Mr. Hood's Learning Journey

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Month: March 2020

Design Thinking

March 29, 2020 / / 2 Comments

What is a Design Thinker

We live in a digital information age, where sharing and communicating data invokes people to find inventive ways to solve the world’s problems. Student flexibility in critical thinking and problem solving is the premise for being a design thinker. We can see some of the skill sets needed for design thinking in the British Columbia core competencies:  thinking, communication, and personal social development. However, design thinking goes beyond core competencies and involves strategies into finding new solutions to problems.

I found Tim Brown’s introduction video on design thinking outlines how desirability of what we need or want, viability with consideration to the cost, and feasibility of the technology that can be used in finding the solution to a problem. In addition, Tim Brown also brings the value of divergent choices, whereas finding new approaches to problem solving as opposed to using the alternatives already around us to make the best choices.  It doesn’t take much effort in finding real world examples of how design thinking can be used in problem solving in relation to finding solutions to wicked problems.

Screenshots are captured from Tim Brown’s TED talk on Design Thinking  Youtube Link

From reading Buchanan, a wicked problem is best described as making either better or worse decisions in order to solve a multi-layered complex issue that involves multiple stakeholders. Design thinking is one approach into tackling complex problems.

In our current environment, we can consider the wicked problem in which we have a global pandemic declared by the World Health Organization, and ask ourselves the following question:

“How do we prevent global pandemics from happening and how can we prepare for them?”

It  is a multi-layered problem that requires the coordination of governments, communities, health care professionals, business, industry, and citizens of the world to flatten the curve of infection rates. Global pandemics have happened in the past, such as the Spanish flu Pandemic of 1918,  and will most likely continue in the future. It is a problem that will most likely never be solved, and will change depending on the next viral or bacterial outbreak which will have its own unique characteristics of transmission. However, we can challenge ourselves with a design thinking approach in which we diverge our thinking to find new solutions that haven’t been thought of before, and create  positive steps into getting closer to answering the wicked problem.

Image is obtained from Transition Design Seminar 2020  based on work from Rittel and Webber

In an article written by Tom Perry in Upworthy.com, Cristian Fracassi and Alessandro Romaioli, two engineers with access to 3D printing technology, developed and patented a valve that can be used in conjunction with scuba gear to make a ventilation mask. The prototype has been tested and deemed successful with a patient in Italy, but remains uncertified as a technology due to the immediate demand in supporting an overwhelming number of patients in the Italian hospitals. The viability of producing the valves, one dollar to print in addition to a 3-printer, the desirability in finding solutions that aren’t approved by testing medical boards is side stepped, and the feasibility of using existing scuba gear technology to create a ventilator is reached. Extraordinarily, it only took three hours for the engineers to create the prototype. By thinking divergently and creating new choices, in addition to reaching out to supportive partners, hospitals, and patients, in developing their prototype, we can chip away at solving wicked problems. We can also share innovative and creative solutions to the worldwide medical community by using social media and personal learning networks to create new seeds and new ideas for others to find solutions to the coronavirus pandemic.

 

Source: Youtube

How does Design Thinking Relate to Educators in B.C.?

Educators in British Columbia are moving into an unknown direction with supporting student learning without the physical presence of students in the classroom. It is another wicked problem that has been created from the ramifications of a global pandemic. Tomorrow, with the end of spring break, many educators are asking themselves the following:

“How can I best support my learners from a distance using technology?”

 

In the upcoming months, teachers are going to face problems in which they make either better or worse solutions, make decisions that best suit their own unique learners, and make decisions or develop new solutions that best support how teachers deliver the curriculum. Educators are mandated to social distance, which then creates unique challenges with working from home in alternative spaces with limited resources. I personally don’t have a final answer or solution in best supporting students, but using personal learning networks, reflecting on how other educators are using resources, and sharing data can help all stakeholders in best finding solutions to meet learners’ needs.  Design thinking…. welcome to tomorrow.

 

Final Thoughts

Reference articles

Buchanan, R. (1992). Wicked Problems in Design Thinking Design Issues: MIT Press, Vol. 8, No. 2 (Spring, 1992), pp. 5-21

Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169. https://doi.org/10.1007/bf01405730

 

 

Digital Bubbles

March 22, 2020 / / 1 Comment

Bubbles“Bubbles” by blondinrikard is licensed under CC BY 2.0

Digital Bubbles as an Educator

What is the writer trying to sell and what are they wanting you to buy?  Why would the writer frame the subject into an untruthful context, and how do you know if the writer is being truthful? Personally, I start with this frame of mind by asking myself these questions when reading content online. In a digital world where information moves quickly, and the phrase “Fake News” is an oxymoron to truth, finding multiple sources on a topic and understanding the writer’s motivation in covering the topic allows the reader to get a bigger picture of the story.

 

On January 8th, 2020, Ukrainian flight 752 was shot down in Iran. In the next 24 hours there was denial from the Iranian government and accusations from foreign entities outside of Iran that the plane was shot down. In my Science 9 class on January 10th, I showed students the English newspaper website the Tehran Times, and the news website in the United States called CNN. With both sites contradicting the events which occurred, we expanded our research into other news organizations such as The Guardian based in the United Kingdom and press the release from the Canadian government stated on CBC news. I then asked my students who is telling the truth? What story are they wanting you to buy, and why without giving my own personal thoughts on the subject. Over the weekend, with overwhelming evidence supplied by Iranian citizens with video from phones and American satellite detection of two missile launches from the Iranian military base, the Iranian government admitted fault.  Having students consider the motivation of people in creating false narratives, and how to process information as to truth and untruth is an important digital literacy skill set students need to be exposed to.

 

Howard Rheingold’s online book on Crap Detection 101, provides a variety of supportive tips and strategies on determining if a source is valid or not.  If I was to pass one piece of information from the article to my students, it would be asking yourself if you can find three reliable, separate, sources of information which validate the context of information. By having separate sources of information, it helps avoid confirmation bias where a website might hide the validity of their information by hyperlinking their sources of information to alternative false narratives. Mr Rheingold’s book also presents how alternative sources of information such as Twitter are being used to help validate what is happening in the real world, as was evident with Ukrainian flight 752.

 

Digital Bubbles influencing the Digital Project

Reading through my peers’ blogs have added to my understanding of how my group project can be improved upon. Through peer review of digital tools with my online cohort, it allows a filtering of online tools that can be helpful and supportive in addition to the context in which they can be used. Following the progress of our project, we initially used Ice cream Screen Recorder software in recording our brainstorming sessions, but we found the 5 minute video recording limitation challenging. We then switched to using screenshot software built into a group member’s Mac Book. However, not having a Mac book myself poses a challenge into the type of screen capturing software that I can use with a PC. OBS Studio is free to download, and has been used by Andrew Vogelsang in our cohort in creating screen capture content for his Digital Project. 

 

Below you can find my own introduction video on OBS Studio in which I captured some of the digital tools we are using in our digital project.

 

Creative Commons License

OBS Software Intro Use by Trevor Hood is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

In context with communication, we have been using the Blue Jeans software in collaborating with each other, Slack when we aren’t video conferencing, and shared Google Docs. There are various alternative social media tools we could have used instead, but I feel we made a decision in using these tools for the following reasons:

 

  • User accounts are already set up and established on Slack, making it easy for group members to continue with the same social media platform
  • Blue Jeans and Slack platforms were introduced to us when we started our master’s program through our professor which set familiarity and prior knowledge
  • Google Docs being extensively used in prior research projects and with previous professors in providing and sharing information

 

Trello was also useful in organizing information and setting up project deadlines with the possibility of a greater capacity in its use. Notably, this was another digital tool that was introduced to us earlier in our master’s program. 

 

In general, the tools that have been introduced to me in the master’s program have been implemented; therefore, I can conclude the main filter in making choices on the use of digital tools is the professional learning community in the University of Victoria Education and Technology master’s program.

 

Digital Bubbles and Students

It is unrealistic to expect students from kindergarten to grade twelve to use the same digital tools we are implementing in creating our digital project. There are lots of options as to how our students can communicate using digital media platforms, as various schools have alternative hardware and software tools at their disposal. Our group is focusing on students creating a ‘How to’ video on their personal learning with respect to the creation of Rube Goldberg machines. With a grade five target audience, we want the digital material created to follow the Freedom of Information and Protection of Privacy Act. Notably there are opportunities to share content online such as using Fresh Grade, where parents can review digital profiles and video content of their child’s learning while still making online content private and only accessible to parents or the teacher. Overall, the software tools that can be used must meet guidelines in protecting the privacy of students. 

 

Final Thoughts

Considering how our world is moving into an online environment, and possibly more so in the next few months as the world struggles to contain the coronavirus, I have been fortunate in already being exposed to online learning as a student. In the upcoming month it will be interesting to see if there is a possibility of switching roles from being a student to being a teacher, and if  I will have the option of choosing which digital tools that I would like to use in engaging my students.

Adding some Cement to Digital Storytelling

March 15, 2020 / / 4 Comments

Personal Reflection

Networking“Networking” by punQtum is licensed under CC BY 2.0

The coronavirus is creating a catalyst in implementing distance learning opportunities through technology for both educators and learners. We are fortunate to have a distance education program that helps support a model of distance education in which someone like myself, a high school classroom teacher, can find alternative ways of engaging with students. With uncertainty in the air of the possibility of not returning into the classroom after spring break, it makes sense to start thinking of how one can prepare for an alternative learning environment conducted from home. At the present time, my digital storytelling project idea is on my own journey on how I can create a learning community from home.

I presently have five courses, but decided to focus my journey in preparation for my Life Science 11 course. For synchronous communication, I am considering the use of Zoom as I like the hands-up feature and the ease of use in creating break-out rooms for students to communicate with each other. Notably, the University of Victoria  on their website has gone with Blackboard Collaborate for professors to continue with their instruction, which has similar features. It goes to show there are multiple alternative for video conference software at an educator’s disposal.

 

Colleagues in the master’s course have also considered asynchronous communication through video casts, podcasts, Flipgrid for student output activities and Kahoot as a tool in formative assessment.  As well, setting up a website that brings all of the links and resources together sets up a foundation for students to start. Google Classroom appears to be a strong option, and am fortunate to have a colleague who has created a flipped classroom with the use of this software. It appears that digital content is easy to upload and share with students. However, my colleague did suggest to use avatars, or pseudonyms for student identity to meet the Freedom of Information and Protection of Privacy Act (FOIPOP) guidelines set by the B.C. Ministry of Education.

 

Group Project  Reflection

Currently, we are deciding on how to integrate all of our own digital stories under one roof, and how we will make it easy for others to navigate through our stories. Our overall theme is in creating “How to videos” on creating digital online learning experiences. We are communicating on how to coordinate through the social media app called Slack, and using Trello as our platform for organizing tasks. The initial phase of brainstorming took place through a shared Google Docs. It allows all members to read, reflect, and contribute ideas on the direction to take.  Presently, we have been using our Google Docs much more than Trello. It will be interesting to see which software tools are going to be used or discarded. Tomorrow we plan to use the video conference platform called Blue Jeans Network for recording our brainstorming session. This will be our second session conferencing together. Our first session was approximately thirty minutes, but I feel it was very productive as it gave multiple perspectives on some of the problems we were facing, such as how to present content to the audience, our overall theme for digital storytelling, and setting up goals with dates in place to collaborate in the future. With that last note about the future, I am looking forward to seeing our ideas build into something more concrete.

 

Digital Storytelling: The Beginning!

March 8, 2020 / / 3 Comments

 

Camera and I“Camera and I” by jeshua.nace is licensed under CC BY-SA 2.0

First impressions

I am looking forward to the EDU 572 course, as I feel it focuses on using digital learning tools in contrast to writing literature reviews. I am hoping that I can apply what I learn in this course towards my final project, which is the creation of a website between two remote communities. 

Personal Experiences

Recently, I have transitioned into Google Docs as a way to share and store information for teaching in the classroom, but also find it a useful tool for my students. Earlier this week two of my students, without guidance, decided to use Google Docs in completing their research topic on digital formats in which both individuals were able to synchronously edit the shared document. As well, I was quite surprised how a few of my grade 10 students created a synchronous document for the purpose of writing HTML and CSS code for the creation of a website, again without any guidance or support from me. Overall, I am amazed what students can do when they collaborate together and use digital tools through self discovery or from their peers. 

This school year I am teaching three new courses; Digital Media 8, Information and Communications Technologies 9, and Web Development 10. All of which have brought me into a steep learning curve of HTML coding, CSS coding, Javascript, and the use of Massive Open Online Courses (MOOC’s) to teach the curriculum. Code.org and Khan Academy are two open online courses that I have adapted into a blended learning environment into my classroom. 

As well, all of my learning and collaboration with colleagues has mostly been through phone apps, and synchronous video classrooms that are all new to me. Since we started in July 2019, I am feeling more comfortable to speak my thoughts with little worry of embarrassment of criticism. 

Moving Forward

I am unsure right now how as a group which direction we are going to take with digital storytelling, or which technology tool will be the most optimal. Presently, I am biased towards learning more about Flip grid and using it as a tool for students to create short digital videos that relate to content in my Life Science 11 course. A peer in our cohort has already used the tool, and from listening to her experiences students can have an alternative communication forum outside of the classroom. However, I want to keep an open mind on considering how podcasts or alternative software platforms can also be used in our group. My colleagues all have varied experiences with teaching the Applied Design, Skills and Technology portion of the BC curriculum. Finding a common theme to build our digital story is a unique opportunity to grow and apply new skills into the real world. Setting myself up with creating a larger digital presence in virtual learning spaces for my students can optimally help support them outside of the classroom and connect young people to a greater community.

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