Wednesday, July 17, 2013

How Might We...?

This evening was the second #dtk12chat, a twitter chat dedicated to discussing the application of design thinking in k-12 educational settings.  As I describe in my reflections on the first #dtk12chat, I'm still sort of a design thinking noob, and don't totally "get" it.  I'm learning to more deeply understand the process and mindset at the core of design thinking, rather than the steps of DesignThinkingTM.

While last week's chat was about defining terms and establishing common groups, the topic of tonight's chat was how to get *started* in design thinking.  I was completely overwhelmed immediately, so this isn't going to even come close to a summary of tweets, but rather a simpler organization of ideas.  (The chat started out with rounds of virtual hugs and welcomes, since this group is so enthusiastic about working together to bang on these ideas!)


Q1: Start with Questions: Where do you start with design thinking?

It seems that questions are a BIG piece of starting with design thinking.

Photos of a walking brainstorm I did w/ ELLs @ writing (scroll down).

I do this with my Digital Media course: HMW design a digital media course for middle schoolers. Whole DEEP process
reminds me of our use of visible thinking routines to get started See Think Wonder 4 example

when ideas and generating are visual, it makes it easier to build together and to share ownership

Q1 Where do you start? Taking a cue from Take a walk have students and yourself do observational journals to Discover


(Several tweets summarizing Jim Tiffin's awesome DT/MakerEd combo project with tiny makers!)

...for instance, the Kindergarteners had to create a throwing game for Nursery students....

...the K's had to imagine what would work best for the N's, not for K's. This was the empathy element.

DT was integrated into project. The K's were making LED throwies for a PE class.

Ks knew the game was for the Ns, so they kept asking themselves ?s from a N point-of-view


(Everyone leading me through a deeper level of understanding the "empathy" bit... The idea is to get *outside* yourself and probe another person's needs.)

In DesignThinking, can "client" be yourself? I have X problem, probe myself (maybe w peer help), then to prototyping & iteration?


Flash Round: Best HMW statements you have used/seen/experienced/hope to use... GO!

So start teachers:"HMW solve some snag in tching routine?" Start kids:"HMW org for a great school yr?" then progress from there?

Hard to keep track of different scales of DT... content classes for kids, school level for kids, teachers, community... Range!


How about y'all three do a here's-what-dt-looks-like-in-my-classroom session together??? #sxswedu)


Of course, "topics for future conversations" came up! Really just the one though... but it's a big'un!

1.) HMW embrace the ambiguity of the DT process? (As well as teach and support that ambiguity for our learning colleagues.)

the "messiness" is embracing the complexity & ambiguity, both physically & mentally

super hard for some to embrace. Could prob have an entire chat on strategies to help

I like as a session for future discussion. HMW we embrace ambiguity of the DT process?


If you made it all the way to the end, I'd love for you to let me know... What can I do to make this chunking more useful to others?  Going through the process of blogging is useful to *me,* but I can't tell whether it's even parse-able to anyone else.  Can you see the conversation chunking?  Would it help to have headers or some kind of other organizational structure?  (I'm trying to get my school colleagues into twitter, so would like to create a few resources to show them my own learning.)

1 comment:

  1. Hi Lindsey,
    Thanks for the compilation. BTW, I like how you use Twitter and blogging for dtk12 networking. As a prospective student for teacher training, I keep looking around for models of social media networking around education and technology. I like yours. I just started following you on Twitter, if you don't mind!