Orientation: Enabling students to understand the expectations.
BHAG Expectation: Big hairy audacious goal.
Boot Strapping: You have to work from what you know and what you can self-learn
No CMO: No retail focus, so sales focus, no customer focus, no prices, no Chief Marketing Officer
No Justification: Focus upon propositions, work plans, challenges, journeys, idea. No focus upon validity.
B2B Design, (not b2c)
Risks and Mistakes are good
Not Okay: Chindogu, derivate design, redesign
Including Others: Tradies (users), people on the street.
Pressure Test, we borrow the phrase (from Master Chef) to hint at a contemporary metaphor of students and teachers.
Elevator Pitch
Pitch: video, kickstarter, in-house pitch, consultancy/ad agency pitch, pitch deck
Poster: scientific poster, project poster, event poster,
Oral defence: deep explanation
Individual Goal Setting and Reflection
Photo and Video documentation
Knowing the Gap
Provisional Patent
Speed Dating: Multiple sessions (3), each project starts with speed dating and resocialisation
Peer Learning
Peer Support: affection and giving
Pin-up Review: Each Weekly class is a support session, a progress review
Panel of Peers, students rotate and (each of the students) serve as panellists
Feedback Points: Commendations and Recommendations, 5+5
Open Studio: The Designer in the World, Siteworks
Teacher one-on-one with students.
Rapid Decision Making
Hamburger
Draft picks and Trade
The Startup Founders Team
Exit Strategy: the reformed founders team, splits and resignations
Sole Proprietorship
Lean Startup: The three-member functional team, CEO-CTO-CDO, defined responsibilities
MVP minimum viable product
Skunk Works: The world in the designer, The three projects
Design Sprint: Focuses upon Problem Solving, analytical thinking, training for group/ teamwork
Design Challenge: Focuses upon Creativity, comfort with ambiguity, training for group/ teamwork
Design Project: Prototype build in the context of in-house masspro
Makerspace
Direct Prototype
Proof of Concept
Testing Rigs
Workshop Builds: Maker Space
Workshop Processes: laser cutting, 3 d printing, foam models, metal work (avoiding timber)
Takumi
Mass Production Context
Designer-Maker
Airtable and Notion
Procreate
The name of the project is derived from a Freakanomics episode during the GFC.
One point being made in that episode is that the 30 year career outcome of students who graduate during the GFC (or are fresh graduates looking for work as the GFC was unfolding) would be significantly different from those who start during boom times.
Another point that was made was that what a graduate does during “the first six months’ immediately after graduation define their career trajectory.
There is a lot to unpack in that.
But also a segue: That what the entrant to university does (or is allowed to do) during the first 6 months after joining university – can have a profound impact on their agency as a designer.
The teacher teaches and the students are taught;
The teacher knows everything and the students know nothing;
The teacher thinks and the students are thought about;
The teacher talks and the students listen-meekly;
The teacher disciplines and the students are disciplined;
The teacher chooses and enforces his choice, and the students comply;
The teacher acts and the students have the illusion of acting through the action of the teacher;
The teacher chooses the program content, and the students (who were not consulted) adapt to it;
The teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students;
The teacher is the Subject of the learning process, while the pupils are mere objects.
Friere, P. (1970). Pedagogy of the Oppressed. New York: Continuum. Page 73
The Flotilla Model: The metaphor of the Sydney to Hobart race.
The tutor/ the teacher: 5 metaphors
Midwife
Guide
Coach
Gardener
Maestro
Proactive support of the Quintiles
Enact strategies to support Diversity
Hold space for the student as they develop
Create a safe place
But my favorite metaphorical description of learner-centered teaching is the teacher as midwife. I’ve seen the metaphor attributed to a number of different authors, but I first read it in an essay by Ayers (1986, p. 50). He writes, “Good teachers, like good midwives, empower. Good teachers find ways to activate students, for they know that learning requires active engagement between the subject and ‘object matter.’ Learning requires discovery and invention. Good teachers know when to hang back and be silent, when to watch and wonder at what is taking place all around them. They can push and they can pull when necessary—just like midwives—but they know that they are not always called upon to perform. Sometimes the performance is and must be elsewhere.”
I think of the teacher-midwife as being there at the birth of learning. The midwife isn’t giving birth. It is up to the learner to master and deliver this material, but the midwife is such a resource. She brings much previous experience, expertise, assurance, and calmness. She’s been alongside many other students as they’ve struggled with this material. She knows when it gets really hard and has strategies she can suggest that help learners break through to understanding. And when that understanding is finally born, she is there to celebrate all that moment means to the learner. It’s a beautiful metaphor.
From Weimer, Maryellen. Learner-Centered Teaching (pp. 61-62). Wiley. Kindle Edition.