oyna creating empowered learners
preface
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.� -Martin Luther King, Jr.
Education is a vital part of the human experience. It is what contributes to our development, and is the means by which we thrive both individually and collectively. Education is an empowering resource and a self-improvement tool for everyone. The tools we use in an educational setting can have vital impact to our learning. Does this tool engage and excite the user? Is it relevant and understandable for both the learner and the teacher? Does it empower students to become passionate learners? I believe that this is where design comes to play. Design can bring new products and services that speak to our needs and educate in ways that are exciting and engaging. With design, we can create educational tools that let individuals and communities succeed in their learning. This book documents my thesis project; a journey in discovering the landscape of Ontario education and the resources it needs, which resulted in the creation of a product called oyna.
preface
oyna oyna aims to engage and empower Ontario elementary students studying STEM subjects, which are science, technology, engineering, and math. oyna is a mobile lab that doubles as a learning surface for students and storage space for teacher resources. The learning surface can be configured with different modules, or modules can be used separately at student desks. The lab houses three separate modules: whiteboard surfaces for student brainstorming, 3D grids for practicing math foundations, and pegboards where students can learn about simple machines like pulleys and gears. Through their interactions with oyna, elementary students can explore STEM to their liking, and in a way that is tangible, playful, and promotes co-learning with their peers.
preface
Table of Contents Preface Problem Definition Key Issues Thesis Question Research and Analysis User Research Education Research Market Research Design Brief Ideation and Prototyping Initial Concepts Further Explorations User Feedback Finalization Fabrication Specifications User Interaction Product Personality Branding Business About the Designer + Acknowledgments
PROJECT DEFINITION
problem definition
The first step of this thesis was to understand the current landscape of Ontario education. By doing so, I could discover potential problems to be further explored through research. What is a current issue my thesis could explore and attempt to improve? What area of Ontario education could use a design intervention? This stage of the design process required that I define and focus on a problem that would be researched in depth and designed for.
KEY ISSUES How can we use design to enhance the education system in our current regional context? This is the question that prompted my journey in understanding Ontario education, and defining a problem that was relevant and viable to further explore. Initial research led me to discover that a current problem in Ontario’s education system is the delivery of subjects like math and science. I quickly learned that math scores in boards across Greater Toronto are on the decline. In fact, Ontario has been experiencing a provincial trend that has seen standardized math scores drop to their lowest level in at least 15 years. The issue is so prominent that it has recently prompted the Ontario government to bring in a new strategy to help boost elementary students’ achievement. [1]
[1] Andrea Gordon and Kristin Rushowy, “Math results dismal in Greater Toronto school boards,” Thestar.com, September 21, 2016, accessed May 2, 2017.
problem definition
45%
of Grade 6 students in the Toronto District School Board failed to meet the provincial standard in math in 2016. [1]
50%
of Ontario’s Grade 6 students failed to meet the provincial standard in math in 2016. [1]
$60m
will be spent for a renewed math strategy, which was announced by the Ontario government in 2016. [2]
[2] Anna Stokke, “The solution to Ontario’s math problem needs work,” Theglobeandmail.com, April 06, 2016, accessed May 2, 2017.
As I began to understand the problem, I learned that poor math and science understanding at the elementary level has further consequences. Alan Slavin, a professor at Trent University, wrote on an article on the topic that particularly interested me. Slavin began noticing increasingly lower test scores and class averages in his introductory physics class over a ten-year period. He found a similar pattern in the university’s mathematics department as well. This prompted Slavin to inquire at other universities, only to find similar increases in failure rates and results in their mathematics and science departments. What Slavin also discovered was that this trend was unique to Ontario universities specifically. Slavin argues that the focus on blind memorization in schooling prior to university, with the lack of critical thinking and problem solving skills is what hinders students in their first year of university and onwards. “There is growing evidence that the combination of standardized testing with a content-intensive curriculum [has made students unprepared for the analytic and conceptual thinking they’ll need at university].” [3]
[3] Alan Slavin, “Has Ontario taught its high-school students not to think?,” Universityaffairs.ca, September 10, 2007, accessed May 2, 2017.
problem definition
“Memorization/regurgitation is not an approach that works in physics or in other analytical fields such as philosophy, English, mathematics or the visual arts, where the main emphasis is on constructing one’s own knowledge and approaches. There is always a certain amount of material that must be memorized, but knowledge of facts makes up only a small component of one’s learning.” [3] This led me to believe that there is a need for educational tools that deliver STEM subjects in a more effective and engaging method, due to visible decline in math and science within elementary schooling.
THESIS QUESTION “How do we empower and engage elementary students learning STEM subjects?� My thesis question served as a guiding light for the whole project. I chose to focus on STEM subjects, as it seemed to specifically be an area experiencing difficulty in the Ontario curriculum. I chose to focus on education at the elementary level because it seemed that this is where lack of understanding began, and continued its effect throughout higher education. Upon defining my thesis question, my initial design goal was to create a product that delivers STEM subjects at an elementary level in a more tangible, experiential, and/or kinetic method in order to increase engagement. I was both open and prepared for this goal to transform as I began the next stage of intensive research.
problem definition
RESEARCH AND ANALYSIS
research and analysis
Through my research, it was vital that I understood the people who are a part of the education system and its delivery of STEM subjects. These individuals all served as potential users for my thesis project. I also needed to understand the space and context in which education takes place. This meant analyzing very tangible aspects of space like classrooms, as well as context on a larger scale like curriculum and the education system. In order to understand commercial viability, I also studied resources and technology currently used in classrooms, as well as businesses and products that are already major players when it comes to elementary education.
USER RESEARCH Students In order to gain user insight, I held interviews at several schools within the Greater Toronto Area at both the elementary and secondary level. The interviewees consisted of teachers who were either currently teaching or had history teaching one or more STEM subjects, as well as guidance professionals. The focal point of these interviews was to learn more about student performance in regards to STEM. Through this process, I was able to gain a deeper understanding on what engages and excites students when learning STEM, or just learning in general. On the contrary, I was also able to uncover some of the aspects that discourage or cause hindrance to student learning.
research and analysis
Learning through an interactive experience such as hands-on and collaborative activities.
Engagement
When they see where their education relates to their own lives, or a real-world application.
Lack of basic math foundation, making it difficult to learn and problem solve.
Challenges
Having a fixed mindset, the personal belief that they’re not successful, or failure of being wrong.
Difficulty in conceptual understanding of STEM, explaining “why”, and applying learned information.
Teachers The interviews also gave great insight on one of the most important stakeholders: teachers and educational professionals. I was able to learn more about the experience of being a teacher; from the resources teachers prefer to the challenges they face while teaching. The educational professionals I interviewed provided me with an in depth understanding of what makes them succeed in their job as mentors and educators.
research and analysis
Has to engage and reach the various academic levels and abilities in one classroom.
Insights
Teachers often teach everything; teachers not specialized or comfortable with STEM still teach it.
Teachers often find their best resource is collaborating and watching other teachers demonstrate.
EDUCATION RESEARCH Researching the current state of education required understanding the space and context in which Ontario elementary schooling exists. Classrooms themselves are spaces of positive reinforcement, and house learning tools and resources. From visiting several schools, I could develop a sense of what these classrooms looked like. Classroom environments already have an infrastructure and space set up. How would my product or system fit into these spaces in a way that didn’t disturb and enhanced the existing experience?
research and analysis
Standardized Testing
School Administration
Parents and Guardians
Ontario Ministry of Education
Ontario Schools
Home Environments
Budget
Curriculum School Boards
Students
Teachers Homework
research and analysis
Curriculum Though my research, I studied math and science curriculum at the elementary level, which is Grades 1 to 8. Ontario’s math curriculum focuses on the same units every grade, only more complex with every academic year. The units are the following: Number Sense and Numeration Measurement Geometry and Spatial Sense Patterning and Algebra Data Management and Probability [4] The science curriculum focuses on four units with different sub-topics every grade, which also build upon the previous academic year. Understanding curriculum was vital in order for me to incorporate relevant STEM topics into my design.
[4] “The Ontario Curriculum Grades 1-8: Mathematics,” Edu.gov.on.ca, 2005, accessed May 2, 2017.
research and analysis
Ontario Elementary Science Curriculum Understanding Life Systems
Understanding Structures and Mechanisms
Understanding Matter and Energy
Understanding Earth and Space Systems
Grade 1
Needs and Characteristics of Living Things
Materials, Objects, and Everyday Structures
Energy in Our Lives
Daily and Seasonal Changes
Grade 2
Growth and Changes in Animals
Movement
Properties of Liquids and Solids
Air and Water in the Environment
Grade 3
Growth and Changes in Plants
Strong and Stable Structures
Forces Causing Movement
Soils in the Environment
Grade 4
Habitats and Communities
Pulleys and Gears
Light and Sound
Rocks and Minerals
Grade 5
Human Organ Systems
Forces Acting on Structures and Mechanisms
Properties of and Changes in Matter
Conservation of Energy and Resources
Biodiversity
Flight
Electricity and Electrical Devices
Space
Interactions in the Environment
Form and Function
Pure Substances and Mixtures
Heat in the Environment
Cells
Systems in Action
Fluids
Water Systems
Grade 6
Grade 7
Grade 8
[5]
[5] “The Ontario Curriculum Grades 1-8: Science and Technology,� Edu.gov.on.ca, 2007, accessed May 2, 2017.
MARKET RESEARCH While analyzing commercial viability, I became familiar with many of the products and tools used in and out of classroom to educate. The most prevalent tools used in classrooms are tangible products and digital e-learning platforms. Platforms like Google Classroom and Edmodo provide accessibility of class material and resources at all times as well as communication between students and teachers. IXL Learning, Prodigy, and ExploreLearning are platforms that provide digital games, activities and lab simulations based on class content. The more tangible tools used to teach STEM subjects in elementary schools are math manipulatives like cuisenaire rods and algebra tiles.
research and analysis
DESIGN BRIEF Once completing my body of research, I created a design brief for what my thesis project must complete, should complete, and could complete. These guidelines served in my understanding of what my design prioritized and believed in the most, as well as potential aspects my design could benefit from.
research and analysis
My project must: Increase the engagement of STEM subjects in Ontario elementary schools. Combine STEM skills with practical skills such as cooperation and problem solving. Incorporate a hands-on approach to learning. Be inclusive to all types of learners and skill sets. Empower students into feeling they can be successful learners. Be physically appropriate and safe in the classroom space. Be affordable for the average school. My project should: Increase collaboration between teachers as well. Take a multidisciplinary approach to learning STEM. My project could: Have a component students can bring home. Become apart of the classroom space itself. Be used for subjects outside of STEM as well.
IDEATION AND PROTOTYPING
ideation and prototyping
For this stage of the project, various concepts and iterations were designed in order to determine the best opportunity for my thesis project. Concepts took the form of renderings, storyboards, and tangible prototypes. Throughout the process, concepts were brought to potential users in order to gain user feedback on what succeeded and what required improvement. This stage of the design process visualizes how the look, feel, and user experience of my project grew and changed with feedback and constant iteration.
INITIAL CONCEPTS My initial concepts focused on creating a space in the school or classroom where experiential, tangible, or even kinetic STEM learning could take place. One of my ideas was a playground where students could gain a better foundation of geometric forms and angles. Another was a mini lab where students could participate in hands-on activities, and where materials, technologies, creation, and collaboration could come together.
ideation and prototyping
FURTHER EXPLORATIONS As I began to develop the concept of a lab space within the classroom, I needed to incorporate the curriculum into the project. What specific topics would this potential lab focus on? I also needed to keep in mind my research on classroom space. How could I create the notion of a lab or learning station that wasn’t intrusive and worked with the existing environment? I began to explore the idea of a mobile lab, that way it could be used from classroom to classroom and could be stored elsewhere if necessary.
ideation and prototyping
Lab concept with a focus on fluids and water systems, matter, forces, and measurement.
Lab concept with a focus on plants and ecology.
Lab concept with a focus on simple machines, structures, and geometry.
This prototype combined two of my explorations: a lab focused on fluids, and a lab focused on ecology. The prototype lab included a water source, sink, drain, planter kits, shelving and a work surface with sliding whiteboards.
ideation and prototyping
USER FEEDBACK Feedback on my first round of initial concepts consisted of needing more detail. More detail as to the activities this lab could facilitate and store, as well as more detail on the function and form. Is the lab experience tangible? Digital? What is the value of having the lab in the classroom? Once I presented the lab prototype, I learned that many of the components and utilities didn’t function at the quality that I wanted them to. There was no point in trying to create something that had too many functions without mastering any of them. I learned that I needed to simplify the lab, and add tangible toys and experiences that visualized basic math and science foundations. This final lab prototype needed to store activities that could be done at the work surface, but also have take-away activities for the other students in the classroom.
ideation and prototyping
FINALIZATION
finalization
This concluding stage consisted of finalizing all aspects of a product. This included form, aesthetics, fabrication, user experience, and how people would interact with the product. Another strong focus was commercialism. How does this product situate itself in the marketplace? What is its visual identity and brand value? The finalization stage answers all these questions and wraps up the design process with a completed product.
FABRICATION
The final prototype was built with a plywood structure, metal fastening, and pre-fabricated wheels attached to the bottom. Parts of the structure were painted with white interior paint, while other parts were stained with an oil-based wood stain. The modules that fit into the lab were either painted with acrylic spray paint, stained with oil-based wood stain, or had whiteboard plastic attached to their surface.
finalization
SPECIFICATIONS 3.5 in 0.25 in
3 in (depth)
30 in
1 in 26 in.
Side View
3.75 in (wheels)
finalization 40 in
2.75 in (depth)
26 in
0.25 in 1 in
12.5 in
Top View 33 in
3.5 in
3.25 in
12.5 in (depth)
30 in
2.2 in
10.75 in
2.75 in
40 in
Front View
3.75 in (wheels)
USER INTERACTION
The mobile lab houses three different modules: whiteboards, 3D grids for practicing math, and pegboards for simple machines. Students can rearrange the modules on the sides of the lab, and can also configure the learning surface of the lab to their liking. Modules can also be taken out of the lab and used anywhere in the classroom.
finalization
finalization
PRODUCT PERSONALITY
Core Values Educational Playful Inclusive Tactile Sensory
Approachable Exciting Engaging Friendly Charismatic Energetic Multi-disciplinary
Materials
Forms
Solid Stable Polished Light-weight
Geometric Rectilinear Mathematical forms
finalization
Principles Modular Contrast colours and materials Tactile experiences Functional
Mathematical/scientific visual language and symbols Multiple platforms for approach and use
Textures
Colours
Simple Polished Refined Tactile
Primary colours Bright colours with balancing neutrals
BRANDING The name of this product is oyna, which is based on the word “play� in Turkish, my cultural background. I think the word sums up the core of this project quite nicely; creating a resource that makes a set of technical topics playful and fun. There was also a strong focus on colour choice, as colour played a big role in portraying a child-friendly and playful product. The chosen colour scheme was utilized both in the physical product as well as any related print media in order to create a cohesive visual identity.
c= 0 m= 0 y= 0 k= 0
c= 1 m= 75 y= 62 k= 0
c= 1 m= 34 y= 95 k= 0
c= 47 m= 1 y= 33 k= 0
c= 82 m= 31 y= 38 k= 4
c= 95 m= 68 y= 47 k= 38
finalization
BUSINESS Like most products, the components of oyna are designed and then manufactured. From there, oyna will be distributed through various avenues. One method of distribution will be through physical and online retailers that specifically sell school resources. oyna will also be distributed through educational organizations and after-school programs. For example, Hatch is an after-school program based in the Greater Toronto Area focused on teaching students coding. As it already focuses on a STEM subject, Hatch could benefit from a work surface and storage unit that promotes the learning of foundational STEM. Hatch and other educational organizations have close connections with schools and teachers, which means a touchpoint for oyna is through word of mouth, as well as physical and online retail interactions. From there, the consumers are primarily schools, teachers, and educational professionals.
finalization
Design
Production
Distribution
Retailers
Touchpoints
Users
finalization
Melis Tokgoz is an industrial and product designer based in Toronto, Canada. She believes design is a powerful tool that can create inclusive and engaging education, build empowered communities, and work towards the well-being of people and the planet. Design is a conversation for everyone. Join in. For more work or to get in touch, go to melistokgoz.com
about the designer + acknowledgments
Acknowledgments: My mother and father, for everything they do. These four years were made possible because of you. My sister Deniz, for never failing to make me smile. My thesis advisors, Job Rutgers and Ranee Lee. The teachers and educational professionals who took the time to share all their valuable insight with me for this project. My classmates, for their collaboration and inspiration. Natassja Addeo, for being a never-ending source of support, laughter, and occasional prototype fixing. Thank you.