Design Thinking for Education: AUW Session 4
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Design Thinking for Education: AUW Session 4
- 2. o Session 1: Everyone is a designer. What is design thinking and what are wicked problems? o Session 2: How do I frame problems? How can we redesign organizations? How can creative methods support leadership capacity? Groups Start o Session 3: All design is redesign. How can we use design thinking to reuse open educational resources? o Session 4: How can design thinking help Review
- 3. Intro Lecture (5:15-6:30): o What is Learning Science / what are Learning Theories? What is evidence-based pedagogy? Activity: Curricular Planning/ Threshold Concepts (6:45- 8:00) o How to connect design thinking to learning science/ pedagogy? Guest Speaker: Making as pedagogy (8:15-8:45) o Michael Vaughn, expert on Makerspaces (unconfirmed) OR group work presentations! Guest Speaker Playfulness as pedagogy 9:00-10:00 Overview
- 4. How does learningwork? •Neurological – What happens in the brain? •Cognitive – What happens in the mind? •Metacognitive – How does the mind monitor what happens in the mind? •Social –What happens in the environment?
- 12. Metacognition: How adultsapproachlearning Learning Strategies Knowledge Selectivity Metacognition
- 13. Metacognition: How childrenapproachlearning Developing learning strategies Prior Knowledge, malleable Curiosity, Interest & Experimentation Metacognition
- 14. SocialPerspective Groups & Settings Tools & Artifacts Rules & Recognition
- 16. 1. Approach to Instruction, implementing design thinking in the classroom 2. Tool for Curricular Planning, using design thinking to prepare for the classroom Design Thinking &Pedagogy
- 17. What’sInfrastruct? Design Thinking 20 SPAGHETTI :: 1 MARSHMALLOW :: 1 YARD STRING::: 1 YARD TAPE o “Build the the tallest freestanding tower you can that will support the marshmallow in 18 minutes using only these materials.” Marshmallow Challenge
- 19. MakerSpace Examples: Cardboard City Nasher Museum of Art, 2018 Kidzu Makerspace 2017
- 20. StudentFeedback The experience I gained in the design thinking class has had long-lasting impact. During my recent internship I served at a huge vocational school over the course of five months. The school had over 3000 students and almost 200 teachers. Armed with spaghetti and marshmallows, I had absolutely outstanding experiences with the students in the various courses. The students did not take advantage of the unconventionally open structure, as the seasoned teachers had predicted. Instead, they developed their results in both emotional and constructive discussions. This led to a culture shift that teachers in other subjects noticed. They asked me what I had done. Before, classes shifted between lethargic and aggressive, and it was not possible to work. Teaching was a struggle and at least one of student had to leave the room every hour. The activities changed student attitudes. In the course of a typical class session, soda bottles flew across the room and the active participation concentrated chiefly on students having conversations among themselves talking about their weekend. Students were initially hesitant about the Marshmallow Challenge. Within moments, they were hooked. In a subsequent series of lessons that incorporated design thinking elements we
- 21. o June 2018: Design thinking workshop at Muenster University of Applied Sciences (Germany) o Workshop theme: Pedagogical Planning for Engineers – training engineering students to become vocational school teachers o Participants: 10 Students Engineering Students As Teacher Candidates
- 22. Students worked in groups on lesson planning. Students identified threshold concepts. Curricular Planning & Lesson Planning
- 23. Design Thinking • We randomly assigned threshhold concepts. • Students develop a pedagogical approach using design thinking as a technique.
- 24. Curricular Planning with Design Thinking 1. Work in your four groups (informal learning, AUW, secondary school) 2. Pick a a topic area, e.g., a course, skill or unit to teach • For example: AUW group selects class on study skills (learning how to learn) 3. Create a sketch note or concept map (or both) 4. Identify threshold concepts in your topic area 5. Plan a session (120 minutes) of instruction
- 25. Step 1: Create a sketchnote or concept map (30 min) Concept map: rectangles, labels, arrows, depicts relationships, structure of topic Sketchnote: symbols, text, icons, shapes,, arrows, illustrations
- 26. Threshold Concept(Meyer& Land,2003, 2010) A 'threshold concept’ once understood, changes the way a person thinks (Eureka! Aha!): • Integrative • Transformative • Bounded • Troublesome • Irreversible https://www.aace.org/review/threshold-concepts/
Editor's Notes
- The way we think about how works depends on what we are interested in studying. There are at least four different perspectives on learning.
- Basically, we understand how the mind works in similar ways as a computer works – we have the disk space where we save information and the random access memory where we process information.
- The long term memory is our hard drive – it is where we store information long term. Learning is the process of adding new information to our long term memory. There are two factors that are decisive for this to happen are attention and elaboration. If we want to make sure to remember something, we first of all need to pay attention and second engage with the information by interpreting it, connecting it to what we already know, etc..
- The working memory, where we process new information, is extremely limited in capacity when it has to deal with unfamiliar information. It can handle between 3 and 5 novel information items or chunks. And what happens if I overload the working memory?
- The learner freezes, stops responding, we get this blank stare from the audience and we know we have to restart, and if the learner is a Windows machine, this will take forever.
- Luckily, the capacity limits of the working memory are eliminated when it deals with familiar information that has been stored in the long term memory. We can therefore design our instructional material in a way that makes the most effective use of the working memory and supports learning. We can do this by directing the learner attention, by reducing complexity, and by connecting to prior knowledge.
- Knowing how the mind works is particularly important when you teach adult learners, because as you may have suspected. Older computer are slower. Once we are past a certain age (some say as early as out twenties), the working memory capacity and information processing speed declines, and we have less attentional control, which means we have a harder time to ignore distracting noises or extraneous information.
- On the other hand, adulthood is characterized by an accumulation of experience. We have established complex knowledge systems at our disposal in the long-term memory. Adults who already know a lot about a subject area will have an easier time to integrate new information than a novice. “At any given age, you’re getting better at some things, you’re getting worse at some other things, and you’re at a plateau at some other things. There’s probably not one age at which you’re peak on most things, much less all of them.
- Due to their learning and life experience accumulated over time, adult learners have high levels of self-directedness and self-regulation. They are able to monitor their learning progress, to choose learning strategies, and to identify learning success. These metacognitive abilities, together with their prior knowledge can make adult learners highly efficient and effective learners. Furthermore, the abilities that allow to self-regulate one’s own learning is in itself a learnable skill that we can promote through instruction. Adult learners' self-directedness in learning is associated with higher levels of selectivity. They are selective about what they consider necessary to be learned as well as how to learn it. This selectivity can be seen as a coping mechanism. My adult mind has less processing power and already a lot of stuff stored on the hard drive, so naturally, I am selective about what to learn. Similarly it is unsurprising that adult learners are selective in terms of how they want to learn. Their preferred approach is based on what worked and what did not work in the past.
- Adult learners' self-directedness in learning is associated with higher levels of selectivity. They are selective about what they consider necessary to be learned as well as how to learn it. This selectivity can be seen as a coping mechanism. My adult mind has less processing power and already a lot of stuff stored on the hard drive, so naturally, I am selective about what to learn. Similarly it is unsurprising that adult learners are selective in terms of how they want to learn. Their preferred approach is based on what worked and what did not work in the past.
- If you are social constructivist, you understand learning as a situated process and study the socially and technologically mediated activities associated with it. You study the learner in their natural environment and try to observe what happens between people in a learning situation. This perspective includes social constructivism, constructionism and embodied cognition.