ABOUT DESIGN FOR CHANGE
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.
I CAN SCHOOL CHALLENGE
Children use design thinking to be the change
BE THE CONFERENCE Spotlight children being the change
DESIGN THINKING GUIDE Design thinking in education
DESIGN THINKING PROCESS
DESIGN BRIEF 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.
Design thinking process FIDS Design thinking cards
Age group 8-12
DESIGN PRocess
RESEARCH
PROTOTYPING
DESIGN
ANALYSIS
CONCEPT
UNDERSTANDING DESIGN THINKING - Design thinking are different collaborative design process methods that were developed to improve and extend design to other areas of practice. - Design thinking is a human centered process. - Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand.
ELEMENTS OF DESIGN THINKING
Empathize Skill Developement Problem solving Critical thinking Creative thinking Colloborate
HISTORY OF DESIGN THINKING
- Started as participatory design - Taken forward by peter rowe in 1987 - Developed by David Kelley, the founder of the design agency IDEO
“Plato was known to seek advice from his people”
EXISTING TOOLKITS
DESIGN THINKING IN EDUCATION
- SELF AWARENESS - SELF MANAGEMENT - DECISION MAKING - RELATIONSHIP SKILLS - SOCIAL AWARENESS - INSIGHTS - RESPONSIBLE
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�. - Education should be acceptable socially, culturally and result in a change in knowledge, skill, attitude and understanding.
FORMAL
IN FORMAL
NON FORMAL 1. Flexible
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
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
ALTERNATIVE EDUCATION
470 BC Socrates
1945 Loris Malaguzz
1907 Maria Montessori
1967 Seymour Papert
1919 The first Waldorf school
1999 Sugata Mitra
1921 A. S. Neill
2006 Ken Robinson
2012 The Common Core
OUR EDUCATIONAL SYSTEM IS ROOTED IN THE INDUSTRIAL AGE. IT VALUES PUNCTUALITY, ATTENDANCE, AND SILENCE ABOVE ALL ELSE.
PRIMARY RESEARCH
Non -Participatory OBSERVATION: Observe the children in their surrounding space,while learning and doing activities
Participaory Unstructured
INTERVIEW: Interview, with target users, teachers school staffs and parents.
WEB SEARCH: Present Market study
BOOKS JOURNALS & PAPERS: Statistics and Research findings
Informal
Personal
UNDERSTANDING USER GROUP GENERAL • • • • • • • • • • •
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
SOCIAL • • • •
Very competitive Choosy about their friends Team games Idolize heroes,television stars and Sport heroes
EMOTIONAL • Very sensitive to praise and recognitions • Feelings are easily hurt
MENTAL • • • •
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.
LEARNING RESPECT
WAYS OF TEACHING
LEARNIING THROUGH
GAMES
EXPLORE & LEARN
LEARN FROM ANYTHING
EXPERIENTIAL LEARNING
COMMON SENSE
OPPORTUNITY AREAS
Kinesthetic learning
Connected learning
Social -Emotional Learning Self guided learning
Off the wall learning
Student centered learning
Playful learning
Learning activities “DIY�
Schools with system thinking
“ EVENTUALLY EVERYTHING CONNECTS” -Charles Eames
REDEFINED BRIEF 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.
DECISION MAKING
COGNITIVE THINKING
SOCIAL INTERACTION
COLLABORATION
SKILL DEVELOPEMENT
CREATIVE THINKING
“Tables ,chairs but its more of lines and patches�
- Gestalt
WHY VISUALS
Making Connections Finding Patterns and Relationships COGNITIVE STRUCTURES
Identifying Rules Abstracting Generalizable Principles
UNDERSTANDING VISUALS
“Without a image presentation, intellectual activity is impossible� - Aristotle
FINDING MEANING
ASSOCIATION & CONNECTION
LEARN & PLAY
PLAY CONCEPTS PROBLEM SOLVERS
SOCIAL INTERACTION
STORY TELLING
Step by step-
Step by step -
Step by step -
1.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.
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 formconnecting with previous cards. 6.Share your ideas in different ways to others using SHARE cards.
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. 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.
FINAL PLAY
STEP -1 :
STEP -2 :
STEP -3 :
One randomly chosen member from each team picks up a feel card.
Post this one member from each group comes up to pick up one imagine card each.
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 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.
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.
Each group member then communicates their problem individually with the team.
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.
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.
CARDS CONCEPTS
Real images
Clip art style
Doodle style
Comic style
FINAL CARDS
PACKAGING CONCEPTS
FINAL PACKAGING
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 . 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.
LEARNING & EXPERIENCE
-Understanding in education system -Way of teaching and learning -Common sense -Requirement of play in education -Teaching & learning Art -Visual thinking
WE LEARN FROM EVERYTHING