Design Thinking for Education

DIPLOMA PROJECT Developing Design Thinking Toolkit for Schools Sponsor : Design For Change , Ahmedabad

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Volume : 1 STUDENT : ABIPAUL PROGRAMME : Post-Graduate Diploma Programme

GUIDE : GAYATRI MENON

2014 INDUSTRIAL DESIGN (TOY AND GAME DESIGN)

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The Evaluation Jury recommends ABIPAUL for the

Diploma of the National Institute of Design IN INDUSTRIAL DESIGN (TOY AND GAME DESIGN)

herewith, for the project titled "Developing Design Thinking Toolkit For School" on fulfilling the further requirements by

*

Chairperson:

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Members :

*Subsequent remarks regarding fulfilling the requirements :

Registrar(Academics)

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DESIGN THINKING TOOLKIT FOR EDUCATION

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This document is a student project report created in 2014, meant only for academic assessment by National Institute of Design for Post Graduate Diploma Programme in Design, under the course Toy & Game Design.

DISCLAIMER

All the data and analysis presented in this document belongs to the sponsor - Design For Change, except wherever reference has been given of the original source, with copyright privileges extended to the sponsor only. The data is strictly confidential and should not be quoted or reproduced in any form without the prior written consent of the author, institute or the sponsor. Also, due to a nondisclosure agreement between the student and the sponsor, some information and solutions have not been fully revealed in this document.

All material in nature of photographs, logos and trademark, and other objects of Intellectual Property belong to the owners duly acknowledged.

Lastly, the approaches and practices mentioned in this document are just one of the many methods the author decided to tackle the problem with.

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GAYATRI MENON GUIDE TOY AND GAME DESIGN 8

SAJITH GOPINATH CO-ORDINATOR TOY AND GAME DESIGN

ACKNOWLEDGMENT

SHEKHAR BHATTACHARJEE FACULTY TOY AND GAME DESIGN MP RANJAN DESIGN THINKER SAMBITH INDUSTRIAL DESIGNER GIRISH ,PRATEEK & PRABHAKAR

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It was the 1950s – a time for reappraisal and reconstruction of the newly independent India. A young nation was confronted with the mammoth task of nation building, of balancing age old traditions with modern technology and ideas. The Modern Movement, the philosophy of Machine Aesthetics, and revolutionary experimentation in the arts, architecture and design were all taking place at the same time. There was a search for the Indian identity across all aspects of life.

ABOUT NID

This was also the time when the Government of India requested the Ford Foundation to invite Charles and Ray Eames to visit India and understand the context of the country’s vast technical and creative resources. On April 7, 1958 the Eames presented the India report to the Government of India, defining the underlying spirit of this nation that would lead to the founding of NID and beginning of design education in India.

Based on this India Report, which recommended a problem-solving design consciousness that linked learning with experience, the Government of India, with the assistance of the Ford Foundation and the Sarabhai family established the National Institute of Industrial Design (NID, as it was known originally in 1961. And there began a ripple that changed the design thinking of generations to come.

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The Toy and Game design programme at NID aims to develop a professional and creative approach to the growing needs and aspirations in the field of education and entertainment.

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ABOUT TOY & GAME DESIGN

The programme draws strength from its trans disciplinary nature, integrating a body of knowledge from various disciplines of design. The learning modules give equal importance to conceptual thinking as well as experiential learning. Starting with courses involving basic design fundamentals, material and media studies, creative thinking, cultural studies, user psychology to name a few, the progressive curriculum then focuses on methodologies for understanding complex system-level problems and scenario visualisations.

Modules such as elements of play, game theory, character user research methods, etc. provide specialised inputs. The projectbased pedagogy facilitates students to work on projects of their choice ranging from heritage toys, digital games, educational play material to sports equipment and designs for futuristic scenarios, and integrate creative ideas with a practical known in order to come up with innovative designs.

An active student exchange programme as well as collaborative classroom projects with industries provide students with a knowledge-enriching exposure. The emphasis on innovation-led designs helps students to begin their career in a spectrum of industries or start their own enterprises.

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DESIGN FOR CHANGE is the largest global movement designed to give children an opportunity to express their own ideas for a better world and put them into action.

ABOUT DESIGN FOR CHANGE

Children and adults learn through the Design for Change Challenge that “I Can� are the two most powerful words a person can believe. Children who have discovered this are changing their world.

This year, Design for Change reaches 34 countries and over 300,000 schools inspiring hundreds of thousands of children, their teachers and parents, to celebrate the fact change is possible and that they can lead that change!

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DESIGN BRIEF

TABLE OF CONTENT

Synopsis About NID About Toy & Game Design About the client

1 1.1

INTRODUCTION Design brief

2 2.1

- 20

1 . 2 Design Methodology

- 21

1 . 3 Design process flow

- 23

1 . 4 Target users 1 . 5 Timeline

- 24

INITIAL UNDERSTANDING Design thinking 2 . 1. 1 2 . 1. 2 2 . 1. 3

2.2

- 25

Education

- 29

History Evolution Framework of FIDS - 38

Current scenario in education 2 . 2. 2 21 st century skills 2 . 2. 1

2.3

Learning

- 46

2 . 3 .1 2.4

Play

Types of learning

- 48

2 . 4 . 1 Understanding play 2 . 4 . 2 Properties of play 2.5

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User group psychology

- 50

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3.1

DESIGN PROCESS Research methodology

- 57

4.1

IDEATION

Market oriented study

4. 1. 1

3 . 1. 2

General products in market

4 . 1. 2

3 . 1. 3

Categories of playing Cards Analysis of design thinking toolkits

3.3

User oriented study - 69 3 . 2. 1 Insights 3 . 2. 2 Analysis Oppurtunity area - 84

3.4

Redefined brief

- 86

3 . 4. 1

Process brief

3 . 4. 2

Final delivery brief

5

Idea Generation

3 . 1. 1

3 . 1. 4 3.2

4

- 57

Ideation

Understanding Visual thinking 4 . 1. 3 Understanding Visual styles 4.2

Game play 4 . 2. 1

CONCLUSION

5. 1

Overview

5. 2

Key features

5. 3

Future scope

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BIBLIOGRAPHY

-142 -142

REFERENCE

-143

-144

-142

-94

General ideas

4 . 2. 2 Final ideas 4 . 2. 3

Concepts on Final idea

4.3

Prototyping

4.4

Cards samples

-100 -120

4 . 4. 1 Concepts & exploration 4 . 4. 2 Finalization of card 4 . 4. 3 Prototyping 4.5

Product Packaging 4 . 5. 1

-130

Concepts & exploration

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“DO NOT KEEP CHILDREN TO THEIR STUDIES BY COMPULSION BUT BY PLAY”

-PLATO

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Synopsis

16 The objective of this project was to design a design thinking toolkit for education. It was developed for children to get habituated with design thinking process of design for change .As design thinking is a tool that empowers huge conglomerates, governments, systems and life in general. This is at best a practice that can not just solve problems as a curative measure but help develop ideas so the problems are reduced to the absolute minimal, if not completely eradicating it. Although usually, design thinking is seen to practiced by people who are in some way or the other have been exposed to design education, one may ponder, if thus can be cultivated in an individual from an earlier stage.

It was this question that led to the challenge of designing a toolkit which would introduce them to design thinking concept and methods.

What is better than using play to facilitate learning in the young. And so after a detailed user study, numerous brainstorming sessions and working closely with the target user as a school faculty, various insights were drawn which were then conceptualized into quick prototypes and user tested. After undergoing a series of iterations a final toolkit was designed and prototyped. The toolkit is a deck of cards which speaks through images instead of words in through the of play.Introducing design thinking from an early age offers numerous perspectives on the world, providing the advantage of exercising some choice among them and learn to create new meanings through interaction and rational thinking.

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Information about the client

17 Design for Change begins with the simple and powerful premise “I CAN" more specifically children can. By empowering students to identify the challenges that most affect their communities, Design for Change encourages them to find the solutions and lead adults and their classmates in this effort.

Design for Change first began in 2009 at Riverside School, Ahmadabad, India and now reaches students in over 200,000 schools all across the world.

By offering a simple design-thinking framework, Design for Change asks the children to:

FEEL anything that bothers them, IMAGINE a change that they want to bring to that situation, DO the act of change and SHARE their story of change with others to inspire them.

Students are teaching their parents to read, stopping child marriages, cleaning up their neighborhoods and fixing potholes on the street, building safe biking paths and much more with the impact growing wider every year. All around the world, children are stepping up and learning that the power to create change lies in them as much as with the adults who educate them and influence their lives. This feeling of agency and advocacy is fueled by passion, belief and a compelling sense of purpose.

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Chapter 1: Introduction

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Design brief 1.1

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To create a card based toolkit for children between age group of 8-12 that would enable them to get accustomed design thinking process .

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Design process 1.2

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RESEARCH

PROTOTYPING

ANALYSIS

DESIGN

CONCEPT

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Design process flow 1.3

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Research

Initial understanding Of design thinking Types of Learning Current scenario in Education Available toolkits

Cards

Look and feel

Low Fidelity Prototype (Paper Mock up ) Synthesis

Different styles High Fidelity Prototype High fidelity prototype Design model

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Packaging

Low fidelity prototype

User psychology Field study

Build

Concepts

Analysis

Design model

Target Users 1.4

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Children of age group of 8-12 years are the users. But the toolkit also needs to fulfill the attributes of design thinking and get habituated with design thinking process of design for change.

8-12 YEARS

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Timeline 1.5 2013 - 2014 24

NOVEMBER

Intial Understanding

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DECEMBER

JANUARY

Research

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MARCH

FEBRUARY

Insight Mapping

Ideation & Concept Exploration

Final concepts & Developement

Prototypes

APRIL

Final Prototypes

User testing

Finalization

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Chapter -2 : Initial understanding

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DESIGN IS NOT WHAT IT LOOKS LIKE AND FEELS LIKE, DESIGN IS HOW IT WORKS

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- STEVE JOBS

Design Thinking 2.1 What is design thinking ?

Design Thinking is human-centered. It focuses on people and their needs .Not on a specific technology or other condition,methods therefore used are observations, interviews, brainstorming, prototyping.

It’s Human-Centered DesignThinking begins from deep empathy and understanding of needs and motivations of people in this case, the students, teachers, parents, staff and administrators who make up your everyday world.

It’s Collaborative Several great minds are always stronger when solving a challenge than just one.

Design Thinking benefits greatly from the views of multiple perspectives, and others creativity bolstering your own.

It’s Optimistic Design Thinking is the fundamental belief that we all can create change no matter how big a problem, how little time or how small a budget. No matter what constraints exist around you, designing can be an enjoyable process.

and to learn from your mistakes, because you come up with new ideas, get feedback on them, then iterate. Yet there is an underlying expectation that educators must strive for perfection, that they may not make mistakes, that they should always be flawless role models. This kind of expectation makes it hard to take risks. It limits the possibilities to create more radical change. But educators need to experiment and design thinking is all about learning by doing. In short, Design Thinking is the confidence that new, better things are possible and that you can make them happen. And that kind of optimism well-needed in education

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A BRIEF HISTORY OF DESIGN THINKING

Design thinking and all that it stands for today did not directly come out of the history, it simply proves that design thinking has a history. Design thinking was a realization through the evolution of different (collaborative) design process methods that were developed to improve and extend design to other areas of practice.

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Participatory Design In the early days, participatory methodology was seen most commonly in urban planning until recent developments in design gave this method its name. As i stated earlier, one could very easily trace the history and development of participa -tory design in and of itself- independent from design thinking.

“Plato was known to seek advice from his people�

Image name History of design thinking Image sourceHttp://ithinkidesign.wordpress.com/2012/06/08/abrief-history-of-design-thinking-how-design-think-

ing-came-to-be/

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Participatory Design is a design approach where all stakeholders are actively involved in the processes and procedures of design. traditional design processes commonly include the paying client and consultants within or related to the profession. In participatory design, the users and even the wider public are also recognized as stakeholders and are brought into the process as well.

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The extent of their involvement differs across projects and can range from merely informing these groups of people in a one-way process for sharing or delegating roles and responsibilities in partnership with the local communities. The main objective is often to ensure that the end product or outcome of the design process meets the actual needs of this wider group of stakeholders,but there are many other reasons for adopting a more participatory approach as well: • • • •

People have the right to participation.

Designers have a social responsibility to people.

Everyone is an expert at something.

Participation creates ownership of the product or outcome.

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User-Centered Design

Service Design

The most significant contribution to the transformation of user development in design was introduced by design theorist Donald Norman. Donald redefined participatory design into what he coined as user-centered design. User testing became less about usability and more about a users interests and needs. Norman favored user-control and humanized participatory and system design by “making things visible”. This was to ensure users could discover errors and have control over resolving them.

On the design methodology timeline, service design broke out into the design discipline as a new practice a few years after the turn of the millennium. We can see now that developments through participatory design to user-centered design and the evolution of customer experiences has shaped much of the methodology behind service design. Lucy Kimbell best sums up the development of service design as:

Another significant shift in ideology from participatory to user-centered design was the placement of user at the center of the development process. It highlighted the benefits of understanding user experience over user testing. Owing some of its methodology to behavioral sciences, user-centered design emphasized experience over efficiency and adopted a more humanistic approach with the involvement of the user throughout the development of a product or system.

User-centered design grew out of speculations towards elevating users from guinea pigs to co-developers of systems during the participatory trend. This new methodology incidentally spread into broader areas of industry and practice.

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‘It Draws on several traditions including product, environment, experience and interaction design” Kimbell and a few other scholars discuss a new perspective rising in business from a closed value chain (i.e: we punched out a product we tested on some monkeys and know it works so we can forget about it) to understanding how and what the user does with a product (or service)including their journey and experience. This perspective is another step forward in the evolution of design methodology, for rather than thinking about end user experience of a product or service (user-centered design) attention has shifted to understanding the use, interaction and journey of that product/service after it has left the hands of the provider.

Human-Centered Design

So now we find ourselves labeling all products and systems as one service unit. Kimbell argues that the distinction between a service and product becomes Irrelevant, for everything is a type of service that plays a role in ‘value creation’. Furthermore,service design extended the definition of the ‘user’ to include all stakeholders and individuals affected or interacting with the service system.

It was with this new approach to product/service systems that the idea of a holistic mindset was made evident. And the holistic mindset behind service design owed much of its development to Ezio Manzini through his research in service marketing and meta-design. Additionally, many of the methods used in service design today have been borrowed and adapted from anthropology and marketing.

Most importantly, it is the holistic perspective of service design that distinguishes itself from all previous design methodologies. Rather than focusing on the ‘end user’ (the customer: marketing/user centered and participatory design), service design seeks to collaborate with all users of a service; building relationships between stakeholders to open up communication for the exchange and development of value and knowledge.

Since the early 1990s, human-centered design and user-centered design were often interchangeable terms regarding the integration of end users within a design process. Like many other design methodologies, human-centered design first began within technological and product system industries and was growing under human centered interaction (a method that is still in use).

Human-centered design only started to evolve around the late 1990s, when the development of methods described above shifted from a techno driven focus to a humanized one.

It was also at this point that we found ourselves with a design methodology that was manifested as more of a mindset than a physical set of tools. William B. Rouse discusses the ideology of the mindset behind HCD in his book,design for Success. A Human-centered approach to designing successful products and Systems.

“Roles of humans in complex systems, enhancing human abilities, aid to overcome human limitations and foster user acceptance”.

Despite contextualizing his definition within the field of systems and product engineering..

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DESIGN THINKING IN EDUCATION

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Design thinking teaches students that the best solutions are those that are empathy-driven and end-user-centric. By understanding the perspective that an answer to a problem is only as good as the end-user finds it to be, students gain a valuable and complimentary second layer to the empirical or logic-based problem solving methodologies they are used to. With this combination, students may begin to grasp the idea that no answer is perfect and that there are often many ways to frame and address a single problem. While this dual perspective presents students with a fairly sophisticated paradox—one that even the most seasoned design thinkers struggle with—it ideally forces them to see that an effective way to land on a single, actionable solution for a given problem is to focus on the audience or end-user at hand, and have this perspective inspire the approach.

As we know, empathy and end-user-eccentricity must not just be part of the solution, but must also be integral to the process, which itself should be an iterative, co-creative partnership. Design thinking teaches students that in order to develop and fully integrate empathy into the fabric of a solution, they must engage and create dialogue with the end-user up front, throughout the problem solving process, during the rationalization of potential solutions and in the way in which those solutions are ultimately defined and communicated.

The need for design thinking. This movement to build a generation of design thinkers could not be more timely or more relevant. We are living in an age of increased complexity, and are facing global challenges at an unprecedented scale. The nature of connectivty, interactivity, and information is changing at lightening speed. We need to enable a generation of leaders who believe they can make a difference in the world around them, because we need this generation to build new systems and rebuild declining ones. We need them to be great collaborators, great communicators, and great innovators.

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At the New York district public school of Brockport High, students can enroll in an engineering design and development course where they use design thinking to apply their knowledge of math, science, and engineering to solve real-world problems.

The Victoria-Cedar Alliance in Singapore offers a six-year imagineering program leading to a certificate. Through design thinking, the imagineering Program helps students gain a deeper understanding of social issues, develop empathy with people in the community and cultivate a passion for improving the lives of others.

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Design for Change is a contest for middle school children. By empowering students to identify the challenges that most affect their communities, Design for Change encourages kids to find the solutions and lead adults and their classmates in the effort. Design for Change began in 2009 at Riverside School in Ahmedabad, India, and now reaches students in more than 200,000 schools across the world.

The Ellis School, an independent school in Pittsburgh, integrates design thinking into several courses such as Introduction to engineering Design, Physics, and Computer Science. Recently, students at Ellis used design thinking as a school-wide initiative to find and answer problems related to girls’ education throughout the world.

In Massachusetts, Newton north high school offers a Greengineers program in which design thinking is the basis for a collaborative think-tank. The effort combines diverse content areas such as chemistry, engineering, physics, economics, finance, fashion, and industrial safety.

Synapse School, an independent K-8 school in California, combines design thinking with a constructivist-learning framework.

Students as young as kindergarten use design thinking in their projects, and take a class that specifically helps them learn design process.

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DESIGN THINKING OF DESIGN FOR CHANGE The 4 steps to 'I CAN' Design thinking is a user-centered process, and the empathy that comes from observing users enables design thinkers to uncover deep and meaningful needs (both overt and Latent). The process requires the re-framing of the idea being scrutinized and encourages a systemic view of the field before you jump to solutions.

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MAP Ask children to walk around their school/community and locate problems situations that bother them OBSERVE In groups , get the children to list down all the problems that they observed and discuss with each other WHY it bothered them ENGAGE Ask the children to speak with the people who are affected /part of the problem and ask them WHY the situation is the way it is

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IDEATE Get the children to look at ways in which the situation can be changed for the better.

VOTE Choose the idea that has potential to effect significant change in ONE week!

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PLAN

Help children with how many people will be needed ? What resources will be required ?

What is the budget , how all they get the money?How Much time will it take?

IMPLEMENT You can !

REFLECT

Being the change , changes the being -reflect on things that children learn about the situation and things that they learn about the situation and things that they learn about themselves.

CONTINUE

Change takes time .you may open a discussion with the children on how to continue the act of change for a long -term impact.

SUBMIT Send in your submission form .You can tell the story

INSPIRE

Share your story with other schools,and with the local news media .Your will inspire others.

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Education 2.2 What is education ?

Education is the process of bringing desirable change into the behavior of human beings. It can also be defined as the “Process of imparting or acquiring knowledge or habits through instruction or study”. The behavioral changes must be directed towards a desirable end. They should be acceptable socially, culturally and result in a change in knowledge, skill, attitude and understanding.

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Education in its all-inclusive form goes beyond what takes places within the four walls of the classroom. A child gets education from his experiences outside the school as well as from those within on the basis of these factors. So, there are mainly three types of education, namely,

• Formal • Informal • Non-formal

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FORMAL

IN FORMAL

NON FORMAL

1. Institutional activity

1. Life long process

2. Chronologically graded hierarchically structured

2. Individual learns from daily experiences

3. Uniform

3. Individual learns from exposure to the environment at home, at work, at play etc.

4. Subject oriented

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1. Flexible

2. Life environment and learner oriented 3. Diversified in content and method 4. Non-authoritarian

5. Full time

5. Built on learner participation

6. Leads to certificates, diplomas, degrees

6. It mobilizes local resources 7. It enriches human and environmental potential

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CURRENT SCENARIO IN EDUCATION

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Purely curriculum based Teaching only the content

Not aware of different teaching methods

Less moral values

Thinking inside the box

Memorization without understanding

Lack of sensitivity

Unawareness of child psychology

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NEW METHODS OF LEARNING CONTEXTUAL LEARNING

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SELF ORGANIZED LEARNING

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CREATIVE AGENCY

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21ST CENTURY SKILLS

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What Are 21st-Century Skills?

Learning to collaborate with others and connect through technology are essential skills in a knowledge-based economy. Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.

CRITICAL THINKING AND PROBLEM SOLVING

CREATIVITY AND INNOVATION

Reason Effectively

Think Creatively

Use various types of reasoning (e.g., inductive, deductive, etc.) as appropriate to the situation using Systems Thinking. Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems to make Judgments and Decisions effectively analyze and evaluate evidence, arguments, claims and beliefs and analyze and evaluate major alternative points of view. Synthesize and make connections between information and arguments and interpret information and draw conclusions based on the best analysis and solve different kinds of non-familiar problems in both conventional and innovative ways. Identify and ask significant questions that clarify various points of view and lead to better solutions.

Use a wide range of idea creation techniques (such as brainstorming).Create new and worthwhile ideas (both incremental and radical concepts) .Elaborate, refine, analyze, and evaluate ideas in order to improve and maximize creative efforts and demonstrate imagination and curiosity and work Creatively with others to develop, implement, and communicate new ideas to others effectively .Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas view failure as an opportunity to learn and understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes and act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

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Communicate Clearly

VISUAL LITERACY

Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts.

Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions. Use communication for a range of purposes (e.g., to inform, instruct, motivate, and persuade) and in diverse environments (including multi-lingual).Utilize multiple media and technologies, and know how to judge their effectiveness a prior as well as assess their impact.

To demonstrate the ability to interpret, recognize, appreciate, and understand information presented through visible actions, objects and symbols, natural or man-made.

Collaborate with Others Demonstrate ability to work effectively and respectfully with diverse teams and exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.

Assume shared responsibility for collaborative work, and value the individual contributions made by each team members.

SCIENTIFIC AND NUMERICAL LITERACY To demonstrate the ability to evaluate the quality of scientific and numerical information on the basis of its sources and the methods used to generate and ability to reason with numbers and other mathematical concepts.

CROSS-DISCIPLINARY THINKING Apply knowledge, attitudes, behaviors, and skills across disciplines in appropriate and effective ways BASIC LITERACY To demonstrate the ability to use language to read, write, listen, and speak.

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Learning 2.3

KINAESTHETIC LEARNING 46

Kinaesthetic learning refers to one of the modalities that all learners use in order to approach and absorb new Information. Every individual student has his or her own preferred learning style, and many people (children and adults) learn best when they are allowed to touch and physically manipulate tools that model or represent the lesson at hand. Kinesthetic learners assimilate new knowledge more efficiently through physical work (playing with manipulative’s, building dioramas, working with scale models, or role-playing a situation) as opposed to simply hearing or seeing a lesson.

THE OFF THE WALL LEARNING The Off the wall learning project of the institute of play is an informal learning approach for presenting creative challenges in poster form. The basics are simple.

• Create a learning challenge that requires individual or group problem solving.

• Create a poster that describes the challenge.

• Gather materials.

• Stand back and let the learning begin.

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CONNECTED LEARNING 47

Connected learning is a model of learning that holds out the possiblity of re-imagining the experience of education in the information on age.It draws on the power of todays technology to fuse young people’s interests , friendship and academic through experiences laced with hands on production ,shared purpose and open networks.

SOCIAL AND EMOTIONAL LEARNING Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes ,skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish positive relationships, and make responsible decisions.

SEL is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful. Social and emotional skills are critical to being a good student, citizen and worker and many risky behaviors (e.g., drug use, violence, bullying and dropping out) can be prevented or reduced when multi-year, integrated efforts are used to develop students social and emotional skills. This is best done through effective classroom instruction.student engagement in positive activities in and out of the classroom; and broad parent and community involvement in program planning, implementation and evaluation.

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Play 2.4

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Play creates new neutral connections. It creates an arena for social interaction and learning .The great benefits of play are the ability to become smarter, to learn more about the world. We stop worrying about whether we look good or awkward,smart and stupid. We stop thinking about the fact that we are thinking .Many studies have demonstrated that people who continue to play games , who continue to explore and learn through life. Play also has inherent attraction .Its fun and it makes you feel good.It provides psychological aroual. It is cure for boredom.

Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them.

Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.

Key ways that young children learn include playing, being with other people, being active, exploring and new experiences, talking to themselves, communication with others, meeting physical and mental challenges, being shown how to do new things, practicing & repeating skills and having fun. Once people understand what play does from them,they can learn to bring a sense of excitement and adventure back to their lives , make work an extension of their play lives ,and engage fully with the world.

Properties of play • • • • • • •

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Apparently purposeless(done it for own sake) Voluntary Inherent attratction Freedom from time Diminished consiousness of self Improvisational potential Continuation desire

“Play is fun for children. Play is the way children learn�.

Through play, children learn about themselves, their environment, people and the world around them. As they play, children learn to solve problems and to get along with others. They enhance their creativity ,develop leadership skills and healthy personalities. Play develops skills children need to learn to read and write.

Play in early childhood is the best foundation for success in school.

As a child learns to reach, grasp, crawl, run, climb and balance physical skills are developed. Dexterity develops when the child handles toys or other objects.Language increases as a child plays and interacts with others. A baby's cooing games with parents evolve into the language skills of a child sharing stories. Learning to co-operate, negotiate, take turns and play by the rules are important interpersonal lifetime skills, all of which play fosters.

Positive play experiences develop positive emotional well-being.

Through play and imagination, a child can fulfill wishes and overcome fears of unpleasant experiences. Play helps the child master the environment. When children feel secure, safe, successful and capable, they acquire important components of positive emotional health. Sharing play experiences also can create strong bonds between parent and child. Parents are their child's first playmates.

Children are thinkers. Parents or caregivers can pose age appropriate problems and challenges to children to help them think of as many different solutions as possible. It is important to know child so well that can match problems to the child's abilities and interests.Play activities should fit the child. They should be a bit difficult, but not so difficult as to overwhelm or frustrate the child.

Not all children, even at the same age, think at the same level and not all children have the same interests.Toys are the props of play.

Toys should challenge a child's interests and abilities. They should match skill and maturity levels. With the right toy, a child will be neither bored nor unduly frustrated. Both solitary and social play is necessary for a child's development. A child can play with a building toy alone and in the process, develop independence, self-sufficiency and persistence. Playing with the same toy with others, the child acquires social skills such as sharing, empathy and cooperation.

Quality materials, fine workmanship and simplicity of design will assure that a toy will withstand the rigors of children's play.

Once people understand what play does from them,they can learn to bring a sense of excitement and adventure back to their lives , make work an extension of their play lives ,and engage fully with the world.

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User group psychology 2.5 OVERCOMING SHYNESS AND BUILDING CONFIDENCE A great person once said, “Its not who you are that holds you back, it is who you think you are not”. In today’s competitive world, we are aware that a child must excel not just in academics but must also possess ‘smartness’. But what exactly is this ‘smartness’ and how does one develop it? Smartness is nothing but the ability to be well informed, well aware and have the confidence to apply that knowledge in day to day life. If this is inculcated in children at an early age, it can help the child develop a well rounded personality, leadership qualities and be confident and secure amongst peers in society. Proper handling at home and in school is essential to help the children recognize, develop and apply their potential to the fullest.

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DEVELOPMENT OF BASIC ANALYTICAL In order to understand a problem better, it is important to break it into smaller parts and examine each and every part separately. This allows us to visualize the problem through different perspectives, taking into account every angle and element. There are different techniques that one can incorporate to facilitate effective analysis and once these techniques are mastered, it helps one approach a problem more systematically and thoroughly ensuring that every aspect of the problem has been taken into consideration. Developing analytical skills helps us be resourceful and teaches us to make use of the available resources and information to arrive at the solution. It equips us to be self sufficient and use one’s internal resources without relying on external help. It is an essential part of critical thinking and helps in better decision making.

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POSITIVE MENTAL ATTITUDE Leo Tolstoy wrote, “If you want to be happy, be.” Everyone wants their children to grow up to be ‘happy and positive individuals’. But is it possible to achieve happiness in every aspect of life without compromising on one’s principles? Can positivity and happiness be taught? No, happiness and positivity cannot be taught but the seeds of these elements, if sown in a child at an early age, can create the foundation for a well balanced and positive life ahead. In order to do this, children must first be taught to identify their emotions correctly and then convert those emotions and feelings into actions without hurting others. Developing empathy in children is very important. Only then will they be able to empathize with other’s feelings and give them the respect they deserve. Developing a healthy self-image, learning to dispel negative self-talk, practicing tolerance, recognizing your worth, and developing self-nurturing skills all these contribute to your mental “state”.

Being positive is something we all need to practice in order to become better at it.

SOCIAL AND INTERPERSONAL SKILLS George Bernard Shaw said, “The single biggest problem in communication is the illusion that it has taken place.” Man being a social animal, has to communicate with others at every step of life. Effective communication skills lead to strong bonds and relationships, at work, within one’s family, with friends etc. An ability to communicate effectively is considered to be a valuable asset and imperative to achieve personal and professional success. Most of us do not give enough value to good communication skills and use only a small fraction of the various communication tools and channels available to us. Due to this, the messages we send get diluted and misinterpreted and this leads to conflicts and unresolved issues.

COGNITIVE SKILLS IN CHILDREN

SCHOOL SKILLS

G. Holland said, "The mind grows by what it feeds on." Research has shown that early exposure to various concepts can help children develop and improve their cognitive skills, which in turn can lead to richer cognitive and intellectual functioning. The process of learning is an ongoing one and it is important to not just learn but also apply this knowledge appropriately in every situation. It is necessary to keep one’s mind sharp and be observant and aware, go beyond the pages of one’s books and develop logical reasoning skills and common sense to enable effective problem solving. Only then will we be able to deal with problems effectively on a daily basis and ensure that lifelong learning is taking place.

Understanding the cognitive accomplishments of 8-10 year olds can help parents support academic learning at home. For example, research by Michael Cole and colleagues has found that children’s increased memory ability across this age is universal, But the forms of remembering are not.

Eight to ten year olds are in the prime of their elementary school years. Many children this age have become competent students, and can participate in the routines and expectations of school life. In math, they are able to understand reciprocal relationships, such as knowing that if 7x3=21, 21/3=7. They can comfortably apply a number of thinking and reasoning strategies to 3-digit numbers and are starting to apply beginning algebraic problem solving.

In addition, their attention span has increased to between 30-45 minutes.

SOCIAL DEVELOPMENT, MULTIPLE INTELLIGENCES, AND LEARNING Children more fully recognize where their skills fall, relative to their peers between 8-10 years old. They increasingly notice what is “hard” and “easy” for them, and this knowledge has a tremendous impact on how they approach learning, and what challenges they are willing to take on in school. Howard Gardener first put forth the idea of multiple intelligences (MI). His work demonstrates that rather than a fixed IQ that is measured by a single test, there are a number of different intelligence “domains.”He goes on to describe how individuals show various strengths and weaknesses across 8 domains: verbal-linguistic, mathematical-logical, spatial, musical, bodily-kinestheic, intra personal, interpersonal, and naturalist. Emphasizing how children are smart in various ways, and helping your child recognize her learning style, gives her options to more confidently strengthen weak areas, and excel in strong ones.

Almost all 8-12 year olds can read, but some find it easy and pleasurable, while others do not. Third grade is often when reading struggles surface more fully and this is an important time for intervention. If reading does not come easily to your child, asking questions and getting tools and support will go a long way to ensuring your child stays on track academically. If your child is not reading on grade level by age 8, it is vital to get skill-building supports in place without delay, because once children this age fall behind in reading, the achievement gap widens quickly In terms of writing, most children this age will find that their ideas still exceed their writing abilities. The difficulty tends to lie in the fact that 8-12 year olds do not fully understand that the words said can be different than what the words actually mean. For instance, being confused when an adult says, “You must be so excited for your test today,” when they really mean the opposite. Thus, the ability to take advantage of nuanced meaning for both writing and speaking has yet to fully develop. You can support your child’s growth along these lines by pointing out sarcasm, irony, and double meanings in everyday life, in books they read, and in writing they may be doing.

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LANGUAGE & LITERACY By the age of 8, most children have moved from learning to read, to reading to learn. Because a child’s language and literacy skills form the foundation of academic achievement, it is at this point in development that struggling readers begin to show significant gaps in ability.

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Around third grade, children can read fluently, apply (and check) comprehension strategies (e.g., ask themselves if the word they read makes sense), and expand their abilities to a wider array of texts (e.g., mystery, fantasy, historical fiction, poetry, etc.)

Children more effectively apply their schema (their set of personal experiences) to their growing understanding of books, vocabulary, and communication. As a result, their written and spoken ideas are increasingly persuasive, interesting, and engaging. Schema also helps children deduce what they do not yet know. They can draw on their schematic understanding to predict outcomes, respond to questions, and to make comparisons with other texts, their own experiences, and the world at large. Children this age also use their developing inference abilities across many types of interactions— printed and spoken.

DEVELOPING SKILLS Increased interaction with words and text expands a child’s vocabulary greatly in these years, often by more than 3,000 words a year, but sometimes as much as double that amount! Many of these new words come from independent reading; thus the importance of ongoing extensive reading. For this reason, continue to read aloud books that are above your child’s independent reading level and engage your child in discussions about them.

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As a result of increased metalinguistic skills, children this age more fully understand double meaning (e.g., run for office, run a race), and can apply verbal humor (e.g., “Is your refrigerator running? You’d better go catch it!”). Riddles and jokes make their full appearance, and can be a wonderful way to engage reluctant readers and playfully expand vocabulary. By age 10, many children are able to identify aspects of theme in both reading and conversation, as long as the ideas are not too abstract. Children can also apply thinking skills to language and literacy by forming connections between past, present, and future endeavors, asking questions about them, and creating ideas and opinions that they

PHONETIC, GRAMMATICAL, AND WRITING ABILITIES Eight- to ten-year-olds can produce and decode all speech sounds, including consonant blends. Their phonemic awareness (knowledge of sounds) is strong and they can usually decode unknown words easily. Most can produce and understand complex sentences such as, “The boy that moved here from Venezuela is nice.” They are learning to identify parts of speech and can incorporate irregular verbs (e.g., “went” instead of “goes” or “bought” instead of “buyed”) correctly in both speaking and writing.

Children’s spoken stories will surpass their written ones in terms of complexity. However, working towards varied sentence structure and more details in written compositions is a continued goal for this age. By third grade, children will add basic adjectives and adverbs to their work, and can create compound sentences.

Learning to include specific references (e.g., saying “that car” as opposed to “that one”) is a developing skill.

EMOTIONAL Children are still in what researcher Erik Erikson calls the age of Industry vs Inferiority. Until partway through middle school, they are learning how to relate to peers, adjust to social rules, and evolve from free play to more elaborately structured interactions and expectations. For example, your child may describe elaborate recess games, where he can travel through time, see into the future, or tame magical creatures. He may talk about the various roles he plays, and how the group decides who plays what part as the adventure unfolds.

It is through these social routines and rituals that children learn to enter the play, establish group membership, and then direct the interactions. Children this age frequently travel in groups, although girls will often pair off with close friends within larger circles. Boys, in contrast, have less intense interactions, but demonstrate increased loyalty to the group as a whole. Regardless of gender, the interactions are often defined by elaborate fantasy play, interactive games, rotating leaders, and cooperative goal-setting where participants work collaboratively toward a shared outcome.

On the flip side of the close bonds and friendships that form among this age group comes the increase in social cruelty and bullying. At around 8, children develop the ability to consider the intent behind an action or choice, along with the ability to take another’s perspective. As a consequence, children became capable of intentional meanness and social exclusion. However, in large part, most children this age will engage in such behaviors at one point or other. They are not bullies, but rather individuals who are ineffectively trying to assert (expected) power within relationships in inappropriate ways. To effectively influence future choices and social outcomes, we can help 8- to 10-year olds learn the tools they need to engage in more positive social interactions.

Component of social and emotional growth in 8- 12 year olds is their desire for increased independence from parents and siblings, and their increased desire to be seen as intelligent and knowledgeable.

As they struggle to find the means to appropriately individuate, they can, at times seem willful or defiant. Children begin negotiating for what they want or arguing their point of view, at home and with peers, applying their more highly developed thinking skills, advanced language abilities, and increased concentration skills Supporting children this age means actively listening to their goals and remaining on their side as they achieve them, while simultaneously maintaining necessary limits and boundaries. Thus, instead of controlling your child, you are guiding him to learn to control himself.

Some non-confrontational ways to do this: give him a small budget to choose clothes that match his style, allow him choice in deciding the family menu, and give him veto power when selecting activities.

Children this age experience subtleties of emotion(e.g., disappointment, resignation, resolve, focus, etc.), and they can apply these new understandings to social relations with peers. Before the age of 10 children understand the role of conflicting friendships, and they can mend fences after an argument. Children now have a more stable basis for choosing friends: shared interests ability to give and take, responsiveness to one another’s needs and desire for positive qualities such as kindness or trustworthiness.

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Chapter -3 : Design process

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Research methodology 3.1 Non -Participatory OBSERVATION: Observe the children in their surrounding space,while learning and doing activities

Participaory

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Unstructured

INTERVIEW: Interview, with target users, teachers school staffs and parents.

Informal

Personal

WEB SEARCH: Present Market study

BOOKS JOURNALS & PAPERS: Statistics and Research findings

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MARKET STUDY

SPY KITS With this unique kit, children can do all cool thing that real spies do. The kit contains 5 important tools i.e. Adjustable Focus Flash Light, Magnifying Glass, Magnetic Compass, Gun with arrow shots, Spy Motion Alarm that every spy needs while on a secret mission.

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SALT WATER CAR Amazing magical salt water fuel cell car educational toy. As the smallest, least expensive, not to mention first fuel cell car to be powered by saltwater, the Salt Water Fuel Cell Car gives children a chance to learn about new forms of clean energy, while building and powering their very own toy just add saltwater and go !

This environmentally and kid-friendly concept reflects the new, cleaner ways we think about automobile production and demonstrates first hand to children a more effective utilization of our natural resources. Kids will be awed by the remarkable simplicity and effectiveness of the toy. After activating the fuel cell module with a saltwater mixture, the magnesium metal sheet (3 sheets included) can operate the car for about 5-7 hours continuously.

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6 in 1 Educational Science Kit Specially designed science experiments to generate electricity by using water and light up a bulb.

Also to create many unusual batteries with fruit juices, vegetables etc with more fun based activities .

DIY Recycled Paper Press Thames & Kosmos presents recycled paper press Experiment Kit. Recycle scrap paper, old newspapers, and tissue paper into beautiful hand-crafted paper. Starting with slurry of paper pulp, drain it in the sieve tray, then press it flat with special tool. Also can experiment with different paper fibers and add pigment tablets to change the color of the paper. Learn why recycling used materials into new ones is crucial and growing practice around the world.

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Snap Circuits Extreme Gives the child an exciting, hands-on introduction to electronics with w Electronics Snap Circuits Extreme SC-750. This kit contains over 80 color-coded, real circuit components that snap together to create working electronic circuits and devices. Recommended for children eight and older, this set offers over 750 do-it-yourself projects that will give your child an entertaining, concrete education on how electronics work. A computer interface option lets children view waveforms and frequencies also.

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DIY Soap Kit Make own soaps at home with this simple soap making kit.

They have made sure everything is safe and natural!

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Medical Circulatory System This precise and simple design of the human heart offers the opportunity for child to construct a model replica heart in it's real form with all attached veins and pretend blood, illustrating to children the full functionality of the human heart. It is an educational investment, one that is informative, fascinating and emphasizes the importance of health. For those keen and destined to be doctors, this is one experience you'll never forget! A 3-D working plastic heart model with clear chambers.

Forensics Kit Fingerprint examination kit use police & FBI methods to dust for prints! to learn how detective identify suspects and record important clues found at the scene of crime.

Becomes a "science sleuth" by locating hidden finger impressions on door knobs, tables, glasses, telephone, automobiles, nearly anything! collect fingerprints by dusting them with fingerprints powder and lifting them with clear stickers. design a finger print file card and take prints from your friends and family. Also to learn how the FBI classifies fingerprints.

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ANALYSIS

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In current market all the products are focuses on children to gain more knowledge through different mediums .Play as a tool, they create a wide range of products from educational kit to Do-it-Yourself kits. All these products focus on the child development in the form of role play, pretend play and exploratory play .Starting from science to craft these products gives a wide range of collection for children to choose themselves which they like to play and learn.These products are mainly a retail products and its not designed for an schools even though some products are meant for educational purpose.It also motivates group play and exploratory play.

Making a toolkit which will engage children in a role play and exploratory play .Some activity in class that will create a fun environment and interactive learning.

INSIGHTS

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EXISITING DESIGN THINKING TOOLKITS

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The toolkit offers new ways to be intentional and collaborative when designing new solutions for classroom, school, and community.

It hones skills and empowers to create desirable solutions. In this toolkit, its layed out a series of steps that can help you develop new, innovative solutions designed with people at the center. This toolkit equips with the process and methods of design so can be more intentional about facing and solving for current challenges,businesses, social entrepreneurs and other innovators have used those methods for decades to create solutions for many different types of challenges. As educators,are already designing every single day—whether it’s finding new ways to teach content more effectively,using your classroom space differently,developing new approaches to connecting with parents, or creating new solutions for your school. We know that your time is precious and demands are high, and it may often feel that the system in which you educate is not as nimble as necessary to keep up with the rapidly evolving demands. This is an invitation to experiment with design processes. Design Thinking adds a new perspective to your work.

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The Collective Action Toolkit was created to help community leaders bring together groups to solve shared problems and act on them. It consists of an action map and activities arranged into six activity areas. The action map that follows will help understand what activity options have for when group meets.

There are six activity areas that a team can move through in pursuit of their goal. The areas around goal inspire how move through the process of taking action. Each time you do an activity,learn something valuable that helps you better understand goals and how to act to reach them.

Goals change over time based on how we learn and grow as people. So while you will start your group by setting a shared goal, your group will continuously return to the center of the action map to take stock of what you’ve accomplished and look ahead to what still needs tobe done to reach your goal.

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What? | How? | Why? is a tool that can help drive to deeper levels of observation. This simple scaffolding allows you to move from concrete observations of a particular situation to the more abstract emotions and motives that are at play in that situation. This is a particularly powerful technique to leverage when analyzing photos that team has taken into the field both for synthesis purposes and to direct team to future areas of needfinding.

Starts with concrete observations (What): What is the person you’re observing doing in a particular situation or photograph? Notice and write down the details. Try to be objective and don’t make assumptions in this first part.

Move to understanding (How): How is the person you’re observing doing what they are doing? Does it require effort? Do they appear rushed? Pained? Does the activity or situation appear to be impacting the user’s state of being either positively or negatively? Use descriptive phrases packed with adjectives.

Step out on a limb of interpretation (Why): Why is the person you’re observing doing what they’re doing, and in the particular way that they are doing it? This step usually requires that you make informed guesses regarding motivation and emotions. Step out on a limb in order to project meaning into the situation that you have been observing. This step will reveal assumptions that you should test with users, and often uncovers unexpected realizations about a particular situation.

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Human-centered design is a process that has been used for decades to create new solutions to design challenges. The process helps people hear the needs of the people and communities they’re designing for, create innovative approaches to meet these needs, and deliver solutions that work in specific cultural and economic contexts. Centered in optimism and embracing constraints and complexity, the HCD process helps users ask the right questions. Ultimately, it can increase the speed and effectiveness of implementing solutions that have an impact on the lives of the people these solutions were designed for.

The Human-Centered Design Toolkit was designed specifically for people, nonprofits, and social enterprises that work with low-income communities throughout the world. The HCD Toolkit walks users through the human-centered design process and supports them in activities such as building observation and empathy skills, prototyping, leading workshops, and implementing ideas. The HCD Connect platform represents the evolution of the HCD Toolkit. People using the HCD Toolkit or human-centered design in the social sector now have a place to share their experiences, ask questions, and connect with others working in similar areas or on similar challenges.

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MIND MAPPING

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ANALYSIS These toolkit offers new ways to be intentional and collaborative when designing new solutions for classroom, school, and community. These toolkit explains the process of design thinking .Each toolkits have their own design process to be followed. The ultimate goal of all these toolkits are problem solving ,gain knowledge and build new skills.

Different design firms are following different methodogy ,for example IDEO starts with process of discovery and also it gives different forms of research and process to be followed .It gives a clear idea and thought how to get empathized .This leads to a intrepretation process for finding basic insights for the discovery of problems.In intrepretation process it gives a expanded methods of process like brainstorming, bodystorming , interview and many other methods to understand and intreperate the problems in a different ways.

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Many toolkits suggest to do user-centric research to identify the actuall problem and try to find the solution accordingly before jumping to the final solution.These kit also encourages to collobarte and interact with the users.The process in each step of design thinking gives a clear idea about the challenge in each step and helps to create a new thought process.

Generally these toolkits come with a instruction manual and some flash cards which explains design thinking process .These are given in very formal way and more with words with less illustrations.Some ducators and design thinkers find it hard to understand and explain to the students about the design thinking and its methodology.It also fails some time to explain the impact and importance of design thinking.

After the analysis of various design thinking toolikts it gave an insights of designing a toolkits which is easy and accessible for educators ,students and design practisers. A toolkit which gives a clear understanding of design thinking process with less texts and less instructions.

INSIGHTS

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User oriented study 3.2

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Two Kids trying to create a new game with few stones and sticks.They were trying to build this game with existing materials in & around them.

Arshiya with her dad in alpha one shopping mall ,buying some stationaries for her school science exhibition.

Riverside school kids playing football as a team .Kids were quiet energetic to play as team with different age group and grades.

School kids having their lunch togethor and sharing their lunch. Also sharing about their recent shopping.

Kids in ahmedabad playing seven stones with bricks and also looking after their siblings near by.

In ahmedabad blind school, kids sharing their experience about cricket and the features of the ball in his hand.

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Deepak and patel explaining about the paper model of the star wars they have in their home.

Yash is a street kid who works in a tea shop trying to climb a tree for adventure during a off.

Physics teacher explaining his students about working and parts of a ceiling fan.

Deaf and mute students sharing their experience after reading a design for change guide.

Ramesh showing his skills in peeling a mango skin without damaging its pulp .

Street kids in ahmedbad interacting with laptop and playing solitaire game.

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Kids reading the comics intrestingly more than other chapter in the book.Also finding the humour in it.

After seeing a comical story in DFC design thinking book, Pankaj trying to take step to stop leaking water.

Grade -7 participating in interactive learninig session and building up a small circuit for the physics project.

Grade -8 students in the classroom observing and writing down the notes and doing some doodle.

Manu and rajesh trying to make some craft with waste cardboards where they picked up from alpha one mall.

The elder kids look up to tke care of younger ones .

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In blind peoples association a teacher trying to teach the weaving technique to his student.

In mood of holi kids expressing their happiness in the school.

Teacher from grade 7 explaining the concept of geometry through images and making easy to understand.

Prateek explaining science in an interactive storytelling method and kids listening carefully.

Grade -8 kids trying to answer in a history class.

Grade-5 kids still using slate and calcium pencils in gandhinagar goverment school for learning.

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UNDERSTANDING USERS

Name- Meera Age - 8 Meera has hearing impact from birth .She tries hard to explain her thougths.But she loves to doodle and makes alot of paintings.Big fan of comics and she connects things easily.She has a elder sister and a brother.She loves to hangout with them after school .

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Name- Pritam Age - 10 Pritam ,an cyclist who loves to do adventures stuff. But he likes to explore new places and people. He loves to help people who are physically challenged.

He likes to play in outdoor and gets bored easily of Maths and science.

“It will be nice if there is something i can learn science in some adventures way” says pritam

Name- Sandipan Age - 12 Born as bengali , he loves to eat sweets and scared of obesity and tries hard to control food.

He plays alot of videogames and online games .More intrested in mass learning and being with friends all the time. He like to be a good brother to his younger sister and helps her in studies saying ” I to try teach my younger sister by storytelling and she loves it.Even we need something like that”

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Name-Dheer Age - 11 A hard core gamer , who loves to play all the new digital games in the market. He believes play and study are interconnected and says “Whenever i play video games i get new thoughts and make some innovative things�.He also likes to participate in all extra curricular activities in school.

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Name-Rameez Age - 9 Rameez being a modest he is the school champion and school topper .He loves to work hard in studies and believes anything is possible to do. He has helped people for a stable economy by giving a lot of innovative ideas. He love to play chess and likes to teach and share his knowledge to others.

Name-Varsha Age - 10 She greets people when she meets anyone. She follows this habit since she was 5 .She loves science and geography but totally hates maths. She tries hard to understand. She likes to play some digital games Online and rarely plays outdoor sports.

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Name- Raju Age - 11 Being a fourth child in lower class family he stopped his education since he was 6.

Raju works in chai shop near to his home. He likes to be cool getting updated in mobiles and gadgets. He like to play musical instruments and loves to do some crafts with waste products. He is working 8 -9 hours per day and plays for 3 hours everyday.

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Name- Bhargav Age - 11 A person who loves to read comics and play cricket. He also love social science and he is active in school NCC and love to do social service .He is a student from Delhi public school studying grade 8.

Name- Shamima Age - 10 Shamima is an active girl on facebook and gets all the update about happening around the world. Being a elder sister she has more responsibility in taking care of her brother when she is back from school. She loves to sketch and paint. She has done illustration for local news media n Ahmadabad.

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Television

Smart phones

Computer

CHANNELS OF LEARNING

Internet

Experimentation ABIPAUL| TGD | NID

Social media

Play with elders

Games

Exploring

ANALYSIS

Schools Visited

INSIGHTS

• • • • • • • • •

Dhiwan ballu bhai school, Ahmedabad.

Riverside International school, Ahmedabad.

Deaf and mute school , Ahmedabad.

Blind people association , Ahmedabad.

Sarkari paathshala ,Gandhinagar.

St . Xaviers higher secondary school , Ahmedbad. .

Rotary laharry higher secondary school,Madurai.

Morning star higher secondary school,Chennai.

Mahatma montessori ,Madurai.

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This research gave me an idea of how children are driven to current technology and new types of play.It also gave me an idea of how kids like to participate in different activities other than regular subjects in schools. Kids were enthusiastic to show their skills to others.

Children are smart and good enough to handle problems .They also respect others value and emotions. Children can take care of their younger ones and even teach moral values in a playful way. This also gave me an insight of different channels of learning in current scenario.

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INSIGHTS AFTER RESEARCH

GENERAL • • • • • • • • • • •

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Interested in people Aware of differences Full of enthusiasm Interested in money and value Sensitive to criticism Recognize failure Capacity for self evaluation Decisive Dependable Reasonable Strong sense

PHYSICAL • Very active • Frequent breaks from tasks to things that are Energetic and fun to them • Adult supporters

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WE LEARN THROUGH GAMES

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SOCIAL • • • •

Very competitive Choosy about their friends Team games Idolize heroes,television stars and Sport heroes

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EMOTIONAL • Very sensitive to praise and recognitions • Feelings are easily hurt

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MENTAL 82

• • • •

Inflexible about their ideas Eager to answer Very curious May jump to other objects of interest after a short time • Need more independence • Wide discrepancies in reading ability.

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WE LEARN THROUGH

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Opportunity area 3.3

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System mapping on user study and insights

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ANALYSIS The current scenario in education is transforming from a formal learning to informal learning .Children were more enthusiastic in learning something new .They try their best to understand and gain knowledge, but the mode of teaching makes it difficult. Kids were more interested in observing new things which they have never seen before, also more excited to learn about subjects in the form of story telling. Teachers were trying hard to explain the contents they need to teach ,but not all the kids were interested in learning .They need more games and more fun that can be in any form and anything where they derive some meaning out of it. Learning through books were always hard for them. They found it boring to read all the texts in their book. Children read only some chapters or the necessary parts so that they score good grades. But end of the day they learn without understanding the value of it. Even many schools are trying to bring a new culture of learning for kids to learn in a better way.

Children were able to concentrate and understand comics and than the texts in it. They were sharing the story with others in a better way,It hardly took few minutes to understand the design thinking process through comics. Also students were interested in doodling their learning in the class . Students were interested in teaching what they have learn to other kids. Children from different schools were more interested in exploring new things and experimenting it. Students were more interested in art and craft class other than regular subjects. Experiential learning was the other way they learnt .Observing and listening to others experiencing made them to understand more about problems and solving it.

INSIGHTS

Students observing things around them and trying to connect what they learn .They also liked to teach other kids what they learnt .They could understand easily the images than words. Children also liked exploring and experimenting new things where they could connect to their learning .Kids were more interested in knowing other experience and their learning out of it.

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Chapter -4 : Ideation & Conceptualization

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Redefined brief 4.1 To develop a set of abstract visual cards for children of the age group 8-12 years in a classroom that engages them in a cognitive play activity that instills collaboration, creative thinking, decision making,social interaction and skill development.

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DECISION MAKING

COGNITIVE THINKING

SOCIAL INTERACTION

COLLABORATION

SKILL DEVELOPEMENT

CREATIVE THINKING

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WHY VISUALS ?

Visual thinking develops a sensitivity to form function scale visual storytelling through images An image serves as a sign to the extent to which it stands for a particular content without reflecting its characteristics visually. We experience the world in meaningful wholes. We do not isolate stimuli but stimuli gathered into meaningful configuration.

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Playing these visual thinking games with children teaches non-verbal skills such as attention to detail and concentration. They stimulate children's ability to notice and think about the visual physical differences and similarities between objects using their visual memory or attention to their environment. These games are fun ways to teach differences and similarities in categories of objects and people. They also offer great social interaction and teach positive ways to spend time with children.

“Tables ,chairs but its more of lines and patches”

- Gestalt

“Without a image presentation, intellectual activity is impossible”

- Aristotle

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UNDERSTANDING COGNITIVE STRUCTURES

Cognitive structures are the basic mental processes people use to make sense of information. Other names for cognitive structures include mental structures, mental tools, and patterns of thought.

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Comparative thinking structures process information by identifying how bits of data are alike and different. They include recognition, memorization, conservation of constancies, classification, spatial orientation, temporal orientation, and metaphorical thinking. Comparative thinking structures are foundational to learning Symbolic representation structures transform information into culturally acceptable coding systems. They include verbal and nonverbal language, mathematics , music and rhythms,movements, dance, and gestures,interpersonal interaction, graphics (two-dimensional drawings, paintings, logos),sculpture and constructions,simulation, drama, and multimedia Logical reasoning structures use abstract thinking strategies to systematically process and generate information.

They include deductive and inductive reasoning, analogical and hypothetical thinking, cause–effect relationships, analysis, synthesis, evaluation, problem framing, and problem solving.

Cognitive structures to process information and create meaning by

(1) Making connections,

(2) finding patterns,

(3) identifying rules,

(4) abstracting principles.

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Making Connections

Cognitive structures help to make connections with prior knowledge and experience by bridging from the known to the unknown. It is very important to know sense they make of information share with them. It is very important to ask a child what sense they make of information we share with them. As we listen to their connections, we show respect for their uniqueness, encourage them to bring something to the learning situation, and identify the need to clarify misconceptions.

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Finding Patterns and Relationships

Cognitive structures help students compare, analyze, and organize information into patterns and relationships.

Patterns are repeated motifs or units. Relationships are logical or natural associations between any two or more things. All learning is based on relationships; that is, something has meaning when compared and contrasted with something else.

Identifying Rules

Cognitive structures help students formulate rules that make processing information automatic, fast, and predictable. When a child notice relationships that are always or nearly always the same, they do not have to expend time or energy to think about them. They can divert their mental resources to new learning instead of constantly relearning the same things.

Abstracting Generalizable Principles

Cognitive structures help students abstract generalizable principles that apply or transfer to situations other than the original learning context A generalizable principle is the critical essence or fundamental guiding certainty that clarifies understanding and can be applied to diverse situations

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DEVELOPMENT OF COGNITIVE STRUCTURES

Children develop cognitive structures through reflective awareness and through visualization. The more students become reflectively aware of what their senses are telling them and mentally represent this information through visualization, the stronger their cognitive structures will become and the more likely they will be to develop metability to learn, create, and change.

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As a child become reflectively aware of the messages or stimulation their senses are sending to their brains, they need to visualize the information so that they can process it. Visualization is the ability to mentally represent and manipulate information, ideas, feelings, and sensory experiences. It is essential in abstract thinking and planning. Without visualization,child are dependent on specific information within sensory range and have a very difficult time with abstract thinking.

When we visualize, we use images, symbols (e.g., numbers, words, pictures, designs, and diagrams), and other forms of mental coding to represent sounds, tastes, smells, feelings, experiences, and information. These mental representations are so real that the mind often cannot differentiate between what is outside (in the material world) and what is inside (in the mind).Imagination is important, but being able to differentiate what is real and what is imaginary is important too. This is especially true when students get so engrossed in virtual characters—TV, movie, or video game superheroes, for example—that they walk around acting like and thinking they are the character, even trying to do super-karate maneuvers or gravity-defying tricks they have observed.

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MIND MAPPING

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ANALYSIS

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After the brief understanding of cognitive structure and its development The basic cognitive structures compare bits of data to process information for meaning. For example, when we are confronted with unfamiliar information even as adults, the first thing we try to do is recognize something about it that fits with prior knowledge and experience. When teachers ask students, “What do you notice?” they are asking them to connect unfamiliar with familiar data. Too often, we assume students are using the cognitive structure of recognition to do this usually imitating what we presented. The cognitive structure of memorization enables students to process information by breaking it down into component parts and integrating it with their knowledge base.

Piaget demonstrated conservation by pouring the same amount of water from a short wide glass into a tall narrow glass. He said children should have acquired this structure by the time they are seven or eight years old so they can easily identify what changed and what stayed the same.Metaphorical thinking is a cognitive structure that enables us to think outside the box by comparing bits of information that appear dissimilar but help us to create insights and original thinking. The cognitive structures process information first making connection,finding pattern& relationship , identifying the rules and abstracting principles.

INSIGHTS

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“Pictures speaks more than words” . Pictures are always the best medium to develop cognitive structure which develops comparative thinking and logical reasoning. It also makes easy to understand and recognize something about it that fits with prior knowledge and experience. This gave an insight of how pictures can be used in the cards for better and clear understanding of design thinking.

CARD BASED PLAY ACTIVITIES

PICTUREKA 95

Pictureka is a new kind of game, both in mechanic as in artwork.

The mechanic is invigorating with its large square gaming tiles.

Three different card decks keep the game exciting -- players either have to find a matching image or objects that fall into a category like "things that can fly",the game-board can change on any turn -- special mission cards instruct players to turn over, rotate or switch one of the 9 game-board tiles.

ImagePictureka Image sourcehttp://www.firstcry.com/educational-games/5/106?scat=106@,@~2298,@, @,@,@@@b@@1@0@21@@@@@&sort= popularity&ref2=menu_dd

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DESIGN PLAY CARDS

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The Design play cards have been created by Eco Innovators and includes a deck of 50 playing cards designed to challenge, inspire, and inform designers about sustainability opportunities in product development. There are a number of ways the cards can be used in group play and design challenges. ​ There are 3 sets in the deck, Design Problems, Design Strategies and Design Inspiration. There are many ways to use the design play cards.r The cards can be used as a reference set or played with groups of people.

ImageDesign play cards Image sourcehttp://www.firstcry.com/educational-games/5/106?scat=106@,@~2298,@, @,@,@@@b@@1@0@21@@@@@&sort= popularity&ref2=menu_dd

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ECO ACTION TRUMPS

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The product was originally designed for the education market in primary schools. The game proved equally popular with businesses, international blue chip corporates, councils, charities and universities. It appears that this simple card game is able to connect everyone, not just the young but the young-at-heart too, with their inner child as they have fun and learn at the same time.

ImageEco action trumps Image sourcehttp://www.firstcry.com/educational-games/5/106?scat=106@,@~2298,@, @,@,@@@b@@1@0@21@@@@@&sort= popularity&ref2=menu_dd

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ENERGY TRUMP CARDS

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Energy Trumps are a deck of cards that visualize the environmental properties of 45 selected materials.

They present the information you need to know in a fast and accessible way - allowing you to make more informed material choices. Each material in the deck is broken down into its key environmental properties.

Makes fast comparisons and increase your material knowledge.

ImageEnergy trump cards Image sourcehttp://www.agencyofdesign.co.uk/energytrumps/

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ANALYSIS

The existing visual card based play activities gave an a idea about how the companies are trying develop the comparative thinking.

These card games are also for educational purpose .Products like Eco action trump cards were originally designed for educational purpose but it also reached business and government. As it had a simple images about the problems and other information about it made easy to understand and gain knowledge in the form of play. This also plays a vital role in developing the cognitive structure which helps children to think outside the box.

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After analyzing the products in the market for the user group gave a clear idea how these products are made to develop and fulfill other elements of cognitive structure. This also helped to understand how the design thinking process can be made simple using images which helps to understand and think outside the box.

INSIGHTS

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UNDERSTANDING VISUAL STYLES

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Image-Understanding comics Image source- http://blog.visualmotive.com/2009/understanding-comics-with-scott-mccloud/ http://blog. visualmotive.com/2009/understanding-comics-with-scott-mccloud/

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Exploration -1 : Children tried to relate with signs , symbols and form. Also it was open interpretation children associated with their own experience and understanding. It was hard to justify their imagination to others.

Exploration -2 : Rorschach test, gave an insight of symmetric patterns and how kids try to interperate .This also gave an idea of seeing things in different ways and perspective.

INSIGHTS

Exploration - 3: This is a illustration of a flip flop and after research i could understand how kids tried to find new patterns and things from the card.

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Exploration -4 : This gave an insight how children are attracted to the simple comical style and also they could easily build story as they were finding it intresting. It also gave a thought of adding elements of action in it.

Exploration - 3: INSIGHTS

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Semi - realistic illustration style , children were quiet attracted to the colors. Also children were trying to connect with certain cartoon characters were they have seen. But after certain while the imagination stopped as it was boring.

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Exploration -6 : This exploration gave me an idea how kids try to connect and observe things around them. Kids also tried to relate with their personal and social experience.

INSIGHTS

Exploration -7 : Realistic images were less thought provoking as they couldn’t relate or neither connect . Also they everyday see same sort of images there was nothing new helping in creativity.

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ANALYSIS

After understanding brief the different visual styles and children interest in these exploration gave an interesting thought of making a styles of visuals in simplistic way.

It also gave an clear insight of making things that we every day see and which will increase the observation level and helps developing cognitive structure. Children were more interested in story telling through these images and developed reasoning skills.

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CONCEPTS BASED ON

STORYTELLING

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OBSERVATION

LEARNING

LESSTIME

EXPERINTIAL

PLAY ACTIVITY EXPLORATION Treasure hunt -

Children were given cards with random images , they were then asked to find and collect different objects related to that image.

Meanings and connection -

Children were asked to pick two cards and asked to find the the basic connections within the images. And trying to find the meaning out of their intrepretation.

Students going outside from the class and exploring to find the objects was interesting .But it was also of more time consuming process.

INSIGHTS

INSIGHTS

Charades-

Three random cards were shown to the class ,one student was selected from the class to create a story from the elements of these cards .Then student was then asked to enact out the story to the class by using only gestures.

Students were building the story with their own interpretation ad their tacit knowledge. But the class had a different story in their minds when the student enacted INSIGHTS

Students were finding more connections from the cards which drove them to understand the problems and happening around them .This gave a clear thought of making them to learn and gain knowledge.

Texture Mixture-

Cards were made with textures and each child was asked to pick one from texture and two from images .They were asked to find the texture first and try to associate the image cards .

INSIGHTS

Initially, to understand the texture was hard for the kids.

Later after understanding getting they connected all the images in the cards and started to observe things and found interesting facts, only constrain was it was more time con-

Free association play-

Every child was given three cards each one child was asked to start by picking up one of his card and building up a story to the card.The activity moves in clockwise direction .The next child has to use one of his card as a connection to continue the story.

INSIGHTS

Children were excited to know what will be the next card so that how sory builds on. the only constrain was the story moved towards fantasy from reality.

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Post the exploration meanings and conn`ection ,treasure hunt and free association were validated by the client . These concepts were integrated with FIDS design thinking process for design for change. The following pages explained the rules of the concepts generated from this integration.

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CONCEPT RULES :

PROBLEM SOLVERS How to play ??

Step by step1.Lay out all the FIDS cards.

2.Ask a person to choose a card from FEEL. deck .

3.Tell them to speak out the picture in card and make them to go outside to find what bothers about the card.

4.Choose two card from IMAGINE and ask them to connect with the feel card 5.Choose three card from DO and ask them to speak about the ideas they had for connecting with previous cards .

6.Share your ideas in different ways to others using SHARE cards.

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USER STUDY

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A kid from grade- 6 trying to sketch his insights after seeing scissors image and waiting for his turn to explain it.

Teacher laying out the cards to get started for the play in the classroom

Tosif has hearing impact , and after the play he shares his idea of clothes which has name display automatically when someone asks their name.

After a session of 20 min kids sharing their experience with each other and getting ready to give feedback

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CONCEPT -2 :

SOCIAL INTERACTION

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Step by step 1.Lay out all the FIDS cards.

2.Ask a person to choose a card from FEEL. 3.Tell them to speak out the experience they had with the picture in card.

4.Choose the card from IMAGINE and ask them to connect with the feel card with their experience.

5.Choose a card from DO and ask them to speak about the ideas they had for connecting with previous cards.

6.Share your ideas in different ways to others using SHARE cards.

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USER STUDY

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Prayas trying to crack the code of finding connections with his IMAGINE cards with his teammate.

Grade -8 kid trying to share the idea of different culture in India in the form of dance.

Kids trying to explain their empathy for feel cards and sharing their personal and social experience with others.

Suzzane after getting his storytelling mission explaining the effects of malaria to school staffs

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CONCEPT -3 : STORY TELLING Step by step -

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1.Lay out all the FIDS cards.

2.Ask To follow FIDS steps and ask a member to tell a story about it .

3.Ask another member to continue that story with his/her FIDS cards.

CONCEPT -4 : LANGUAGE SKILLS Step by step 1.Ask a person to choose a card from FEEL 2.Tell them to speak out the attributes of the picture in card.

3.Choose the card from IMAGINE and ask them to connect with the feel card with its attributes 4.Choose a card from DO and ask them to speak about the ideas they had for connecting with previous cards.

5.Share your ideas in different ways to others using SHARE cards.

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USER STUDY

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Suzzane helping his team mate in IMAGINE card.

Kids explaining the cause and effect of mosquitos in FEEL card.

Meera explaining her FEEL card to the class and also with a brilliant storytelling through just actions

Kids trying to compete each other in explainig the cards

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STEP -1 One randomly chosen member from each team picks up a feel card.

Each member of the group has to look at the image in the card and find connections to that image and articulate problems related to it from the environment thats surrounds him/her.

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Each group member then communicates their problem individually with the team.

STEP -2 Post this one member from each group comes up to pick up one imagine card each.

Each member has to look at the card and use it as a lens to observe the previous problems they had and to come up with solutions.

These solutions are then shared with the team members.

A voting process is conducted among each team and one solution is selected.

Once each group has decided on their solution the activity proceeds to its next stage.

STEP -3 In this stage each team is given one random do card.

Using the medium suggested by the do card each team then individually creates a quick prototype.

Once the prototype is created each team is distributed a share card.

STEP- 4 Using the mediums of communication suggested by the card they received each team has to prepare a short story that would be then shared with the class or the entire community.

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Abhinav excited to see his imagine card and trying to connect his FEEL card with it.

Shrada making a small game for DO card ,which explains “ MOSQUITO COLORS � in the game.

Students sharing the card to their teammates and ready to brainstorm.

Parthiv explains his concept for a tap which moves UP and DOWN according to the height of people.

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DETAILED PLAY TEST FEEL PHASE - FIRE

The first team picked up a feel card. The card had the image of fire on it.

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The participant after seeing the feel card came up with the following observations: -The papers lying on the wooden cupboard in the room were near an electric socket and they seemed like they were capable of catching fire.

-There were no fire extinguishers in the room.

-Participant shared a fire accident story IMAGINE PHASE - PEN

Then the imagine cards were picked up. The first team got a pen as the image on the card .The following solutions were suggested using pen as a lens .

- A fire extinguisher the size of a pen that could fit inside a pencil box.

- A water pouring system that could be triggered by clicking a pen.

- An alarm system trigger using pen.

- A pen that when thrown into a fire bursts to extinguish it.

After voting this team selected the idea of a pen like fire extinguisher that could fit inside a pencil box.

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The second team suggested the following solutions- A set of guidelines for students should be written.

- Being Proactive - A letter should be written to the school administration indicating the possible fire prone zones.

- A illustrated chart explaining what the students should do.

After the voting session the illustrated chart was chosen.

DO PHASE - PAINT & BRUSH ,COLLAGE

- The do card that the first team had an image of a pencil.

- They had a discussion among themselves and researched about a fire extinguisher. Based on this they created a sketch detailing out the parts of the extinguisher.

The second team got collage as the image on the do card.

- They decided to cut out parts from news papers and magazines to create a collage that illustrated the procedure to be followed.

SHARE CARD -MIC

The first team got a mic card.

They created a small speech explaining their pen that could be broadcast via the school radio.

The second team got an image of a mime.

They demonstrated their concept without using words in the form of a group play.

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FINAL INSTRUCTION MANUAL

INSTRUCTIONS

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EVERY CHILD CAN Design for Change begins with the simple and powerful premise: “I CAN" More specifically, children can. By empowering students to identify the challenges that most affect their communities, Design for Change encourages them to find the solutions and lead adults and their classmates in this effort.

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Design for Change first began in 2009 at Riverside School, Ahmedabad, India and now reaches students in over 200,000 schools all across the world.

By offering a simple design-thinking framework, Design for Change asks the children to: FEEL what bothers you IMAGINE a change that they want to bring to that situation, DO the act of change and SHARE their story of change with others to inspire them.

Students are teaching their parents to read, stopping child marriages, cleaning up their neighbourhood and fixing potholes on the street, building safe biking paths and much more with the impact growing wider every year.

All around the world, children are stepping up and learning that the power to create change lies in them as much as with the adults who educate them and influence their lives. This feeling of agency and advocacy is fuelled by passion, belief and a compelling sense of purpose.

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CONTENTS

This toolkit consists of eighty cards which are divided into Four decks -

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FEEL IMAGINE DO SHARE

FIDS STEPS

Step -1

Step -2

Step -3

Step -4

Express !!

Strengthen your imagination!!

Be innovative and creative!!

Shout out loud !!

What you feel for the image given in the feel cards.

With the given image on the card,try to connect your imagination to the feel card chosen before.

Do� cards help you drive your ideas to a better implementation.

EASY TO START INDIVIDUAL PLAY THE ACTION SYMBOLS

Feel Imagine Do Share

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1. Min-2 and Max-6 members

GROUP PLAY 1. A team can have 2-5 members.

2. Min-2 teams and Max-4 teams

Share your ideas to everyone using the card you select.

STEP -1 : One randomly chosen member from each team picks up a feel card.

INSTRUCTIONS

Each member of the group has to look at the image in the card and find connections to that image and articulate problems related to it from the environment thats surrounds him/her.

Each group member then communicates their problem individually with the team.

Feel Cards - These cards consist of abstract images that allow the participant

to focus their thought on a particular problem.

Imagine Cards - These cards also consist of random abstract images and apart from

focusing their thoughts, it also gives the participant another constraint

to add to their thought process.

Do Cards - These cards contain images of different mediums. They basically suggest

the medium in which the participants should convey their concept.

Share Cards- These cards contain images of different mediums of communication.

The participants have to use the medium in the card as a base to create

their story which is to be shared.

This activity is meant to be played in a class. Depending on the number of students, the class is divided into teams of 2-6 children.

This activity is played as follows.

STEP -2 :

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Post this one member from each group comes up to pick up one imagine card each.

Each member has to look at the card and use it as a lens to observe the previous problems they had and to come up with solutions.

These solutions are then shared with the team members.

A voting process is conducted among each team and one solution is selected.

Once each group has decided on their solution the activity proceeds to its next stage.

STEP -3 : In this stage each team is given one random do card.

Using the medium suggested by the do card each team then individually creates a quick prototype.

Once the prototype is created each team is distributed a share card.

STEP- 4 : Using the mediums of communication suggested by the card they received each team has to prepare a short story that would be then shared with the class or the entire community.

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Card samples 5.4

EXPLORATION -1

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Real images

EXPLORATION -2

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EXPLORATION -3

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Clip art style

EXPLORATION -4

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EXPLORATION -5

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Doodle style

EXPLORATION -6

Icon style ABIPAUL| TGD | NID

EXPLORATION -7

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Comic style

EXPLORATION -8

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EXPLORATION -9

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Vector style

EXPLORATION -10

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FINAL CONCEPT

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Client finally selected the Vector style with flat colors . Also the abstract style was something that was not present in the other products of this segment.

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FINAL CARDS

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Product packaging 5.5

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SKETCHES EXPLORATION

LAYOUT EXPLORATION

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EXPLORATION -1

EXPLORATION -2

EXPLORATION -3

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EXPLORATION -4

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EXPLORATION -4

FINAL CONCEPT

RAPID PROTOTYPING

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EXLPORATION -1: This was simple to make but the problem was when kids open they found it hard to close back. Also the constrain was making the compartments for mass production is expensive.

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EXLPORATION -2: A simple opening and required very less amount of time to make, the wastage of material is less. For the compartments to hold the card was easy and stable. More easy to pick up the cards from box.

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EXLPORATION -3: Inspired from pizza boxes . Thin , compact to hold the cards and stable too. Almost close to size of A5 where kids enjoyed to carry and put it in the bag easily.

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EXLPORATION -4: A different form to hold the cards in horizontal position. Constrain was making compartments took a lot of material wastage. Length was more it was not fitting in different scenario.

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EXLPORATION -6 : Look and feel of the cards and box of a dirty prototype after tear proof test from user group.

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1 inch 1 inch

7 inch

138 1 inch

1 inch

17 inch

7 inch 1 inch

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FINAL RENDER

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Chapter -5 : Conclusion

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Fids for kids OVERVIEW Where ??

FIDS FOR KIDS is used as a tool to get children habituated of design thinking in a classroom . This can be used as a subject or even a session for 30-45 min where kids can come up with crazy thoughts and innovation.

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Why ??

This fulfills the 21st century skills which is currently booming in education and also it brings a contextual and experiential learning. Children gets self motivated and lateral thinking abilities .It also creates a better relationship between students and teachers. It breaks the formal divide between student and a teacher.

KEY FEATURES - It creates social interaction, collaboration ,decision making , social & self awareness and problem solving which fulfills the elements of design thinking.

- It creates a bridge to learn new things in a new way .

- It acts a catalyst for children to express their inner thoughts

FUTURE SCOPE - The Design for change is planing to use these cards as the core of their Design thinking challenge.

- This concept could be translated as a mobile App which could also convey the same features.

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Conclusion FIDS FOR KIDS is a project which creates a new culture of learning and to give children an opportunity to express their own ideas for a better world and put them into action.This project gave me new insights about myself ,changing from fixed to growth mindset.It also helped me in understanding the education system , how it works and along with various forms of learning . Since my childhood i always wanted learning to be playful and fun thus peaking my interest in the field of design thinking.“WHEN YOU STOP PLAYING,YOU ARE DYING” this quote from Plato inspired to bring play in every aspect of my life.A constant question that arised in my mind was that “ Why cant education can be a playful and fun experience. This project also gave me new direction towards the term COMMON SENSE .Through out the research it made me think parallely towards what we learn and I learn.This project also gave me deeper understanding of child psychology and brought me closer to their inner thoughts. It also made me understand the inner working of their mind.This project also gave me an opportunity to teach kids design and artt where I got enormous ideas and learning from them.

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BIBLIOGRAPHY

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