Wee Wonderers

W E E

W O N D E R E R S PLAY. LEARN. GROW.

W E E

W O N D E R E R S PLAY. LEARN. GROW.

WEE WONDERERS Wee Wonderers is a design project which aims to incorporate more hands-on teaching methods for primary school children in all education systems, in order to bridge the gap between education and the outside world. This project aims to synchronize learning and play through a range of physical products which are supplemented with a digital component.

The products may be used as engaging toys and tools both inside and outside the classroom.

The website is designed as a resource for teachers and parents to share The project attempts to contribute to the standardization of the concept of hands-on learning in traditional pedagogy, and challenge the assumption that schooling and play are two separate things.

Introduction

BACKGROUND Hands-on activities can be effective teaching tools that help children learn through experience. There is already extensive academic discourse on the paradigm of education and with the proliferation of digital technology, the disparity between generations has only widened. Added to shorter attention spans, research shows that children who grow up around digital media have brains which are physiologically different than those of people who did not grow up around digital technology.

The vast difference in thinking and learning between educators and students is a compelling discussion which is vital to our future.

Education falls under one of the pillars of Qatar’s National Vision for 2030 for a more sustainable economy. As one of the world’s fastest developing countries, Qatar warrants a schooling system that educates innovators and thinkers and perhaps that means implementing aspects of alternative education into the existing mainstream schooling system.

Background

RESEARCH Not being an educator, it was essential to get insight from professionals. The designed products were directly informed by primary school teachers’ responses to what their students struggled with the most. Through the interviews, it was also possible to gauge the array of opinions on the approach of hands-on teaching methods in general. The teachers interviewed differed in their opinions of hands-on teaching, some being in favor of it and others highlighting the drawbacks, such as difficulty keeping children on task when engaged in high-energy activities.

Conducting interviews with primary school teachers, asking them what areas of learning their students struggled with most, gave me a clear idea of learning objectives that could guide my design.

Research

“[A] new concept like nets of 3D shapes is quite difficult. We usually have to print and cut [the nets] out. Making the shapes can be quite tricky.”

–Barbara Carolissen, Grade 3 Teacher

Research

PRECEDENTS In 1907, 180 years ago, Maria Montessori opened her first school. Montessori initially educated children with special needs, observing in the classroom how children learn in order to develop teaching methods that would be more effective.

Through her observations, she discovered that children learn best through doing. The Montessori education system is now one of the most prominent paradigms of pedagogy, with over 22,000 Montessori schools worldwide.

The idea of hands-on learning has basis in psychology, linking to constructivism, which states that “humans construct knowledge and meaning from their experiences.� This theory is relevant and often applied to teaching.

Precedents

Real World Folding Geometric Shapes by Learning Resources.

There are existing products in the market that deal with the relationships between 2D and 3D geometry, while trying to incorporate real world examples into the design. The Real World blocks come with an outer plastic shell and paper print outs that are put inside these plastic shells.

Wee Wonderers differ from these products because they are made of more durable materials such as wood and canvas as opposed to plastic and paper. Plastic often comes with the connotation of mass produced and cheap goods and paper is easily damaged after a few uses. The product must be made keeping in mind that it will be used for long periods of time, especially in a classroom, and cycle through many hands.

Precedents

Mr. and Mrs. Potato Head by Hasboro.

To step away from the aesthetics and functions of traditional educational toys, inspiration has been taken from products that are not classified as educational toys per se, such as the classic Mr Potato Head by Hasboro. The modular components make it a customizable and interactive product that encourages children to explore and learn.

Precedents

Institute of Play website.

The Institute of Play is a website of resources that offers activities for children which they describe as “learning experiences rooted in the principles of game design—experiences that simulate real world problems, and require dynamic, well-rounded solutions”.

Precedents

Institute of Play website.

The website provides printable activities for children that can be used within the classroom, teaching models and other projects by the Institute. The games cater to a range of ages and abilities and are grounded in their vision of valuing people, play, possibility and partnership.

Precedents

DESIGN The designed products were directly informed by primary school teachers’ responses to what their students struggled with the most. The learning objectives of the product were to discover the relationship between 2D and 3D objects.

The intention was to make something that is durable, appealing and functional without the connotation of traditionally mass produced, plastic manipulatives usually used in the classroom.

Because the product is made of wood and canvas, it is durable, but the materials also raise production cost. In order for the project to be more accessible, the website was made to supplement the product. The website is intended as a resource that is relevant and useful for anyone, anywhere.

Design

WEE STACKS The design for the Wee Stacks “skins” is loosely inspired by Doha with a playful twist on the visual language. The “skins” or “nets” wrap around the three-dimensional wooden blocks to help children understand the correlation between 2D and 3D shapes. The skins are printed on canvas and attach together with Velcro. Each face has a distinctive design that helps differentiate the faces and orientation.

Contents: 4 wooden blocks (cube, prism, cylinder, cuboid) 8 character skins 2 building skins Directions: Start by matching the sticker on the block to the sticker on the skin and start wrapping!

Outcomes

Outcomes

Outcomes

WEBSITE The Wee Wonderers website is a resource for teachers and parents who are looking for innovative ways of introducing hands-on activities into traditional learning. The website collates existing and original resources for easy access.

The learning outcomes fit traditional as well as non-formal education systems. The activities range from simple games that require no equipment to project-like crafts and DIY tutorials.

Outcomes

IMPLICATIONS Ideally, the design would see more hands-on methods of teaching being employed within traditional, theory-based classrooms. The website is intended as a wealth of resources; to be a platform for educators and parents everywhere to share experience, knowledge and ideas. The products and website would ideally be useful and accessible to any child or adult, regardless of educational background or resources. The project intends to take learning outside the confines of a classroom, where the learning outcomes are not just answers on a test but also real world skills.

This project opens up the possibility to create a range of well designed products that will help cater to tangible, existing learning outcomes. Ideally, future products would have a more efficient production cost to increase the

Implications

accessibility in places with limited resources, considering durable and effective tools and products are most needed there.

It is also possible that the hands-on method does not necessarily work for all children, taking into consideration different learning abilities and preferences. Within the limited research conducted, concerns have already been raised about controlled environments and learning styles when it comes to hands-on teaching methods.

This project was not intended to transform education as we know it, but to create a small intervention that contributes to the larger discourse on alternative teaching methods and provide insight to further research in this field.

Implications

THOUGHTS While academic research analyzes important issues, it does not necessarily address the issue with actions or solutions. This project has allowed me to combine research with design action. The research that preceded my design action gave my outcomes depth and relevance, as well as making me more aware of the potential failures. In the past, we have been presenting projects to like-minded individuals, which is a huge factor in a project’s success. A project is more likely misunderstood (or not understood at all) when it goes into the “real world�, making research and articulation ever more important.

I understand that there is ongoing discourse about hands-on education, which will continue for a long time to come. The project never intended to draw an ultimate conclusion, but to contribute to reforms in pedagogy. Even if the project is unsuccessful in its aim, it would still contribute to the discourse on whether hands-on learning is something we should consider implementing into traditional pedagogy. It is difficult to draw conclusions from theoretical debates alone, and as designers I believe we have the ability to test these theories with tangible solutions.

Thoughts

Through this project, I have come to better understand my role as a designer as well as a researcher, not separately but as a whole.

After having been given the chance to work without restrictions, I have learnt to push my own boundaries, recognize my biases and be open to change. I am also a lot more familiar with my work process than I was before as well as what I value as a designer.

Thoughts