Mr. Hood's Learning Journey

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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

 

 

Educational Technology: Past and Present

December 6, 2019 / / 0 Comments

The article On the role of openness in education: A historical reconstruction provides the reader a journey into the progression of open education. The authors focused on European events in history on the progression from public lectures, to self education societies, and moving forward into much more organized institutions such as open universities and  to the use of Massive Open Online Courses (MOOC’s). Many of our school districts in British Columbia have a department that supports distance education through printed modules, online course work, and models where blended learning takes place. Some of my peers in the course use a blended learning model through distance education where there is a 40% face to face component, and a 60% component where students work at home through online website links and inventive online videos. 

 

The various ways one can interact through the use of hardware and software platforms in either synchronous or asynchronous communication can feel limitless, and the progress with new technology entering our lives has changed how one can learn new skill sets. My teenage daughter learns how to apply make-up through Youtube tutorials. In some cases she can watch a live feed and text the presenter questions that can be responded to in a public online forum with other viewers. 

 

Martin Weller, in his article Twenty Years of Edtech takes a look at the more recent progression of educational technology. His article provoked the most discussion with our peers with the following statement:

“Clearly, a rapid and fundamental shift in higher education practice has taken place, driven by technology adoption. Yet at the same time, nothing much has changed, and many ed-tech developments have failed to have significant impact.” 

 

Technology is used in the classroom in a variety of ways, but yet we still have classrooms that overall haven’t changed in structure since my parents attended school. Teachers may use a smartboard, have a document camera, or integrate students the use of computers and the internet to complete research, but such examples are substitutions from using encyclopedias or using an overhead projector with markers.  One can argue as a generalization that the fundamentals of how teachers deliver curriculum may not have significantly changed. A computer science teacher in our course from School District 91 suggests a large paradigm shift needs to happen before significant changes occur. An example of such a model can be found at the Pacific School of Innovation and Inquiry, where students use an inquiry based model to meet the B.C. Ministry of Education guidelines. The notion of a student following their own path of their design can enable learners to be more invested and creative in their goals. Jeff Hopkins, the founder and principal educator of the school, set the school in a way where students choose what they want to learn for the day, who they want to collaborate with, and where they would like to learn such as various on site school locations or off school site locations.

 

Another identifier in questioning our ability as educators in delivering curriculum is the overall use of textbooks. Textbooks are static, they don’t change, and the cost of replacing textbooks every few years tends to limit their replacement in publicly funded institutions. Suggestions in making changes in using e-books with open licenses that allow modification, and the supportive technology for students to access material digitally are questions that arise on how we expend resources. Potentially, the ability to share resources unhindered with free license between teacher colleagues may be around the corner. I was impressed upon hearing of a platform called Share Ed BC that has the potential for educators throughout B.C.  to share, create, and modify resources in an online professional learning community. 

 

There are changes occuring, but as Weller pointed out you may need to have lots of patience. I am looking forward to being part of those changes. 

 

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