Design thinking is a non-linear, iterative process which seeks to understand users, challenge assumptions, redefine problems and create innovative solutions to prototype and test. The method that I uses consists of the image below:
ADST
Applied Design
Understanding Context & Empathy
Gather information about or from potential users
Defining
Choose a design opportunity
Identify key features or user requirements
Identify the main objective for the design and any constraints
Ideating
Generate potential ideas and add to others’ ideas
Screen ideas against the objective and constraints
Choose an idea to pursue
Prototyping
Outline a general plan, identifying tools and materials
Construct a first version of the product, making changes to tools, materials, and procedures as needed
Record iterations of prototyping
Testing
Test the product
Gather peer feedback and inspiration
Make changes and test again, repeating until satisfied with the product
Making
Construct the final product, incorporating planned changes
Sharing
Decide on how and with whom to share their product
Demonstrate their product and describe their process
Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment
Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space
Identify new design issues
Applied Skills
Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments
Identify the skills required for a task and develop those skills as needed
Applied Technologies
Use familiar tools and technologies to extend their capabilities when completing a task
Choose appropriate technologies to use for specific tasks
Demonstrate a willingness to learn new technologies as needed
Overview: What is ADST? (video)
Extra Information: https://designthinkingforeducators.com/
First principles of instruction
McCarthy 4-MAT Cycle of Learning (McCarthy, 1996)
First principles of instruction
1. Build readiness.
2. Form and norm groups.
3. Determine a preliminary problem definition.
4. Define and assign roles.
5. Engage in an iterative collaborative problem- solving process.
6. Finalize the solution or project.
7. Synthesize and reflect.
8. Assess products and processes.
9. Provide closure. (Nelson, 1999, Table 11.2, p. 258)
First principles of instruction
Shank’s (Schank et al., 1999) model was clearly problem-centered with a very strong emphasis on the application phase of instruction. In this model there was limited emphasis on activation and demonstration and, while integration was certainly the goal, there was very little in the model to direct the integration process per se. “GBS [goal-based scenario] is a learn-by-doing simulation in which students pursue a goal by practicing target skills and using relevant con- tent knowledge to help them achieve their goal”
FIRST PRINCIPLES
(p. 165). “There are seven essential components of a GBS: the learning goals, the mission, the cover story, the role, the scenario operations, the resources, and the feedback, including coaches and experts” (p. 173).
https://www.youtube.com/watch?v=zoHm5AXeYYQ (engineering)
https://www.youtube.com/watch?v=FEeTLopLkEo (women in engineering)