and frameworks for teaching thinking; and electronic tools to support thinking. It outlines emerging brain research on metacognition, stress, cultural impacts, intelligence, and more. Frameworks for thinking like Bloom's Taxonomy, Daggett's Rigor/Relevance Framework, and Perkins' Dimensions of a Culture of Thinking are presented. The document discusses developing habits of mind, types of thinking, thinking routines, and tools to support thinking including Lumosity, Brainology, thinking worlds, and more. It emphasizes developing a culture of thinking in classrooms.
COBWEB - The Academy of Finland research projectJari Jussila
This document summarizes a workshop for the Academy of Finland Research Project "COBWEB". The workshop aimed to identify challenges and needs related to knowledge work and collaboration. Participants discussed current problems with collaboration, opportunities to strengthen existing practices and enable new encounters. They considered what types of work and people could benefit from improved collaboration, and ways to enhance the spread of ideas. The overall goal of the COBWEB project is to support novel ways of collaboration between organizations focusing on knowledge work and innovation through the use of social media and computational analytics.
Interactive white boards are a transformative technology for digital classrooms. They allow teachers to bring software to life for whole group learning in new innovative ways. While adopting new technology presents challenges, with visionary leadership, appropriate training, patience, and a cultural shift towards new ways of learning, interactive whiteboards can enhance teaching and improve student learning. Key aspects that make interactive whiteboards effective include dragability, layering of objects, saving screens, use of digital media, and access to online resource libraries.
Second Open Education Handbook BooksprintMarieke Guy
Slides for the second booksprint for the Open Education Handbook. It is being organised in collaboration with the LinkedUp Project, Wikimedia Deutschland and Creative Commons. Event held on Friday 22nd November 2013 at the Wikimedia Deutschland, Berlin.
This document summarizes a workshop on innovation solutions led by Joyce Seitzinger. It introduces Seitzinger and four other members of her company, Academic Tribe, who specialize in areas like learning design, gamification, and online communities. The workshop includes activities for participants to discuss innovations they have implemented or admired, challenges they face, and elements they would include in course design. Participants consider feature cards sorted into categories of key, minor and non-features for their courses. The workshop aims to generate a matrix of 48 innovation ideas for approval and development.
A Makerspace Toolbox, Inquiry-Based STEM LabsSusan S. Wells
This document provides an overview of an upcoming workshop on incorporating inquiry-based learning into hands-on STEM labs. The workshop will give participants hands-on experience with tools for coding, robotics, circuitry, electronics, microcontrollers, augmented reality, and invention kits. It will also explore resources for creating inquiry-based classroom activities. The workshop aims to have students imagine, construct, create and innovate. Key aspects of STEM and maker education that will be covered include constructivism, creating rather than consuming, and fostering innovation.
The document discusses how providing students with individual netbooks can transform a classroom into a more creative and collaborative learning environment. It describes establishing clear classroom routines and rules for netbook use, as well as engaging students through learner-driven activities that allow freedom to explore. Netbooks provide opportunities for students to connect with peers and teachers through online tools like Google Docs, wikis, social bookmarking, and discussion forums. They also facilitate creative expression using tools for photography, video editing, poster projects, and diagramming. The goal is to unleash student potential through empowering and stimulating creative experiences.
Are you being asked to do STEM activities in your classes and workshops and have no idea where to start or have little to no budget? STEM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, and Mathematics. Integrating STEM activities in any discipline teaches how all things relate to each other, in school and in life. As a result, librarians, media specialists, and teachers are being asked to incorporate STEM learning activities into their curriculum, regardless of the subject matter, and many of these educators are unsure how to proceed. There are several ways to mix engaging STEM activities into your library programs and curriculum and this webinar will touch on the following and more to help you demystify STEM:
- Understand the importance of STEM education.
- Practice the four Cs of learning: collaboration, communication, critical thinking, and creativity.
- Collect best practices to create good and inexpensive (many free) STEM lessons.
- Teach 21st Century skills without technology.
- Learn strategies (e.g., productive struggle) to creatively solve real-world problems.
- Assess the success of your activities.
El documento analiza cómo la sociedad ha ido alejando a Dios de las escuelas y el gobierno a través del tiempo. Argumenta que esto ha llevado a una pérdida de valores y una mayor violencia e inmoralidad. Finalmente, sugiere que debemos reconsiderar nuestra relación con Dios y los valores bíblicos si queremos cambiar esta situación.
This document discusses social innovation in India to address challenges faced by marginalized communities. It notes that India has a large population with high levels of illiteracy and poverty. Marginalized groups face social exclusion, lack of opportunities, and resource deprivation. Social innovation in India began through local solutions to meet daily needs. It highlights several examples of community-based social innovation projects that empower communities and improve livelihoods. It also discusses the role of government programs, social enterprises, NGOs, and CSR initiatives in social innovation. Overall, it advocates for people-centered social innovation that impacts lives and empowers marginalized groups in India.
Ghana| May-16 | Barefoot Power West AfricaSmart Villages
This document provides information about Barefoot Power, a social enterprise that manufactures and distributes solar charging and lighting products to improve livelihoods. It has impacted over 3.5 million people across 21 countries. The document lists Barefoot Power product details and specifications, including solar lamps, phone chargers, and refrigeration kits. It also describes the support and services Barefoot Power offers to distributors, such as marketing assistance, training, financing options, and input in new product design.
Presenting in partnership with United Way Central Alberta in Red Deer, SiG National Executive Director, Tim Draimin, explores social innovation: what it is, why it is important, and the opportunity for Alberta to become a social innovation leader.
This document profiles several social entrepreneurs from India who have worked to empower disadvantaged groups. It describes Ela Bhatt's founding of a trade union for self-employed women workers, Nand Kishore Chaudhary's social business model connecting poor weavers to global markets, and Thinlas Chorol's organizations supporting women's welfare and generating income through homestays in Ladakh. It also outlines the philanthropic work of Abraham George and Bunker Roy in areas like education, healthcare, and renewable energy, as well as Anshu Gupta's NGO that addresses rural development needs through collection and redistribution of urban waste. Finally, it discusses Hanumappa Sudarshan's contributions to uplifting
Jugaad is a Hindi word that describes an improvised or makeshift solution using scarce resources. It is an innovation theory that involves taking a flexible, frugal, and inclusive approach to problem solving. The six principles of jugaad innovation are seeking opportunity in adversity, doing more with less, thinking and acting flexibly, keeping solutions simple, including marginalized groups, and following intuition. Practicing these principles can generate breakthrough growth, especially in complex environments with scarcity and rapid change. Companies can adopt jugaad principles in stages, prioritizing the most strategic ones for their business needs.
This document summarizes a teacher education workshop that used design thinking and play-based learning approaches. Over the course of 4 days and 22 hours, 30 participants engaged in activities like:
- Writing love letters or breakup notes to their university or profession.
- Rapidly prototyping solutions to teaching challenges using LEGO bricks.
- Discussing the benefits of unstructured play and makerspaces for learning.
Participants provided positive feedback, noting the value of creative expression and equal participation. The workshop models were aimed at developing innovative pedagogies for vocational education.
This document outlines the principles and structure for facilitating a well-structured workshop called a Future Search. It describes the room setup, principles of getting diverse stakeholders involved and focusing on common goals and action. The workshop follows a 3-day agenda moving from exploring the past and present, to envisioning the future and identifying common ground. Participants are organized into self-managed groups and are responsible for action planning to turn common visions into concrete steps and policies.
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
New twinspace-pedagogical-issues-150703145932-lva1-app6892Mariella Nica
The document discusses pedagogical issues related to using the new Twinspace platform. It provides an overview of the old Twinspace platform and compares it to the new Twinspace. The new Twinspace requires a different approach to organizing project content and activities. Teachers will need to plan their projects carefully, create pages for each activity, and use tools like forums and materials to foster collaboration and communication among project members. Proper facilitation by the teacher is important to ensure the new Twinspace is used effectively.
The document discusses the transition from the old Twinspace platform to the new Twinspace in eTwinning. It provides an overview of the changes and tools available in the new Twinspace. Specifically, it notes that the new Twinspace has a more flexible structure without visible applications. It emphasizes the importance of communication between partners and developing the project in an organized manner using pages. Pages should correspond to clearly planned activities and topics. The new Twinspace provides many tools to support pedagogical goals like active and collaborative learning when used effectively.
This document discusses eTwinning professional development workshops focused on eTwinning Groups. It provides examples of pilot Groups, lessons learned, and the role of eTwinning Ambassadors in supporting Groups. Specifically:
- It describes four pilot Groups launched in late 2008 focused on creativity, math/science/technology, school leadership, and discusses lessons learned.
- It outlines the role Ambassadors can play in Groups, including providing leadership, setting goals, coordinating activities, and supporting community members.
- It discusses next steps for rolling out eTwinning Groups more broadly, including Ambassadors' involvement in developing and sustaining new thematic Groups.
The Accidental Instruction Librarian (December 2014)Kelly Woodside
This document outlines a workshop on instructional design for library staff. It introduces the ADDIE model of instructional design, which includes analyzing needs, designing content and outcomes, developing materials, implementing instruction, and evaluating results. The workshop covers how to analyze learners and goals, design meaningful learning outcomes, select appropriate formats and technologies, develop and implement the instruction, and evaluate its effectiveness. Participants work in groups to draft a proposal for a library instruction program.
User Research for the Web and ApplicationsDani Nordin
Update of a talk originally given as a Skillshare workshop. Given at BioRaft Drupal Nights in summer 2013, and to be given at UX Boston in September 2013.
This document provides strategies for teaching children to think, including developing positive dispositions for thinking and learning, generating intellectual rigor and inquiry, combining proven frameworks with practical strategies, and enhancing thinking with technology. It discusses developing curiosity, self-talk, passion-driven inquiries, taxonomies of thinking, problem-solving approaches, and using technology like cellphones and visuals to advance thinking. The document aims to provide teachers with practical yet intellectually rigorous approaches to teaching children higher-order thinking.
Educating the whole child prepares students to be future-ready by addressing their academic, social, emotional, and physical needs. This holistic approach connects different content areas and allows schools to meet the needs of all learners. Evaluating programs is important to ensure all students are supported.
The document provides tips for facilitating effective group work. It recommends using group projects to reduce grading workload, improve work quality, and foster learning and connections. Instructors should use collaboration tools like screen sharing, video chat, wikis and Google docs for papers and presentations. When forming groups, instructors can consider geography, schedules, work styles, topics or majors. Instructors should encourage communication, provide early low-stakes collaboration opportunities, track participation, have a group divorce policy, and allow for anonymous feedback. The presentation links provide additional guidance.
Collaboration within a multidisciplinary team: working together to solve design problems more effectively. These slides are from a workshop at UX Cambridge 2012 presented with Andy Morris and Revathi Nathaniel from Red Gate. The workshop aimed to promote the role of UX practitioners as facilitators and gave participants the opportunity to try out the KJ-Method and Design Consequences game.
Do you co create at the elementary level- flat classrooms do!Julie Lindsay
The document discusses the Flat Classroom pedagogy which emphasizes global collaboration at the elementary level. It provides an overview of the Flat Classroom approach and outlines strategies for successful global collaboration, including making connections, communication, developing citizenship, contribution, choice, creation, and celebration. An example Flat Classroom project called "A Week in the Life" is described, which has elementary students in different locations research and share aspects of typical weekly routines to compare experiences in their different environments and cultures.
The document discusses a summative assessment for a curriculum centered around encouraging appreciation of different cultural perspectives. The assessment involves evaluating two solutions presented in texts to address a societal need or problem in order to promote harmony. Students would take on the role of Minister of Culture tasked with convincing society which solution is most viable based on understanding of the texts and use of relevant terminology. Success criteria include a perceptive understanding of texts with illustrative detail and sophisticated use of terminology.
Making Sense of the Complex World Together Sense-Making WorkshopBonnie Cheuk
This document Making Sense of the Complex World together: Workshop Design and Facilitator Guide is created by AstraZeneca team, and informed by Dervin’s Sense-Making Methodology. During COVID-19 crisis period, this internal document is made publicly available. We hope this resource will be useful for other companies and institutions who need to build communication and collaboration capabilities in times of great uncertainty.
For more information, please contact:
Dr Bonnie Cheuk – Global Capability Lead, Learning Agility & Learning Culture
Credit: Dervin’s Sense-Making Methodology (http://www.sense-making.org)
The slide deck for the "AI for Learning Design" workshop, hosted at Asia Pacific University, serves as a comprehensive guide to integrating Artificial Intelligence into educational settings. Designed to empower educators and instructional designers, the presentation offers actionable strategies for curriculum integration, insights into personalized learning through AI, and a deep dive into the ethical considerations that accompany AI adoption in education. The deck is structured to facilitate an interactive and engaging workshop experience, featuring real-world examples, hands-on activities, and spaces for thought-provoking discussions. Don't miss this invaluable resource for transforming your teaching practices and enhancing educational impact through AI.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
These slides were prepared to introduce district leaders to the design thinking process. The design challenge we worked on during this day-long introduction was to redesign high school media centers. These slides were used to step participants through each phase of the design thinking process.
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
This document summarizes a learning resource design session facilitated by Cindy Underhill. The session introduced learning resource design and focused on analyzing examples. Participants discussed conditions for online learning and analyzed projects like LEAP and Digital Tattoo to understand how design elements support learning conditions. The goal was to increase awareness of learning resource design and how standalone resources can effectively support learning inside and outside the classroom.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
1. School of
Social Innovation
a project by Sebi,
organized together with in collaboration with
Sunday, February 21, 2010
2. Project Summary
People from different
backgrounds come together, learn,
and use innovative methods
for solving specific social
problems that they care about.
Sunday, February 21, 2010
3. How does it work?
“Teachers” “Students” interact with “Clients”
hold to use
provided by
teaching Process & to solve
Workshops Problems
Methods
• 5 workshops, 2-3hrs each ...must be
Methods for: • socially relevant
• distributed throughout the
project • user research • real
• guidane available also • problem analysis • concrete
outside the workshops • idea generation
• iterative design
• presenting
Sunday, February 21, 2010
4. More details...
• The problems
Organizers select a few areas of the local society that could be improved (e.g. the elderly,
children, immigration, alcohol) and connect to the respective target groups and stakeholders.
• Workshops and warm-up
Students are presented and recommended practical methods and approaches to be used in the
projects. Most of the methods come from design fields (service design, UX design etc.).
• Solve it!
Teams of 3-4 “students” are formed, and each team attempts to develop a solution to the
problem they picked, working closely with their target group and stakeholders; guidance available
throughout.
• Wrap Up
Results are presented by the project teams, and discussed together.
Promissing concepts will be selected for continuation in the JollyDragon framework.
Sunday, February 21, 2010
5. People
Who can participate?
• Anyone who wants to do good, and learn in the process.
• We particularly expect students to get involved, as this is a great
opportunity to get experience from a meaningful, real-world project.
Backgrounds? anything goes!
• Sciences, Arts, Social Studies, Psychology, Politics.... We are expecting a
wide range of backgrounds. The more diverse, the better.
Time investment? 5 weeks, min.10hrs / week
• It is highly recommended that you have some time available for this. The
projects will happen in a fast pace and your team will need you there to
make great things happen!
• In any case, be very clear from the beginning how much time you will
have, so we can form the teams accordingly.
Sunday, February 21, 2010
6. Workshops
At the very least,
you will learn and practice methods of:
• User Research: understand the people whose problem you’re trying to solve
• Knowledge Mapping: Organize knowledge about the problem in ways that
support solution-finding
• Idea generation: Brainstorm for solutions, in a team
• Prototyping: Quickly experiment with potential solutions, to find out if they
will really work
• Iterative Design: Work in iterations to improve your solution
• Communication: Presenting and communicating your ideas.
Hands-on!
• no boring lectures; just the Why-s and the How-s.
• getting things done is our goal, in the end.
Sunday, February 21, 2010
7. Timeline
• Setting up the project
Week 1-3, Feb 12 - March 6
• Workshops & team work
Week 4-8, March 7 - March 28
• Wrap-Up
Week 9, March 29 - April 4
Sunday, February 21, 2010
8. Come aboard!
• Sign up
To take part in the project, send an email to stauciuc@gmail.com, or
jollydragon.net@gmail.com and very shortly write about
• your background,
• your time availability
• why you’re interested in the project
• Help organize!
Help will be needed in setting up the project, so that everyone gets the most
out of it. If you want to practice your organizing skills (or design, or
communication, or “sales” etc.) and do good at the same time, sign up asap. You
are most welcomed!
• Keep in touch
Follow the project at http://dschool.sebidesigns.com/. The website has just been
set up, but will be updated constantly in the coming weeks.
Sunday, February 21, 2010