Graduation Project Thesis Document Vol.2 : Brahmi- An education project for SDG education by urja.jhaveri

DEGREE PROJECT Brahmi - A vision for a SDG-integrated education system for older children in India. An education project exploring and outlining the different approaches of imparting UN Global Goals education to enable active learning and develop a participatory approach towards building India’s 2030 vision.

Sponsor : Self - Sponsored

Volume : 2 of 2 STUDENT : URJA KALPESH JHAVERI PROGRAMME : Bachelors of Design (B. Des)

GUIDE : JONAK DAS

2020 VISUAL COMMUNICATION DESIGN FACULTY (EXHIBITION DESIGN)

National Institute of Design Ahmedabad

Copyright © 2021 Student Documentation Publication This booklet, as well as its components, are designed for private publication only. No part of this publication may be reproduced, stored in retrieval systemor transmitted in any form or by any means, electronic, digital, mechanical photocopy, recording or otherwise without the written permission of Urja Jhaveri. All rights reserved. Edited and Designed by Urja Jhaveri urja.jhaveri@gmail.com urja.j@nid.edu Processed and Published at National Institute of Design, Paldi, Ahmedabad - 380007. www.nid.edu

The Evaluation Jury recommends URJA KALPESH JHAVERI for the

Degree of the National Institute of Design IN VISUAL COMMUNICATION DESIGN (EXHIBITION DESIGN)

herewith, for the project titled " Brahmi - A vision for a SDG-integrated education system for older children in India." on fulfilling the further requirements by*

Chairman Members :

Jury Grade : *Subsequent remarks regarding fulfilling the requirements :

Activity Chairperson, Education

ORIGINALITY STATEMENT I hereby declare that this submission is my own work and it contains no full or substantial copy of previously published material, or it does not even contain substantial proportions of material which have been accepted for the award of any other degree or final graduation of any other educational institution, except where due acknowledgement is made in this graduation project. Moreover I also declare that none of the concepts are borrowed or copied without due acknowledgement. I further declare that the intellectual content of this graduation project is the product of my own work, except to the extent that assistance from others in the project’s design and conception or in style, presentation and linguistic expression is acknowledged. This graduation project (or part of it) was not and will not be submitted as assessed work in any other academic course.

Student Name in Full: Urja Kalpesh Jhaveri Signature: Date: 01.03.2021

COPYRIGHT STATEMENT I hereby grant the National Institute of Design the right to archive and to make available my graduation project/thesis/dissertation in whole or in part in the Institute’s Knowledge Management Centre in all forms of media, now or hereafter known, subject to the provisions of the Copyright Act. I have either used no substantial portions of copyright material in my document or I have obtained permission to use copyright material.

Student Name in Full: Urja Kalpesh Jhaveri Signature: Date: 01.03.2021

01 < Pg.08 >

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Overview of the Project.

TABLE OF CONTENTS .

04 < Pg.23 > 4.1.1 - 4.1.5 Pedagogies 4.2.1 - 4.2.5 Strategies

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Defining the Problem. Vision. Agenda 2030 & SDGs. Education for Sustainable Development.

05 < Pg.52 > Workshops. Publication. What If? Cards

The IB Approach. The Economist Educational Foundation. The Better India. NITI Aayog- SDG think-tank

06 < Pg.82 > 6.1.1-6.1.4 Workshops 6.2 What If? Cards 6.3 Fact or Fiction Game

09 < Pg.156 >

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National Education Policy 2020. Integration with Museum Programmes.

Background. Intended Impact. Visual Identity.

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Preface The first volume documents the work and journey as a member of a corporate organisation developing a children’s museum around the Sustainable Development Goals. The second volume documents how the learning and research gathered at the end of the graduation project internship with the Museum of Solutions, was translated and taken forward in a self-initiated independent project as a venture to advance and assist in Education for Sustainable Development.

The brief that I set out to achieve for MuSo – designing an exhibit on city’s water systems, fizzled out as the exhibit itself lost its position in the museum, and simultaneously the core elements of the museum were being rethought and reworked on during the pandemic. Although all work except the exhibit design part had been done for the previous brief, none of the work done on the range of things worked on after the exhibit lost its relevance to the museum and became hypothetical, was developed and decided as a final approach to the museum by the organisation. The parts were still moving within the museum, and my internship ended in the middle of the chaos. Thus what I could take forward to complete the graduation project, boiled down to three options, as stated at the end of Volume 1. After re-looking at all the work done until this point, in the depth of this research I identified a range of opportunities to develop an intervention for children through the medium of education. Few of the questions that I set out to seek answers for during this course of time, shaped the premise of the project.

Introduction Defining the Problem

The Indian Education system is widely criticised for being too focused only on theoretical textbook knowledge rather than on practical application and skill-based knowledge. This problem is worsened by an adoption of a rote-learning approach towards learning rather than a problem-solving or an action based approach in schools. In addition to that, these textbooks focus largely on theory and concepts, providing very little supplementing information on the examples of the application of those concepts in the present day reality in the surrounding context. While they do define concepts like pollution or drought and the multiple ways to overcome it, little to no information is provided in classrooms where the students are made aware of the severity and extent of the problem in their locality, and the country.

If we wish to use education as a tool to overcome our existing and future challenges, a serious relook at the educational delivery and the approach towards the introduction and learning of the global goals is imperative. Although India has made remarkable efforts in improving its abilities to equip students with skill-based education which is evident with India climbing up the ranks on the Worldwide Education for the Future Index (WEFFI) report 2019, it still has a long way to go considering it still ranks 35th on the overall index with a total score of just 53. These ranks that are based on three categories- policy environment, teaching environment and overall socio-economic environment, clearly reflect India’s shortcomings in developing “critical thinking, problem-solving, leadership, collaboration, creativity and entrepreneurship, as well as digital and technical skills.”1

As a result, students fail to understand the gravity of the problems introduced in the classroom and how these problems will directly or indirectly affect them in the coming years, since its relevance to THEIR reality is not clearly established. The current textbooks also fall short of providing examples or case studies of noteworthy citizens across the country, who have overcome or changed the grim reality in their surroundings — like problems of water scarcity, water and land pollution or energy shortage — through innovation and initiative. The lack of awareness — of the shortcomings and the positive changes in the students’ district, state or country — amongst the children is alarming.

Introduction

Vision

Through this project, I was aiming to develop interventions that can influence the attitude of children towards problems in society addressed in the Global Goals, and turn their attitude from apathy to empathy that can eventually lead to action in response to their existing challenges through the medium of education. I envision India as a country where its education system not only focuses more on delivering conceptual learning and skill based education, but also gives more thought in selecting the right real-life examples from the country to inspire and motivate children to take action outside the classroom. This document therefore outlines the pedagogy that can be adopted by educators across India to help achieve this vision, and also demonstrates how the same information and content can be translated in different ways for children, to improve the learning environment in the classroom by following a proposed framework.

Introduction

Agenda 2030 and Sustainable Development Goals The Agenda 2030, was signed by 193 countries in the Sustainable Development Summit in 2015, with the aim to end poverty, fight inequality and injustice, and tackle climate change by 2030. The 2030 Agenda can be subdivided into the four sections – Vision and Principles (reflected in the declaration), Results Framework (Sustainable Development Goals), Implementation (Global Partnership & means of Implementation), and follow-up and review. The Sustainable Development Goals are a results framework designed to act as a “blueprint” to achieve this vision and define the milestones that needed to be achieved in order to achieve the 15-year plan that the Agenda 2030 set out for. Sustainable Development Goals (SDGs), also known as the Global Goals, is a set of 17 interlinked goals often dubbed as the “humanity’s best plan to achieve sustainable development”. This therefore raises the important question — what does ‘Sustainable development’ actually mean?

Image Source: UN Staff System College

Sustainable development is defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (United Nations General Assembly, 1987, p. 43). What is clear from the definition of sustainable development is that action and transformation on multiple levels involving multiple stakeholders is required in order to achieve it.

The United Nations Environment Programme, has identified and organised these entry points for transformation and this project positions itself at the intersection of improving human well-being and capabilities by improving the quality of education and rethinking its delivery in classrooms to inspire individual and collective action that can contribute to achieving a “better and more sustainable future for all”.

Introduction

Project positioning in terms of desired transformation- inspire action

Education for Sustainable Development UNESCO (United Nations Educational, Scientific and Cultural Organization), a specialised agency of the United Nations established to promote world peace and security through international cooperation in education states that — Education for Sustainable Development (ESD) empowers people to change the way they think and work towards a sustainable future.2 It is rooted in the belief that society can be transformed by reorienting education and helping people develop knowledge, skills, values and behaviours needed for sustainable development. The picture by the side is from one of the workshops held in the DIS’20 (Designing Interactive Systems) Conference that I participated in. The outcome of one of the boards co-created during the ‘More-thanhuman-food Food Practices’ workshop3, works as a perfect analogy of what the ESD stands for. Can we change our behaviour towards a concept by changing our perceptions around it? Instead of viewing sustainable development as an endless loop where one cannot decide if it is triggered or initiated by the government or its citizens first; is it possible to break down the concept itself into smaller fragments, easily understandable that are easier to work upon if action at an individual level is taken collectively?

An analogy. Screenshot from the DIS workshop

What is ESD and why is it important?

Introduction

SDGs in focus This project is directly related to SDG 4- target 4.7, aiming to create opportunities in India’s plan for Education for Sustainable Development(ESD) and global citizenship. In this document, all the samplers, prototypes, and other work is based on and directly influenced by the content of the research carried out on SDG 11 and SDG 6, displayed in Volume 1 of the document. Since research on these two goals assumed primary focus during the first half of the graduation project period the data accumulated over that time, has been utilized to communicate the idea of the proposed interventions in this document.

Related SDG Goal and Target

SDG Goals used for content Image Credits: The Green European Foundation

Introduction

Influences 3.1. The International Baccalaureate Approach This set structure really shaped the way the students learnt concepts, looked at the society, found the gaps that existed and the roles they could play in it. Most education systems fail to strike a balance between theoretical knowledge and skill based education, which the IBDP curriculum framework successfully manages to achieve; making the difference between school learning and reality very apparent during the student’s learning journey also helping in bridging the gap between the global knowledge and local knowledge by actively asking children to show how the concepts taught in classrooms can be explained through examples from their experiences and context they are based in. This board that offers what is considered high quality education and to which only the privileged can afford access to, serves as a good model of approach to education.

As a former International Baccalaureate Diploma Programme [IBDP] student, the core of this board’s curriculum and the way it has been designed to always emphasize learning concepts through real-life examples,greatly influenced my perception of what my interventions should have. Their student-driven learning approach is evident right from the beginning- with students allowed to customise their education plan to cater to their individual interests, in its textbooks, and nature of assignments handed out to students that were focused enough to assess the aimed learning of the test, but open enough that students could complete it using any medium/ method they preferred.

Further reflection on my experience as an IBDP alumni made me realize that theory was given importance only till a certain extent in assessing our education, and the enrolled students were required to make meaningful contributions to the community through volunteering/initiatives as part of meeting educational requirements. ‘Creativity, Action, Service’ program a.k.a CAS makes 150 hours of recorded activity in each of the three categories, mandatory requirement for diploma school students. It is framed to ensure the holistic development of students as responsible citizens who engage in a range of activities for their personal growth and skill development as well as take initiatives and participate in serving in their community alongside fulfilling their own academic goals as an enrolled student. The CAS program integration really reflected the principles this board stands for, and what I now hope to strive for.

Instead of teaching young children how to improve conditions in the harsh reality that surrounds them, the current education system prevents most from even recognising and exposing children to their realities till they enter universities. The emphasis on being an inquirer and a reflector, inculcated early on as an IBDP student, must be introduced and inculcated much earlier. Although one curriculum cannot fulfill all objectives; there are definite gaps in the current Indian education system, and studying the International Baccalureate’s approach to learning influenced how I could start to fill some of these gaps.

Influences 22

PYP Curriculum The Primary Years Programme (PYP) Learning Curriculum framework takes a student-centered approach and reflects the best of educational research, thought leadership and experience derived from IB World Schools. This approach was applied while developing the workshops proposed as one of the interventions. The PYP curriculum is designed as an inquiry-based, transdisciplinary framework that builds conceptual understanding. Although designed for kids aged 3-12, the structure of this framework and approach of this curriculum influenced the approach that was taken while designing the parameters of the workshops designed as a medium of intervention to achieve the redefined brief.

Image Source (i): The Scots School Albury website, PYP Learner profile (ii): Key Concepts of PYP, West Vancouver Schools content pdfs.

Influences 23

3.2. The Economist Educational Foundation

The Economist Educational Foundation is an independent charity that leverages the journalistic expertise of ‘The Economist’ newspaper. They enable inspiring discussions about the news in, and between, schools. Discussions that invite young people to be curious about the world’s biggest ideas and challenges, and consider what should be done about them. The foundation launched free online resources when the pandemic forced schools shut globally in 2020. These easily accessible resources in the form of activities and sessions aiding the development of news literacy capabilities in young people helped understand the range of activities that could be designed for children to enable them to join discussions that would inspire them to think big about the world and the numerous opportunities within it. The organisation of these activities in a simple structure influenced and structured the way the new workshops were developed. It helped understand that – before beginning the design of these workshops – setting clear objectives, intended impact, and the type of soft skill development aided through the activities within the workshop session, were important to define.

Influences 24

3.3. The Better India

The Better India is a digital media platform – widely popular on Instagram– that aims to be a catalyst of social change which leverages the power of positive stories to inspire action in India through journalism. It uses the power of the internet and media to enable large-scale impact by sharing empowering and uplifting stories of people– about lesser-known heroes, pioneers, reformers and trailblazers- who are changing India.

The nature and content of the @thebetterindia Instagram page clearly identified this need and intervened through positive journalism that covers stories of the change people want to see in India, and many people are bringing in India. Their efforts, reach and their impact enhanced by the power of the internet, transcending beyond social media platforms was inspiring. However, this organisation still doesn’t fill the gap that exists in the education system in the country, by failing to reach out to the key group that is most affected as well as holds the biggest potential in the changing India – directly catering to the 250 million students!

As noted before, while working on re-defining the brief of expanding the scope of education beyond the classroom, not only rethinking educational delivery was important, but also re-directing focus of educational content to align it to the country’s overall future vision was identified as necessary. While researching on SDGs – that roughly provide an ideal vision to aim for for most countries– and content created to facilitate its understanding, what became apparent is that the content was not effectively contextualized to the Indian context, neither was the relevant research translated into mediums that could be easily accessible and conveyed to the general public. It could be thus inferred that there existed a need for channels through which awareness about the goals as well as contributions being made by people across India to achieve these goals could be spread.

The stories covered by the organisation are good references to see the type of case studies that would be incorporated in the educational material developed for children. By doing this, the material developed, could be integrated in the curriculum or in the activities in schools. In order to inspire the youth to take part in change, it is only necessary that they learn from current examples of change that are happening across the country by real people, to make them hopeful and confident about their role as ‘agents of change’ in developing the country.

Influences 25

3.4. Implementation 2030 Agenda: NITI Aayog

Image Source: NITI Aayog website

The NITI Aayog is a policy think tank of the Government of India, established with the aim to achieve sustainable development goals with cooperative federalism by fostering the involvement of State Governments of India in the economic policy-making process using a bottom-up approach. The SDG India report of the recent years, documents the progress of all states in relation with each SDG and also clearly lays down the defined parameters for SDG’s in India for each goal. Studying and referring to this report was key in understanding the SDGs more clearly in context of India’s vision of Agenda 2030- a crucial point to arrive at, since each country sets up their own measures and targets and defining how the goals translate in their country – and thus this knowledge directed the structure and framework for activities that needed to be covered within the SDG goals selected for prototyping.

Influences 26

***

The Redefined Brief

Create a participatory approach towards development in the Indian youth to transfigure into adults who will help build India’s 2030 vision of sustainable development.

This brief sets itself up for achieving “perspective transformation” in the youth, thereby attempting to create a transformational learning experience in their classrooms. As a theory, transformative learning is an act that requires individuals to reflect more deeply and engage in meaningful learning activities that go beyond simple knowledge acquisition4 in order to be more self-motivated, self-governing, rational, collaborative, and empathetic.5 Whether through thought, through writing, through discourse or through action, transformative learning is dependent on active self-engagement with a topic or an idea.6 Thus, any intervention designed and being facilitated to achieve this brief, must attempt to engage students in a similar learning experience when implementing it in classrooms.

Note: ‘Youth’ refers to those persons between the ages of 15 and 24 years, as also defined by the United Nations for statistical purposes.

Pedagogies & Strategies 4.1. What is a pedagogy?

4.2. What are strategies?

When making an intervention to a complex defined problem, a system of methods - a combination of borrowed techniques from areas of research, references along with original inputs - are applied to design projects usually mentioned under the title of ‘Methodology’. In the field of education however, different pedagogies are applied in the classroom. Pedagogy really boils down to studying teaching methods. This could refer to the range of teaching styles, ideologies, tools for feedback and assessment, or simply define if a linear or non-linear process is to be followed in the classroom.7

There are five major pedagogical approaches- constructivist, collaborative, integrative, reflective and inquiry based learning.9 The defined pedagogy strives and supplements an inclusion of all the approaches as holistic development of students can only be achieved by application of different teaching styles and techniques and switching between them to keep the learning environment stimulating, exciting and engaging. The tools and methods used to achieve these in classrooms are referred to as ‘strategies’.

For an intervention in education, it thus becomes very crucial to define the overarching approach towards teaching, under the term of ‘Pedagogy’, that would give direction to the kind of education environment that is desired in the classroom. After reviewing and researching on several pedagogies, the ones defined in this document, were curated personally from a variety of sources and readings as they seemed fit for ESD. Thus, this can become a guide to the facilitators adopting the interventions proposed in this document for promoting Education for Sustainable Development (ESD). The set of pedagogies adopted for this project and aforementioned, re-emphasize on the belief that only a non-linear and iterative process, like design thinking and transformational learning methods are capable of triggering a behavioural change at an individual level - a change that is required to achieve the desired outcome of ESD. ie; the development of the knowledge, skills, understanding, values and actions required to create a sustainable world, which ensures environmental protection and conservation, promotes social equity and encourages economic sustainability.8

4.1 Pedagogies 4.1.1 Speculative Design Approach Although Speculative Design in the design and education domain, is considered more like an approach rather than a formal methodology, it has the ability to engage different kinds of people, from niche to mainstream, and bring them together to form communities that engage in critical reflection around possible future scenarios of their cities, environments, homes, etc. The tools used to speculate are also known for bringing information coming from a variety of disciplines, out of their technical domain, and allow people to interact with it in narrative forms or diegetic outputs that spark human curiosity and interest in the field10. Thus, the tools become good facilitators of interdisciplinary learning, and also help in developing students’ communication skills .

Workshops are one of the most frequent forms of expression in this practice, with DIYs (Do-it-Yourself) emerging as a fundamental process to create speculations. Considering the fundamental characteristics of the Speculative design practice, and looking at how the tools developed and made available to the public by the practitioners in the field, it is a perfect tool that can be integrated into mainstream education to achieve similar goals – creating “agents of change” a.k.a “citizen futurists”. SpeculativeEdu, an educational project funded by ERASMUS+, has done some extensive work in collecting, articulating, reflecting upon, developing and advancing educational practice in the area of Speculative design. The information and insights gathered helped understand the practice better, and also strengthened the belief that an integration of this approach in the Indian education system is required.

Speculative design as a practice in the sense of world-building, helps create different/ alternative scenarios or at least think of scenarios that are radically different from the ones today with the active participation of people that create these visions taking into account both planetary issues and local ones, thus taking a participatory approach in the process of imagining world futures. Imagining the world like Daniel Kaplan – a renowned futurist and entrepreneur – “Consider that everyone should be futurists.” – “citizenfuturists’’ – capable of projecting themselves and their communities towards diverse futures and reflecting on their desirability, on how to get there, on what it tells us about the present, on how to work with uncertainty and controversy. In order to achieve our Agenda 2030, such an approach towards sustainable development is necessary, as it inculcates a positive attitude towards the same, nurturing a thought process based on self-awareness, self-motivation, imagination and rationale.

4.1 Pedagogies 32

Image source: The Doohickey by V. Joshi, Medium, blog.

4.1.2 Learning through Paradox

Such explorations require immersion within the extremes— moving toward the anxiety rather than struggling against it—to transcend a one-dimensional view of organizations, others, and self toward a dynamic, multidimensional, and paralogical gaze.

Learning through paradox requires analyzing contradictions, experiencing tensions, and experimenting with their management. As a pedagogical strategy, this means - a shift from the traditional teaching paradigm (e.g. lecture-oriented methods) towards learning-centered approaches. Rather than providing students with well-defined problems with clear solutions, the instructor serves as facilitator, fostering creative tension and opportunities for students to critique and rethink oversimplified concepts, assumptions,and issues and develop more complicated and insightful understandings. [Lewis, Marianne & Dehler, Gordon. (2000)]

This tool can be very effective in introducing topics like - “Obesity is the world’s dumbest problem.”, “Rising economic gap between the rich and the poor”, “Time left till the end of rainforests due to decreasing area coverage compared to afforestation/forest conservation efforts increasing forest coverage”, etc which are directly linked to targets dealt under the SDG Goals.

Using such a methodology in these workshops and taking the mindset and approach of using paradoxes to deconstruct complex problems like human migration, increasing consumption trends and climate change, to name a few, can potentially encourage children to become active thinkers and learners who grasp the concept of ‘wicked problems’, more than just memorising the existing problems and if it exists- its solutions. Invoking a “pedagogy of paradox” intentionally introduces contradictions that exist simultaneously to discussion, thereby initially prompting a degree of confusion and feelings of anxiety to stimulate creative thinking that moves either beyond or towards understanding. Such an approach not only helps develop some of the 21st century skills like critical thinking, creative thinking, but also encourages children to be flexible, making them comfortable with duality and contradictions that exist in reality early on so that instead of being perplexed and overwhelmed with it, they can tackle the problem through collaboration, communication and literacy in information, technology and media with the tools and skills they possess.

Image Credits: Theworldcounts.com - People and poverty

Example: Is obesity one of the world’s dumbest problems?

Managing paradox requires reclaiming emotions and attributes that have been repressed, polarized, or projected elsewhere to explore contradictions and complexity.

4.1 Pedagogies 33

4.1.3 Pedagogy of Empathy “I think we should talk more about our empathy deficit—the ability to put ourselves in someone else’s shoes; to see the world through those who are different from us,” he said.13 Citing Barack Obama’s speech at NorthWestern University’s 2006 commencement, Obama’s phrasing of “empathy deficit” although unfortunate, is true, and its mere mention of it draws attention to teaching empathy. Empathy is prominently identified as a key value in the “Framework for Twenty-First-Century Civic Learning and Democratic Engagement,” part of the report by the National Task Force on Civic Learning and Democratic Engagement. The task force connects empathy to respect for human dignity, the engagement of multiple perspectives, and moral discernment. Similarly, in Engaging Diverse Viewpoints: What is the Campus Climate for Perspective-Taking? empathy along with perspective-taking is presented as “a crucial catalyst for intellectual and moral growth”. (Dey et. al., ix).14

Leonard and Rayport identify the five key steps in empathic design as:11 1. 2. 3. 4. 5.

Observation Capturing Data Reflection and Analysis Brainstorming for solutions Developing prototypes of possible solutions

Prototypes, simulation and role-playing are other forms of learning processes, typically used to gather customer feedback to designs that have been developed based on empathic design. One of the practitioners of empathic design is design company IDEO. IDEO believes that “Innovation starts with an eye”, and once they start observing carefully, all kinds of insights and opportunities can pop up.12

Image Source: https://blog.prototypr.io/designing-with-empathy-for-your-users-5010b9b19ba3

4.1 Pedagogies 34

4.1.4. Design thinking Design Thinking is both a mindset and an approach to learning. It is a human-centered problem solving method used to encourage “out-of-the box thinking” to come to a creative and innovative outcome. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. As a part of my formal design education as a student, I was introduced to the design thinking mindset to generate solutions for target users. Over the years, this thinking process became so integrated with my natural thought processes on any topic and deducing possible approaches or different variety of perspectives to look at the subject, that it was becoming harder to identify when this design cycle was being followed subconsciously to arrive ‘naturally’ at ideas to new possibilities and solutions. According to research, learners moving through this structured framework do exhibit higher-order thinking skills (Bloom’s Taxonomy Pyramid- Analyse > Evaluate > Create) than those following more traditional teaching activities. (Razzouk,2012)

viability, and desirability of their product or service-based solutions. In fact, in the 1960’s, the wicked problems approach formulated by Horst Rittel, involved the design methodology as an important part of the solution-based approach needed to solve the so-called ‘wicked problems’ (Buchanan, 1992, p.15). He defined ‘wicked problems’ as problems which were ill-formulated, where information was confusing and contradictory, and a problem where many decision makers with opposite opinions existed,there were multiple ways to solve the problem, where not one solution can be identified as clearly true or false and none of the problem solvers is right or wrong (Buchanan, 1992). Design-thinking proves useful in such a case, similar to the problems we face today, as it welcomes divergent thinking, while also developing deductive and inductive reasoning skills.16

Traditional academic teaching and learning is typically analytical and focused.15 Design thinking encourages students to take a stance as an inquirer, think divergently, and develop critical reflexivity. Critical reflexivity is the capacity to see one’s own perspective and assumptions and understand how one’s perspective, assumptions and identity are socially constructed through critical reflection. It draws on understanding empathy as it focuses on user needs. At the same time it is holistic because it looks at a wider context for its users. As the design thinking process is not linear but cyclical, and each cycle is built upon the previous one, it is iterative.(Baeck & Gremett,2012;Waloszek,2012)

Design Thinking can be flexibly implemented; serving equally well as a framework for a course design or a roadmap for an activity or group project. Dozens of toolkits, workbooks, and ready-made activities and guides implementing this process are available online. IDEO has even made a ‘Design Thinking for Educators’17 toolkit, which can serve as a resourceful tool to start incorporating this pedagogy in the classroom. The design-thinking process is combined usually with active learning and facilitation strategies in classrooms for projects, sessions and courses.

This approach thus helps inculcate empathy, curiosity, constructiveness and iteration in students. By following this process students are bound to experiment more, test out physical or digital solutions that will eventually lead them to radical innovative solutions as they begin to recognize the feasibility,

Image Source: https://uxdesign.cc/user-experience-is-design-thinking-2428a0a360c2

4.1 Pedagogies

4.1.5 Learning with real world examples In today’s world, where information is in abundance, and access to technical information and details is one Google search away, teachers can add value to learning in classrooms by using real-world examples that show concrete applications of knowledge and skills by people in their surroundings. Such examples not only show students the purpose behind learning the concepts in textbooks, but also clearly demonstrates that pursuing further studies in the topic-in-focus can benefit and cause improvements in what fields in the real world. For teaching sustainability and inspiring action, it is necessary to show students some examples of citizen initiatives that were selflaunched or done in joint collaborations with local authorities that are causing a considerable improvement in the quality of lives in their area, district, country or the world. Tackling real world problems can make sustainability issues more tangible and meaningful to students. Emphasis, repetition and introducing real world examples regularly in classrooms can help students realise the power of individual action and how it can inspire collective action. A behavioral change from apathy to action can only be achieved if individuals strongly believe that actions trigger change and a series of small changes can snowball into something meaningful in the bigger picture. Further, using examples from the real world demonstrates that, oftentimes, there is no perfect solution to a given problem. But, in doing so, gets students thinking about solutions, rather than just focusing on problems.18 The series of workshops designed and developed during the duration of the project, include a set of examples of real-life conflicts, situations, advancements in technology, and citizen ‘superheroes’ across India, that would set a good example of approach towards the future for the children.

Image Source: Real World Examples, Quanta Training UK

4.1 Pedagogies

While the inference arrived at after research clearly showed a lack of a medium or a platform that could provide such examples and news specifically focused on positive change in India, it was shocking to see how unaware children actually were about Indian citizen ‘superheroes’ and the booming innovation scene in India when secondary school students from Trivandrum International School and Northampton Academy failed to mention even one such example in an activity in a workshop conducted with them. The statistics that supported the inference was distressing in itself, but the data collected to test the awareness level was even more shocking. This only goes on to show how important this step and pedagogical approach is and why it requires to be integrated in classroom learning. Connecting local examples with global challenges can also be beneficial for expanding the context of larger scale issues (e.g. water quality and quantity could be both a local issue as well as a global issue) or those that are non-local, but may still affect students.

Image Source: Financial Times, Management education needs a real world mindset

4.1 Pedagogies

Graphic Representation of use of described pedagogies in education

Learning through Paradox Pedagogy

Pedagogy of Empathy

Visual diagram to explain what pedagogy of paradox as tool will help do?

Visual diagram to explain how the empathy tool will help the children

Graphic Representation of use of described pedagogies in education

Speculative Design Pedagogy BOTHER SCALE

Existing Tool used for feedback

WHAT IF? CARDS

Intervention created during GP

Used in

WORKSHOPS

Speculative Design Tools

OTHERS These scenarios help update samples given in workshops to stimulate more thinking.

BRIEF

Inspiring Action

This loop can only be completed/ fulﬁll the brief if these speculations reach the right people who can help turn children’s imaginations into reality.

Speculative FUTURE SCENARIOS

Visual diagram to explain how Speculative design connects to the brief

4.1 Pedagogies 39

4.2 Strategies used

The strategies that, after a lot of consideration, seemed best applicable for what I aimed to develop have been mentioned along with information on why and how they assist a pedagogical approach, when can it be applied in a classroom setting, or with an example to demonstrate how it can be implemented in a classroom. Just like teaching styles have evolved over the years, tools and methods used in the classroom are constantly evolving with time, technology, and available access to resources. However, the majority set of strategies embrace the use of cooperative learning groups, a constructivist-based approach, that emphasizes the contribution that social interaction can make in learning. The aforementioned strategies were directly used in the development of the workshop prototypes I developed, and/or are those that are being used in the workshop development of some workshops that are still a work-in-progress, but they are not the only available options.

4.2.1 Visual Thinking

Visual thinking, also called visual/spatial learning or picture thinking is the phenomenon of thinking through visual processing. (Deza,2009. Pg.526) Kim S Van den Berg, in his article “Experiences in Visual thinking Revisited”, has very simply illustrated the answers to the questions that arose while exploring different appplications of visual thinking strategies in teaching; • Why is learning material on SDGs for children in India, so lacking in painting the picture of the crises in India on multiple fronts ? • How can children be expected to ideate a solution or understand the problem that they are not privy to ?

Berg, Kim S van den. “Experiences in Visual Thinking Revisited.”, Medium, 2 Mar. 2021.

While developing my deliverables during the project, I discovered and applied visual mediums in 5 distinct ways to provoke visual thinking aforementioned, with each method having various modes of execution. For ease of understanding, each method has been explained with the help of an illustrated example.

Berg, Kim S van den. “Experiences in Visual Thinking Revisited.”, Medium, 2 Mar. 2021. 42

Excerpt from “Experiences in Visual Thinking.”

(a) Using Images as Metaphors SEEING - Recentering ; observe the familiar from a new standpoint.

4.2.1 Visual Thinking Strategies

(b) Data Visualisations SEEING - Pattern seeking and Analytical Seeing Why data visualization? It is harder to process unorganised data, numbers, large volumes and make meaning of it in the human brain without having a relatable visual scale to visualize it. •

Information design helps us identify emerging trends and act quickly based on what we see. These trends make more sense when they are graphically represented.

•

Data visualization provides us with a quick, clear understanding of the information. Thanks to graphic representations, we can visualize large volumes of data in an understandable and coherent way, which in turn helps us comprehend the information and draw conclusions and insights. This helps us save time and lets us solve problems more efficiently.19

•

With so much information being collected through data analysis in the world today, we must have a way to paint a picture of that data so we can interpret it. Data visualization gives us a clear idea of what the information means by giving it visual context through maps or graphs.20

Image Source: Mona Chalabi website

4.2.1 Visual Thinking Strategies

Excerpt from “Experiences in Visual Thinking.”

Method 1

4.2.1 Visual Thinking Strategies

Method 2

(T to B)Image Source: - India Today |Chennai Water Crisis, - Akvo|Water. Whenever, Wherever, - USA Today | Protesters gather...to kiss

4.2.1 Visual Thinking Strategies

Excerpt from “Experiences in Visual Thinking.”

(d) Using visual tools to convey or align team’s ideas. IDEA SKETCHING - to express.

4.2.1 Visual Thinking Strategies

(e) Mapping Excercises IDEA SKETCHING – Graphic ideation •

Empathy Map: An empathy map is a collaborative visualization used to articulate what we know about a particular type of user. It externalizes knowledge about users in order to: 1) create a shared understanding of user needs, and 2) aid in decision making.21 It can be used as a step before a roleplaying activity, or introducing the case method in the classroom.

•

Mapping priorities/ preferences

•

Mind-mapping activities: Information covered under tools used for discussions chapter.

Image Source: studyblr

4.2.1 Visual Thinking Strategies

4.2.2 Role of the Creative Arts in delivering a messageUsing creative thinking processes within the educational context, that supplements the development of a range of skills in alignment to the pedagogical approach. A few of the prominent ones are highlighted below: • Storytelling Activities (Theatre techniques) if conducted verbally, improve verbal communication skills. • Storyboarding- Creating a storyboard, might improve students’ ability to think in “frames” - steps of action, and improve their ability to visually communicate. • Using comics - example on miro.

4.2 Strategies 4.2.2 Learning through Art

4.2.3 Collaborative Learning Strategies Problem-Solving based learning

Team based learning

There are many instructional strategies that involve students working together to solve a problem, including inquiry-based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they fundamentally involve:

The think-pair-share strategy, developed by Frank Lyman (University of Maryland, 1981), is one of the more known strategies employed by facilitators to assess student learning as individuals and in a team. Simply put, it requires individuals to think about a particular problem, reading material, or a topic- usually an open-ended question phrased by the facilitator - and have a discussion at three levels- individual, with peers in a smaller group, and then with the entire class.

•

Presenting students with a problem.

•

Providing some structure or guidance toward solving the problem. Note however, that they are all student-centered activities in which the instructor may have a very minimal role.

•

Reaching a final outcome or solution.22

This method allows for a collaborative discussion, and helps students develop verbal communication and listening skills while also encouraging students to be more engaged in discussion and think over the same material/problem/question multiple times. Such a technique gives opportunity to students who feel more comfortable talking in smaller groups to express their opinions, and also ensures more class engagement. Such an exercise also helps participants learn how to work in groups where all voices are heard, and other’s opinions are taken into consideration, therefore allowing team-based learning.

4.2 Strategies 4.2.3 Collaborative Learning Strategies

Case Study Method

Participatory Games/ Tabletop Games

•

This learning strategy developed and popularised by its use in Harvard Business School, presents real-life problem scenarios and asks students to use their choice of tools as a method to solve or deal with the problem.

•

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible.

Dealing with a diverse group of young people that have different interests, backgrounds and understandings from a community considered digitally excluded, requires greater emphasis on getting across each individuals purpose in participating (Johansson et al 2002).

•

Instructors can create their own cases or can find cases that already exist. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.23

This is why numerous hours of relationship building through nontraditional methods(play) should be considered. The non-traditional methods require more play like environments, mock up evaluations (prototyping and brainstorming), and workshops (used for the sharing of information). By providing users with the sense of ownership, it allows users to be directly involved with design decision-making and gives them an active role within the projects development (Abras et al 2004, Cherry et al 1999). By taking this approach the users are able to see their ideas grow and therefore encourage future involvement. Participatory Game design is a usefool tool to facilitate ‘play’ in the classrooms.

4.2.3 Collaborative Learning Strategies

4.2.4 Classroom Response System

Creating a system loop of information dissemination and collecting student responses helps to: •

Maintain student’s engagement and attention in the workshop

•

Involve student participation and collect data on their interest, knowledge, skills related to the topic for increasing their selfawareness as well as guide facilitators to plan future workshops.

•

Facilitate teamwork and listening skills

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Check for students’ understanding of the class content

•

Encourage involvement and participation from all students

•

Add the element of ‘anticipation’, and let students walk the path of discovery on their own.

4.2 Strategies 4.2.4 Classroom Response System

Student Perspective Questions

Monitoring Questions

•

These are questions that ask students to share their opinions, experiences, or demographic information.

•

These questions do not have correct answers, but by surfacing the various perspectives of students in a class, they can help both instructors and students better understand those perspectives.

These are questions that ask students for their feedback on the content shared, the method used, and their interest level through the session.

•

These questions help facilitators know what kind of medium most engages the class in a discussion.

•

They can often generate rich discussion, particularly questions about ethical, legal, or moral issues.

•

They can also help students connect their personal experiences to more abstract course content.

It also helps facilitators assess the level of difficulty in the workshop, which accordingly needs to be adjusted for the next session by changing the case studies or learning material.

•

The monitoring questions also help facilitators distinguish what is ‘known’ and ‘unknown’ to the students, and in what ratio. This can give insights into what materials and content are students exposed or updated with, and what is being left out.

Repeated Questions •

Students respond to a given question twice–once after thinking about their answer individually and again after discussing it.

•

Follow a cyclical loop, like introducing a discussion method of introducing the same quote at the start of the workshop and at the end of the workshop to see if views have changed or more thought has been given to understanding it.

Challenges of using a CRS Method • • • •

Doesn’t give immediate results More time consuming Requires extra effort from students and facilitators A preparation of a variety of case studies, research and knowledge on relevant subject matter to be done beforehand. (High Preparation time for facilitators)

4.2.4 Classroom Response System

Eg. Excerpt from Urban India Water Crisis Session 3

Eg. Excerpt from Urban India Water Crisis Session 1

Recall Questions

Myth Debunking Questions

•

This is used as a starter tool in the workshop, to provide an introduction to the topic in focus at the beginning of the workshop.

•

These questions go beyond recall and assess students’ understanding of important concepts.

•

They also help students recall relevant knowledge, facts and content related to the subject matter, and indicate whether the students know enough about the subject to be introduced in the session to the facilitator.

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Answer choices to these questions are often based on common student misconceptions, and so these questions work well to help instructors identify and address their students’ misconceptions.

•

This can help facilitators know what kind of guidance or help the students will need in the following activities.

•

For example, it might be used as a statement for debate, or in a true/false setting.

•

These questions can help know whether students have done the readings requested prior to the workshop and also assess if they remember important points from prior classes, or have memorised key facts. They rarely generate discussion, however, and don’t require higher-order thinking skills.

•

Questions asking students to classify examples, match characteristics with concepts, select the best explanation for a concept, or translate among different ways of representing an idea are examples of conceptual understanding questions.

4.2.4 Classroom Response System

Eg. Excerpt from Urban India Water Crisis Session 1

Eg. Excerpt from June Workshop for MuSo Team (Vol.1)

Application Questions

Critical Thinking Questions

•

These questions are on the lines of “What would you do if you were in the situation of the persona?”

•

Requires students to analyze relationships among multiple concepts or make evaluations based on particular criteria.

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These questions can be used when introducing new case studies in the classroom.

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The reasons students provide for or against answer choices are of more interest than their particular answer selections.

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The questions allow students to empathise with the persona and build understanding of another human’s plight. These questions put the students in situations where they re-evaluate their choices, attitude and lifestyle and understand the severity of the situation by recognising the differences.

•

These questions can be very effective in preparing students to engage in class discussions about their reasons.

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These questions also help students be more self-aware and give an opportunity to apply their knowledge and understanding to particular situations and contexts.

•

Application questions often ask students to make a decision or choice in a given scenario, connect course content to “real-world” situations, implement procedures or techniques, or predict the outcome of experiments or even their peers’ response to a subsequent question.

4.2.4 Classroom Response System

4.2.5 Discussions

1. Strong visuals- Images, videos, information maps, or drawings always help the individuals visualise or remember existing or future scenarios, that ought to be addressed. Visuals also play a role in moving people emotionally in favour of or against a cause, person, law, or state of being. Therefore facilitators can recommend the use of visuals by participating individuals in discussions, or use one themselves to kick-start a discussion by asking moral or value questions based on ‘right/wrong’, comparison questions, etc.

As Peter Frederick puts it down in his paper ‘The Dreaded Discussion: Ten Ways to Start’- “An effective discussion, like most anything, depends upon good planning.” As employed in many workshops designed on water, in order to have a good discussion, it cannot be stressed further, that the role of a facilitator is key, and the relationship and level of comfort the students and facilitator share, plays a determining factor in how actively students will participate and contribute in any discussion.

2. Answering questions with questions- A game often played in creative theatre groups to generate ideas or philosophy classes to reflect on subjects, a better quality of discussion can be achieved by generating questions on existing questions or counterquestioning the premise itself. It forces participants to think more deeply about the ‘why?’. This activity might help participants to come up with gaps and loopholes in existing systems, which can lead them to think of alternate scenarios or possibilities of interventions, that can help them answer ‘What if’s?’. These ‘what if’s?’ can in turn generate ideas that can be fed to fuel discussions.

A discussion cannot be had on a subject that is unknown to the individuals participating in it. Therefore it is necessary to have critical readings or knowledge on the topic in focus beforehand. Some activities that require a brush-up on the basics, or the subject will help participants familiarise themselves with the subject or recall relevant matter before they indulge in a discussion. However, discussions can be facilitated more easily using some techniques and tools -

3. Quotes- Words have the power to move and motivate people in different ways. Quotes by respected individuals, can have a more profound influence on students. 4. Fish-bowl Debates- Forcing two groups to play the role of ‘for’ and ‘against’. 4.2 Strategies 4.2.5 Discussions

5. Role-playing/ “What if you were in their shoes?” method- The aim of any discussion should not be its conclusion, but the range of perspectives and possible choices.

9. Deconstruction and reconstruction- This type of discussion is heavily driven on the power of imagination and creative thinking of the participants. They require out-of-the box-thinking and often question fundamental elements associated with the subject in focus. It requires deconstructing elements of the subject in focus, and picking out one of the fundamental elements and imagining a scenario without it. Consequently, participants reconstruct a world without that element through a discussion. For example, if the discussion is focused around the topic of cities- or sustainable cities- the guiding question for the discussion could be “What would a city look like in a world without concrete?”, Such a prompt addresses the fundamental problems that are hindering sustainability of urban areas like concretisation impacting water levels and diversity in surrounding areas or flooding as well as the imbalance caused by human construction activities and even addressing the problem of waste production, considering 1/3rd of the world’s waste is produced by construction projects, etc. In such a case, important elements to the city, participants form their own judgement or conclusion on topics that often attract a lot of debate around the conflict-whether certain elements in the existing world are a necessary evil or a product of society’s inefficiencies? - and whether they as individuals want to accept this flaw, or change it. Such a discussion or opening statement helps generate innovative solutions to basic problems/flaws in the system, and also identify how fundamental elements are sometimes responsible for environmental concerns and if they can be substituted or replaced by alternate materials/solutions for a better future. How much is one’s idea of the future actually ‘imagined’ and not borrowed?

6. Truth statements- Involves presenting a statement that the facilitator deems true, and asking individuals to react to ///// 7. Statements followed by Fact checking - Quoting facts and asking participants to find out the truth themselves is an effective way to show participants how the problem they are dealing with is not at a distance from them, but it also exists in the context around them. These discussions can lead to a journey of self-discovery and awareness. Usually, when textbooks or reports print statistical data of the conditions of human living or disposal, readers often distance themselves and most don’t delve deeper to find out if their context is one of the contributing ones to the problem. In this discussion method, you like the data to the context, and then discuss what can be done about it. 8. Speculative scenarios- Presenting a plausible + possible statement, and questioning how humans and organisations would react to the situation. Presenting challenging, morally conflicting supporting questions also brings out the complications of dealing with a problem in society, where classes, financial statement, power and what having or not having that places you in such a context. Often these questions form the foundation of the tough choices governments and corporations are faced with when dealing with on a daily basis. 61

10. Creating mind maps in an unstructured discussion - A prompt word or a keyword is given to participants that assumes central focus, using which participants have to brainstorm to identify and draw out all possible related topics, scenarios or directions. A mind map provokes and encourages critical thinking and retaining of knowledge. A mind mapping exercise can help participants quickly identify and note down keywords, make associations and connections and also identify which concepts are of importance to the group and what they’d like to focus on. This mind-map can be used by facilitators to plan future sessions with the participants where topics identified as important to the participants can be covered or explored. In order to take a step ahead, facilitators can also cross-question the group to justify certain connections, or rationalise why certain topics took priority over others, and what seemed relevant or irrelevant.

Researchers define meaningful learning as change, which is “a consequence of the integration of new material and the prior knowledge structure.” A group of researchers who studied the role of concept mapping in higher education, assert that mind mapping helps to create this meaningful learning because it forces participants to create connections with older knowledge and newly introduced concepts, and also helps break down complex issue into simpler fragments of information that are easier to understand thereby leading to a meaningful learning experience.24 Such a technique is more participant-led where the group decides which direction they want the discussion to move forward and this exercise can be helpful if done at the start of a series of planned workshops on a singular topic like one of the Global Goals or a target or an ongoing current news event.

4.2 Strategies 4.2.5 Discussions

Overview of all interventions proposed through this project

5.1 Workshops The combination of methods used in the workshops, require constant engagement and repetition in order to be set and get the desired outcome from the students. It is in stark contrast to the current teaching methods used in most schools in India. In order to encourage more participation, students do need to get familiar with this way of thinking and recognise that the classroom is a safe space where their voice will be heard, understood and upheld. The facilitators also need to have enough knowledge of the subject to contribute to the discussion, fuel more interest and challenge the opinions of students with case studies, and instances. Using some of these methods can go either way- taking too much or too little, depending on the environment set up for its facilitation. To build creative confidence. to expect innovative outputs from students, is similar to building one’s flexibility - a slow gradual process that shows results with regular practice and constant pushing of boundaries. Hence, expecting immediate results from students is not possible and should not be expected either.

The methods employed in the workshops also taps into and aim to develop higher order thinking skills in children (Bloom’s taxonomy’s higher levels), that can be achieved only once foundation basics are established, and therefore the workshops are befit to be introduced to higher secondary school students. 5. Proposed Interventions 5.1 Workshops

(a) How to select a topic within a goal? •

Research and Urgent Action driven selection process: Current News, Research report, Headlines, etc.

•

Student driven selection process: Identify what students want to know about the topic being introduced in class during the semester, or target one major global problem at a time and present options to students to select from- where you can fill in or students don’t know enough about. We can test the student’s knowledge level by a short quick quiz or through a fact/fiction game and assessing how and what they are aware of within a particular topic and subsequently deduce the opposite. This can act as a great guide to educators to plan their lesson plans.

(Example and framework enlarged on next page)

(above) Process of Selecting topics step-by-step

5.1 Workshops

(above) Process of Selecting topics step-by-step with example

5.1 Workshops

(b) Framework •

Course Structure [Macro]: How to draw up an action plan and framework of topics to be covered under a goal? (topic selection)

•

Framing the Workshops [micro]: What needs to be kept in mind? What will it be delivering to the students? After developing a few workshops, and recognising the need for more such workshops not only under the goals explored on, but beyond it as well; a need for setting up a parameter was realised. Hence, what started as a simple guided framework of how to format the workshops, starting out with a said objective that the designed activities had to meet, to the details of tools used and the intended impact of the same, expanded into a proper structure and framework of criterias that any person designing the workshops on any topic, has to meet. These criterias are simple questions that allow the educator/ facilitator to see if one session of workshop activities actually included content or participation that ensures development of the participant on multiple levels, besides from informing and introducing them to the problem.

5.1 Workshops

(d) Selection and combination of Activities 2. ASK Model - Attitude, Skills, Knowledge

When developing a range of sessions and a course set structure plan, it becomes important to be able to strike a balance between the different educational objectives. It also is crucial to have the right combination of activities that allow for an exchange to happen between a facilitator and the group, where neither too much is being asked from the participants to create, nor too much information is disseminated and delivered like a lecture in the workshop. To prevent a one-sided communication method to happen in a planned session, the below models were used to assess the workshop plans and its activities.

The ASK Model a.k.a KSA model is another assessment model frequently used by teachers and education professionals, to break down their lesson plans. It helps clearly articulate and assess the content to be delivered in class and simultaneously pen down the activities’ objectives.

1. Bloom’s Taxonomy Pyramid - A taxonomy is used to classify things. Bloom’s is a taxonomy of educational objectives. This taxonomy defines levels of objectives in 3 domains: • • •

Cognitive (knowledge based) Affective (emotive based) & Psychomotor (action based)

Any facilitator can simply evaluate the educational objectives of their plan for the workshop to simply understand the range of activities that are being covered within the workshop and to modify, add or subtract activities accordingly. By providing a hierarchy, the model provides a sense of difficulty/complexity of educational activities. It has been persistently used from 1956 by teachers, policy-makers, learning technology developers around the world.25

Image Source: Centre for Home Schooling.

5.1 Workshops

enough knowledge of the subject to contribute to the discussion, fuel more interest and challenge the opinions of students with case studies, and instances. Using some of these methods can go either way- taking too much or too little, depending on the environment set up for its facilitation. To build creative confidence. to expect innovative outputs from students, is similar to building one’s flexibility - a slow gradual process that shows results with regular practice and constant pushing of boundaries. Hence, expecting immediate results from students is not possible and should not be expected either.

5.2 Publication The combination of methods used in the workshops, require constant engagement and repetition in order to be set and get the desired outcome from the students. It is in stark contrast to the current teaching methods used in most schools in India. In order to encourage more participation, students do need to get familiar with this way of thinking and recognise that the classroom is a safe space where their voice will be heard, understood and upheld. The facilitators also need to have

OPTION 1.

(above) Composition of Cover Page (clockwise on right) Cover Page Options 1,2,3

Proposed Interventions 5.2 Publication

(above): Left- Inside Page Template 1 Right - Inside Page Option 2

5.2 Publication

OPTION 2.

Look 2 for the cover style (left) Option 1 : See-THROUGH (Peep into) [keywords]

Look 2 for the cover style (above) Option 2 - Look beyond [keywords]

5.2 Publication

Turn around for change and globe

• Highlighted • Censorship • Chaotic • Fun • Peep - through • Playful (above) Option 3 - Chaotic Play

Process, and other iterations

5.2 Publication

(above): Left to right- Inside Page Template for Option Look 2

Proposed Interventions 5.2 Publication

5.2.2 Publication Layout and look

LOOK OPTION 1

• Abstract • Cool • Fun • Trendy • Globe/Axis

(above) Cover Page for Look 1

(above) Inner Page template for Look 1

LOOK OPTION 2

• Highlight & Censorship (play) • Fun • Playful

(above) Cover Page for Look 1

(above) Inner Page template for Look 1

5.3 Toolkit for speculative futures What If? Cards: ‘The Apathetic Indian’ ‘The Apathetic Indian’ deck of interactive cards, is a part of a Speculative Design toolkit– that focuses on scenariobuilding with secondary school children for India’s 2030 vision– that hinges on children’s imagination. It aims to open up new perspectives on what are sometimes called wicked problems, to create spaces for discussion and debate about alternative ways of being, and to inspire and encourage people’s imaginations to flow freely. The deck of cards were developed after recognizing that there was an urgent need to transform the attitude of citizens from apathy to action alongside rural to urban. Tools used for speculative design, if applied in classroom learning, can help students create design speculations that can act as a catalyst for collectively redefining their relationship to their reality. 26 During the course of the project, this developed intervention was also submitted as a project entry to the International Design Awards 2020, and it won a prize in the Honorable Mention category for Graphic Design.

Speculation for ______________. • education

• conservation

• stimulation

• restoration

• exploration

• participation

• innovation

• the nation

Why ‘The Apathetic Indian’? The act of course-correction or even change, is left as the responsibility of the participant. Our current reality and the challenges we expect to face in the future is so upsetting and discouraging, that most young adults lose hope and the ability to envision themselves being ‘Agents of Change’ for the better tomorrow . We often find ourselves in conversations highlighting an average Indian’s disregard for steps that will lead to a better tomorrow. The intent is pretty simple: Let’s not be one of them. Let’s NOT be an Apathetic Indian.

Proposed Interventions 5.2 Publication

How was the idea for this toolkit conceived? In the process of researching and developing the workshops on select topics under specific SDG’s, multiple scenarios that were visualized, were taken note of simultaneously. These could be turned into fun illustrations serving their purpose of provocation points for an Instagram page for the organisation to be developed on, or actually taken seriously and be explored and taken up in another project entirely. The multiple questions, were kept aside, in archives hoping that it would be used later. However, during the lockdown, participation in an online workshop on ‘Experimental Food Design for Sustainable Futures’, as part of the ACM DIS 2020 conference gave an opportunity to speculate an idea. A prompt as simple as ‘packaging’, in relation to the production cycle of food products gave birth to a speculative future that questioned power, responsibility and meaning of governance. Just amazed by how one of the prompts that had been taken note of earlier, could potentially expand and stimulate a range of thoughts. If a similar atmosphere could be created in classrooms, the room for fostering creative imagination could increase through tools like a simple pack of cards like these. Thus, a need for incorporating speculative design in classrooms was identified as one of the multiple point interventions required in classroom learning in schools.

Proposed Interventions 5.3 Toolkit for Speculative futures

5.3 Toolkit for Speculative futures

Illustrating scenario in classrom

The ‘What If?’ cards can be given at the end of any activity/ chapter / a workshop as a teaching aid. • Optional pre-step: On a scale of 1-10, how much does this bother you? Collect responses. • Step 1: After introducing and covering a topic, distribute the cards to the students, one each. • Step 2: Collect cards/responses from students afterwards • Step 3: Go through each speculation suggestion and let class vote if it is plausible, preferable, possible, probable. • Step 4: Have a discussion with students about the scenarios which are possible/preferable- can the class do something about it?

- Chart / Poster mockup for mapping

^ An alternate way of using the cards in school

5.3 Toolkit for Speculative futures

SDGs in focus for prototype development The reader can refer to Volme 1, to refer to the process of how the research on SDG 6 and SDG 11 was conducted. The collected data on water research, represented in the visual map attached in the next page, led to the development of quizzes and questionnaires that informed me of the topics that were important to address and take forward while developing an intervention.

These topics, worth exploring are included in the course set structure framework developed for both SDGs (Pg. 93). To have a better look at the structure, and the map, visit the MIRO board of this project by clicking here. linked URL: https://miro.com/app/board/o9J_koWo00A=/

The following pages are just to recall what has been already covered, and to draw the connection of how Volume 1 research directly fed into the development and content of the workshops prototyped as a proposed intervention.

(above) Course Structure [macro]

Prototypes 6.1. Designed Workshops Introduction All workshops are prototypes for future workshops to be created if following the defined pedagogical approach to teaching in this document. A final product can never be produced, whether it’s a how-to guide or a project plan, without distributing lots of drafts and incorporating lots of feedback. Although, feedback from known educators in the field, secondary school teachers and many of my own faculty members, was taken into consideration. All the project work is a prototype, as even after it was conducted, its value and use to others can be applied to future work. This project strongly believes, even more so after conducting a workshop, that it’s basically an iteration that will get changed and hopefully improve each time. Since the workshop actively solicits feedback from participants and looks for opportunities to collaborate with other trainers/facilitators to get ideas on how the designed exercises and methodologies can be improved, it will always need modifications and customisations to suit the needs of the particular batch of participants attending the workshop.

Each workshop session can be conducted over one school day (4-6 hours). The activities within the workshop range from 20 minutes - 60 minutes, each. Following the chronology of the activities in each guide, they start with warm-up activities (10-20 minutes) to ease in the students onto the topic in focus, and then move on gradually in increasing level of required engagement till the final activity is on lines of creating or brainstorming solutions, which can take anywhere between 60-90 minutes of class time depending on class’ participation. However, the structure of each session allows these activities to broken down over a week, such that 1-2 activities are covered every day, and children are allowed to absorb the material, go back, learn/read more about it and get ready the next day for another activity wherein they can have more opportunities for adding inputs. By doing so, by the end of the week i.e.;the friday activity, everyone has truly absorbed the learnings over the entire course of the week before applying their skills to ideate and innovate in the sessions that follow next.

As stated earlier, the research on SDG 6 and SDG 11 lead to the content development of all interventions proposed in this project. Following the envisioned action plan through, in the depth as proposed, would take much more time than the length of this project. Therefore, the scope of prototyping workshops, focused on laying out the complete structure of the course on one SDG goal – here, SDG 6 – and subsequently developing 2 complete workshop topics that were consequently translated into different mediums of delivery as put down in the framework (5.1. Chapter). These workshops can be referred to as samples or a ‘how-to’ guide to realize the defined pedagogical approach for Education for Sustainable Development.

These resources are designed for remote-learning (online) and/or for form learning (offline) for 15+ aged students. The e-learning multimedia presentations were designed for online facilitation, and a facilitator guide accompanied with pre-designed worksheets was drafted to allow workshop activity facilitation offline. The guide also includes material requirements, time limits, and resources to refer to too, and is attached in the appendix.

From location of storage tanks in a city(peripheral or central), to forms in which put

Realization after research that what would inform urban planning would be the existing challenges and issues, and its severity.

How did the SDG research inform me on direction for Water exhibit in Cities Gallery?

Story of water in settlement structure over time

(proximity, distance)

cooling in a car engine, heating in cold countries, based on water properties(look up physics lesson)

Example of how culture, and so many practices, utensils, and lifestyle patterns revolve around water

Why?

folktale, poem, song they know about, with water as its central theme.

paani gyaata re, in garba.

Avenues explored during research

This shaped how cities were built and water infrastructure over years, where water sources were located within settlements

Settlements always have grown and been created along rivers; two reaons, health hygiene, agriculture (eat), and easy & expand trade through transport.

Why?

Important to highlight how poor water infrastructure in fetching/sourcing water directly affects one gender more than another due to gender roles in the society.

Why?

Clea

6.1.1 Research Uptil Now

practices in providing clean water

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Increased dependency on groundwater over time

dependency of water sources

Indoor Use Domestic household consumption

Personal footprint

What is your footprint and is it high or lower than national/global standards?

How to impact your footprint?

Outdoor Use

Food consumption

How are these three broken down and what % it contributes to your average?

What is it? How much water do I get? what’s your % of consumption

Industrial Goods consumption Blue, Grey, Green Calculating Water footprint

National Water Footrprint Water footprint at national level

Product water footprint statistics

National Water Savings

How does national production affect the country water footprint?

Identify areas of opportunity that require innovation

Crops and cropl derived products Industrial Goods Farm and Animal products

Recognise and learn how much water is being ‘spent’ on which products?

Biofuels

rch International virtual water flow statistics

How much water is flowing in and out of the country?

Flow from source to house City-level system

Flow from house to disposal Processes and treatments

Informative and educational; structured (blanket)

Metering

Neighbourhood level

Subsidies Distribution zoom-in within building

Prevention Cleaning Projects

Law of Flow

Challenges and ﬂaws Impact polluted river, to one of the cleanest rivers

Policy level Implementation Mantainence Disposal

Pressure Seeking future sources vs recycling water Layout of pipelines Efficiency of Water-using appliances

How big a problem is it?

Leakages, pressure problem, bursts, regulated How does it affect environment? Inherent change in nature of water before and after use

What had been done? (Vol. 1) SDG6

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Course Set Structure with identified opportunities for workshops -

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SDG 6

Progress report on workshop topics developed 6.1 Designed Workshops

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What had been done? (Vol. 1) SDG11 - Miro board here 103

Course Set Structure with identified opportunities for workshops - SDG 11

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SDG 11

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6.1.1. Urban India Water Crisis Workshop Introduction Projections show that urbanisation - the gradual shift in residence of the human population from rural to urban areas - combined with the overall growth of the world’s population could add another 2.5 billion people to urban areas by 2050, with close to 90% of this increase taking place in Asia and Africa. As the world continues to urbanise, sustainable development depends increasingly on the successful management of urban growth, especially in low-income and lower-middle-income countries where the pace of urbanisation is projected to be the fastest. In this workshop, you will realise how providing access to clean water and the lack of thereof, plays a major role in determining the lives lead by these residents and what kind of steps are needed to ensure sustainable development in cities in order to reduce poverty, wealth inequalities and increase their prospects at leading healthier lifestyles, access to education and better opportunities. Using Inductive/ Deductive reasoning, critical thinking to find out- “How is increasing urbanisation affecting our water resources?” Once link established, make children see why building sustainable communities is the answer.

Objectives of the workshop • Infrastructure development- Are modern infrastructure development plans of increasing our water problems? [concretisation, lack of water up cycling, surface run-offs] • Urban Poor- Unequal access of resources and facilities in cities; who bears the brunt of water pollution/ lack of proper water infrastructure in cities? • Urbanisation- How does urbanisation as a lifestyle encourage wasteful consumption of water and increases people’s water vows?

Audience: 12+ years old. Works best with a class of students Content : Warm-up activities + 6 Activities Note for the facilitators: This workshop could be conducted for children to realise the importance of waterworks systems in the city, and help individuals recognise how settlements and their residents’ quality of life is directly connected to its surroundings and availability of water. Geographic contexts, with its topography and limitations of resources, is so important to understand when demanding and consuming resources in normal lifestyle. link to workshop material here

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(Left) - Rough Outline and overview of the content and examples included in the learning material

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Mediums of delivery The workshops were first designed for remote learning (online facilitation), and thus designed using Google Slides platform. Two copies were made for each activity under the workshop session – a facilitator’s copy for class use with speaker notes, and a student copy with only slides where filling in responses or co-creation or group activities were arranged. Therefore, in order to encourage facilitation of these workshops remotely, the resources were shared via mail with a guide to access them, as seen in the A4 attached on the right. link to access guide here

(above) - A4 guide created for outreach to schools and TFI

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(above) - Worksheet for Urban India Water Crisis Offline mode

(above) - Presentation slide from Urban India Water Crisis E-learning mode

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(above) - Slide Excerpts from E-presentations of activities developed for addressing Urban India’s Water Crisis

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(above) - Slide Excerpts from E-presentations of activities developed for addressing Urban India’s Water Crisis

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6.1.2. Women and Water Introduction Recognising the need for sustainable development in providing access to water in order to reduce gender inequalities. In this workshop, individuals will recognise inherent gender roles attached to common everyday lifestyle activities through the use of an Indian folk art, and also show how comic art forms are a powerful tool that highlights the injustices and ironies prevalent in the society which can/should be solved. The participants will also indulge in a brainstorming activity to create meaningful solutions to the problems recognised through the course of the workshop.

Objectives of the workshop • Recognising women’s contribution in rural areas for water fetching and collection

Audience: 12+ age. Works best with a class/ group of individuals around the same age. [12-18 participants]

• In the absence of access to water, who bears the burden of the lack of infrastructure for water? And who is responsible for getting water home?

Time: Arranged as a half a day workshop,[4 hours] but can select activities and conduct it in parts.

• Question why responsibility of fetching water lies with a women when a man has ‘more strength’?

Touchpoints:

• Raise awareness on issues women are facing, but are going unnoticed.

•

Gender Roles in domestic work- that extends beyond the kitchen.

•

Women’s contribution in Agriculture, and lack of recognition in the field on the forefront.

•

Consequent Impact of poor water infrastructure on women’s health, education, independence. link to workshop material here 6.1 Designed Workshops

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(Left) - Rough Outline and overview of the content and examples included in the learning material

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(above) - Excerpts from Worksheets designed for WWWorkshop (Offline Mode)

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(above) - Excerpts from Google Slides designed for WWWorkshop (Online Mode)

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6.1.3 Building self-sustainable communities: Addressing Migration Introduction The workshop aims to make students think more deeply about the connection between cities and its inhabiting communities. •

Ask pertinent questions like “Why do cities require constant upgrading? Why is it never designed for enough people?”

•

Why do people move out of the cities and are there ways cities can benefit the development of rural communities when for decades it’s always been the other way around?

Image source: Economic survey 2016-17

Objectives of this Workshop

Image source: Sustainability Merit Badge, Slideshare

•

Link the rural-urban connection; how do cities affect rural communities, and how that in turn affects cities. (you cause a problem of resources in rural areas because of no facilities, they come to cities seeking the same; causing rapid urbanisation, development issues, increased population density.)

•

Once link established, make children see why building sustainable communities is the answer. Introduce SDG 11-(to say that UN now recognizes that importance) Not only upgrade city infrastructure, but we should also contribute in building rural infrastructure,in order to maintain a balance and improve their lives too.

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(above) - Excerpts from Google Slides designed for SDG11- Migration (Online Mode)

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6.1.4. Set 1 - Introductory Workshop to SDGs 6.1.4.1 Background - Outreach for testing workshops While reaching out to schools to collaborate to host or facilitate the developed workshop sessions, and reaching out to the Teach For India network to allow remote facilitation of the workshops on SDG6 and SDG11, the recorded responses – from a google form that was sent out, as well as through phone call interviews with teachers, and recorded replies from school teachers on mail – confirmed that the majority of them had not introduced SDGs in their classrooms. Therefore, the problem in testing out the previous workshops was that the basic introductory workshop was more important to develop as it was the Step 1 before the implementation of any course plan on any SDG.

Responses from the Google form sent out for outreach.

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6.1.4.2 Collaboration with Trivandrum International School While the importance of first developing Set 1 workshops from the Action Plan Framework (Chapter 6.1) was realised through the data collected from the survey itself; there still remained a difficulty of being able to get access to a class group of children in the age group since schools are still shut due to the pandemic in January 2021, and the teachers seemed reluctant to test out any new material other than those directly related to the syllabus for the semester. Hence, there was still no immediate need to develop an introductory workshop as it seemed difficult to get it tested even if it was developed, like the other workshops. However, out of the several international schools I personally reached out to, an International school in Thiruvananthapuram, Kerala called Trivandrum International School (TRINS) got back in touch.

However, their students had still not been formally introduced to the SDG Goals, and therefore there was a need to conduct the Step 1 process – Introductory workshop to SDGs. Thus began the process of developing ‘The Introductory Workshop’ following the steps outlined for the Set 1 of the overall content development framework and the pedagogy set in this project. The workshop and its activities were designed to not only impart and introduce the Global Goals to the students, but also to collect data on their interest, vision, ideas, and awareness on the subject. Since the workshop was a part of a cross-cultural, multi-school programme that involved Northampton Academy from London, and another school in South Africa, the workshop was designed to clearly indicate how students from different backgrounds and context view and produce different outcomes to the same prompts.

The school had been working on developing a lesson plan on ESD for all school students for the next academic semester [May-October 2021], and were simultaneously planning to launch a special programme in collaboration with a school in London (Northampton Academy) and a school in South Africa, around the implementation of Global Goals through cultural exchange and partnership with international collaborators. After a lot of communication back and forth, which included sharing the developed resources with the school to see if it aligned with the educational objectives they had set for the programme, and reviewing the lesson plan that their teachers were working on, both parties decided to collaborate for the ESD program.

The first workshop was conducted on February 13th, 2021 with 33 TRINS school students and 12 Northampton Academy students. The snippets of the co-creation activities and some of the recorded responses are put in for the record. Unfortunately, the students of Northampton Academy were unable to collaborate online, due to email security and privacy issues, hence their responses are not attached in this document, however they were able to do those activities remotely and attend the session.

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6.1.4.3 Introduction • Attendee Profile: Students, Parents, Teachers • Intent Brief: -

Establish the importance of SDGs to attendees, relevance to them, and lay ground for what’s coming next (in the programme).

Introduction to Sustainable Development Goals a.k.a UN Global Goals.

Create a vision of student’s 2030 world- in order to understand how they perceive the future, and determine the role they want to play in it.

• Duration: 90 minutes • Platform - Online (Google Meet) • Questions that will be answered: - What are SDGs? Why do they exist?

- - -

What do SDGs aim to achieve? Why is it relevant for students to learn about them? How is India positioning itself to be the leader in bringing about this change? What websites, references and pages can students and parents follow to be updated with SDGs and identify opportunities to contribute to it.

(Above) - Activity Proposal sent to TRINS highlighting the activities categorised under engagement, feedback points, content delivery and ‘create’ points. Guide attached in the Appendix.

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(Above) - Rough Outline and overview of the activities proposed to TRINS school to launch their programme.

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(Above) - Vision for the ‘Gifted Program’ launch with TRINS

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6.1.4.4 MIRO Board layout and outline The workshop was conducted virtually on Google Meet platform for video and verbal communication, however the activities and lesson plans were done using MIRO board platform. In the following pages, the brief intent and structure of the activities within the workshop, is expanded upon. The inferences from certain record responses and some interesting outcomes from the workshop have also been presented, providing readers an idea of what happened and came out of the session.

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1. Workshop starts with an information guide to using the MIRO platform, followed by the rules of the classroom, and a workshop flow frame made to help guide lost students. Since this was the first time students would be using the MIRO tool, this step was necessary to ensure active participation in the activities that followed.

2. The warm-up excercises served two purposes: •

Activity to introduce participants to each other and know more about them • In the process of finishing these activities, participants would get accquainted with the tools of the platform that they would have to use for the rest of the workshop. pg. 117

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3. Activity 1- Creation activity where students express and ‘draw’ their Planet 2030, through words, stickies, images, text, videos. Pg. 118

6. Understand the preset notions around SDGs, through dot voting. pg. 121-122

4. Critically examine their own ideas and articulate the challenges. pg. 119 5. Collecting data on awareness of local innovation.

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(i) A space to get to know each other’s names and about their aspirations and role models.

(ii) Fun activity to know their sense of humor, and also introduce them to how to dot vote in MIRO

(iii) World map to mark your location of remote working, to see how fairly distributed the participants are

(Above) - Set-up for Warm-up activities

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People in 1900s had a bizarre/ revolutionary vision for the world in 2000s, what will yours look like?

3. Activity 1- Creation activity where students express and ‘draw’ their Planet 2030, through words, stickies, images, text, videos. (Above) - Set-up for Activity 1 (Draw your planet 2030)

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4. Critically examine their own ideas and articulate the challenges.

(Above) - Online Collaboration snapshot of Part B activity 1 while children are reflecting on the challenges ahead of them to achieve their vision

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Collect data on what role do children want to assume in the real world, that they think will help them contribute to building their vision

(Above) - Set-up for “Where do you fit in?”

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6. Understand the preset notions around SDGs, through dot voting. pg. 121

(Above) - Set-up MIRO Board for Dot Voting

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It would be beneficial to know the general notion and beliefs children harbor towards development, and whether they really know about the Sustainable Development Goals. The answers would help me set the appropriate tone and approach for the workshops that will follow.

(Above) - Set-up MIRO Board for Dot Voting

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(above) ^ Bonus! A ‘Comic Book Island’ on SDGs was placed for the ‘explorers’ in the workshop

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7. (below) Point in the workshop for information delivery about the goals through a presentation and a ‘Guess the Goals’ Game. pg. 125-126

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7. (below) Point in the workshop for information delivery about the goals through a presentation and a ‘Guess the Goals’ Game.

The intent was to ease them into the concept of the SDGs and make them see what it is about and why it exists, and why their efforts are needed.

(Above) - Excerpts from the Google Slides Presentation prepared for the workshop

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To answer the most pertinent question, “But what is the government doing about this?”, an introduction to NITI Aayog as an organisation was given with example of how the state and central governments are taking collective action through cooperation

(Above) - Excerpts from the Google Slides Presentation prepared for the workshop

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6.1.4.5 Introductory Workshop Session Online 136

(Above) - The framework and structure of the Introductory workshop.

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Participants visualised their ideas on the board through images, stickies and by answering the guiding questions that were set up in order to get them thinking about a vision developed around problem-solving.

View the board here:

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(above) Participants collaborated by communicating with each other through comments and taking decisions quickly while co-creating as seen in their response to the prompt ‘Design your Planet 2030’ Prototypes and Testing

View the board here: 139

(right) A doubt and knowledge gap recognised from research, about lack of awareness on local innovation and local superheroes amongst the youth, and subsequent lack of any medium working to fight the same, was validated with the responses from children in this segment of the workshop. This workshop also thus, validated the need of the proposed publication. However the actual outcome was more shocking than anticipated, as only 2 students could remotely name an Indian, or a project in India.

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(left) Voting on responsibility. Some false notions on personal responsibility and acccountability towards development, were immeditely adressed, and an immediate positive response towards it was recorded by the end of the session.

(left) A small success was that as desired, children were shocked themselves, at being unable to name or respond to the question of sharing stories of local innovators or innovations. They realised how unaware they really were on local problems or solutions, and thus they all responded positively and opened up about wanting to learn about interesting case studies on local innovation. Prototypes and Testing

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6.1.4.# Student feedback on the Workshop Session Pictures: Screenshots from MIRO board after workshop (a)

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Pictures: Screenshots from MIRO board after workshop (b)

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(above) Fernando, from Northampton Academy, from Grade 12 giving verbal feedback at the end of the workshop session, since they did not join on MIRO board. (left) Screenshot during the workshop, while children were ‘Guessing the Goals’ before introduction to the SDGs

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6.2. What If? Cards Deck Testing at MuSo Panel 21 - Reflections The What?If Cards were tested out for the first time, in the Museum of Solutions’ children panel held in January 2021, after a gap of almost a year. They were used as a ‘spark’, given out to students to fill in between the other tasks that were planned for the panel. The responses recorded, makes it apparent how the art of imagination and speculation does not come easily, and needs to be developed with time. Some of the responses were very vague and generic however others did provide a detailed ‘speculative scenario’ question that had the potential to be taken forward and explored. The entire toolkit was not used due to the constraint of time, and hence the inquiry-based learning activity involving just the deck of cards, was conducted, while the latter half of reflection and critical thinking was left out. With partial implementation of this toolkit, it also became apparent that it was the facilitation of the latter that was of prime importance, to help students assess their responses and reflect on their critical thinking while creating visions. Nonetheless, their responses still helped the Museum of Solutions strategise one of their core methodologies that they were developing on a similar line. Deck of What If cards printed, at the Panel

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Responses written on the What If?Cards at the MuSo Children’s Panel 2021

and we get hacked by aliens?

Responses written on the What If?Cards at the MuSo Children’s Panel 2021

What if we drained all the

6.3. Fact or Fiction Game Museum of Solutions Children’s Panel ‘21 Museum of Solutions, the former sponsor for this graduation project, was conducting a MuSo’s Children’s Panel after a year. As this panel was focused around ‘Water’, everything ranging from sea pollution, to marine wildlife, to waste disposal problems in cities, the members had invited me to try out one of my graduation project interventions with the children.

These cards in play, tested much better and beyond my expectations. The deck of cards was used in three different manners, with the children having so much fun that they picked it as their favorite activity from the panel. The guide for facilitation for gameplay is attached. However, to make things more interesting, as a facilitator I improvised the gameplay into a ‘dog-and-the-bone’ method, where there was now not only a time constraint to answer the questions, but also a first-mover advantage for team play, since the children were burning through the cards much slower than anticipated. This method infused a sense of competition in the game, due to which an exponential increase in overall team member engagement and increase of pace in the game was observed.

The panel couldn’t accomodate a 2-3 hour workshop session on water, the primary interventions of my project developed as samplers. The brief given was to create a 5-10 minute section on ‘Water’ where children discovered new content and facts, but also forms part of an Experience booth in the whole journey of the pre-designed panel, where children are also triggered to speculate on ‘future water scenarios’. For such a brief, the ideas of a tabletop game and speculative futures toolkit called ‘What If?Cards’, proposed as secondary interventions in the project, perfectly fit the requirements. As a result the idea for a ‘Fact or fiction’ Game was born, that allowed children to differentiate between Fact and Fiction of water scenarios, water technologies and wonder stories of individuals in India. The same research from the workshops was translated into the card game format. It tested the children’s powers of deduction, along with their friends, and was fun too. A 4 hour workshop session information was boiled down into a game that could be played within an hour.

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Still from the workshop while playing the game

Facilitator with the developed ‘Fact or Fiction’ card game

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(above) Design options for the Fact or Fiction cards

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Designing the cards Many iterations were done to decide the look of the cards, as seen in the options attached on the side. In total, a deck of 80 cards was created, composed of 40 facts and 40 fiction stories. Within the deck of 40 fact cards, 20 tested out children’s awareness on statistical data, while the other 20 cards informed them of innovative tech solutions to problems around water, and of inspiring case studies where individuals improved the lives and situations of people around them in the field of SDG6. The facilitator’s guide detailing the modes of play, as well as the complete 80-card deck, is attached in the appendix at the end.

(above) Sample cards from print file

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Excerpt from finalised FF Game design files

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Excerpt from finalised FF Game design files

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Future Scope of this activity •

Puts them into a ‘thinker’ mode, as a perfect preparation to put them into a state of mind where they can speculate ‘What if?’. This question can be answered in the next proposed intervention, by answering the ‘What If?Cards’

•

Why this idea?

‘Contribute to making your own deck’ can continue as a followup activity. By doing this activity, children can learn fun facts on the topic themselves that they don’t know of, and simultaneously challenge themselves to create equally good and convincing ‘facts’ to trick players into guessing them wrong. These made-up ‘facts’ can serve as really good examples of fiction/creative writing fuelled not only by the child’s imagination, but also derived from existing innovations around them and taking them further where that idea is yet to be developed or still being worked upon.

•

Allows room for discovery.

•

Shows children the range of possibilities for innovation.

•

It’s a good way to show children the possible/ plausible ideas to get them into thinking about the ‘preferable ideas’.

•

Fun way of information delivery.

Why did I choose to adapt it for MuSo children? Because children can learn facts about consumption, people stories, contributions, kinds of water innovations, and also what feels like ‘future fiction’ but is really not. It can also actually be a part of the MuSo experience as it perfectly fits in with their core ideology of ‘I PLAY, DISCOVER, MAKE’.

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Future Scope 7.1 The National Education Policy 2020 How is this project paving the way for NEP20 implementation? National Textbooks with Local Content and Flavour

During the course of this project, after developing the current pedagogy towards teaching in general, and Education for Sustainable Development, the NEP20 policy came as a validation from the Ministry of Education itself, approving a similar process of learning and recommending it to all teachers nationwide to adopt it for ensuring a student’s holistic development. Stated below are some of the excerpts from the policy document itself, that re-affirmed the idea and methodology of this project.

“4.31. The reduction in content and increased flexibility of school curriculum - and the renewed emphasis on constructive rather than rote learning - must be accompanied by parallel changes in school textbooks. All textbooks shall aim to contain the essential core material (together with discussion, analysis, examples, and applications) deemed important on a national level, but at the same time contain any desired nuances and supplementary material as per local contexts and needs. Where possible, schools and teachers will also have choices in the textbooks they employ - from among a set of textbooks that contain the requisite national and local material - so that they may teach in a manner that is best suited to their own pedagogical styles as well as to their students and communities’ needs.”

According to Para 4.5, ”Curriculum content will be reduced in each subject to its core essentials, to make space for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based, and analysis-based learning. The mandated content will focus on key concepts, ideas, applications, and problem-solving. Teaching and learning will be conducted in a more interactive manner; questions will be encouraged, and classroom sessions will regularly contain more fun, creative, collaborative, and exploratory activities for students for deeper and more experiential learning.”

The problems addressed in the NEP Policy, formed much of the criticism and subsequent ‘problem’ for this project, and the steps suggested in the policy framework was very much similar to the approach I took forward as well, and now that a government policy states outright the need for it, my interventions now have much value to add to schools looking to transition their education system to suit the new needs. The future scope of this project thus can and will, directly address the challenges faced by educators and schools looking to upgrade and make this shift.

“4.6. In all stages, experiential learning will be adopted, including handson learning, arts-integrated... story-telling-based pedagogy, among others, as standard pedagogy within each subject.” “4.24. Concerted curricular and pedagogical initiatives, including the introduction of contemporary subjects such as Artificial Intelligence, Design Thinking, Holistic Health, Organic Living, Environmental Education, Global Citizenship Education (GCED), etc. at relevant stages will be undertaken to develop these various important skills in students at all levels.”

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7.2 Integratiion with Museum Programmes How can museums help put the world on a path to a sustainable future, through working to support the Sustainable Development Goals? 1. Museums reach very large numbers of people for formal and informal learning, and already deliver many programmes that align with the SDGs. They foster many people’s interest in, concern for, and ability to address issues relating to the SDGs. Museums can play a crucial role in enhancing public education and participation with the SDGs.

As an Exhibition Design student myself – having worked on a couple of museums, and being interested in working with museums in the future– I see great potential of implementation and integration of the workshops in the museum programmes in India. Museums are the go-to spots for school trips, and are symbols of authority and education in India. With the change in the concept of museums itself around the world – from being display centres to now being rebranded as experience centres or places that facilitate and encourage interactive learning, – this pedagogical approach and workshops designed using it, can be conducted to ‘curate tomorrow’. In fact, in the ‘Recommendation concerning the Protection and Promotion of Museums and Collections, their Diversity and their Role in Society’, UNESCO highlights how “Museums as spaces for cultural transmission, intercultural dialogue, learning, discussion and training, also play an important role in education (formal, informal, and lifelong learning), social cohesion and sustainable development.”27 Subsequently it can be clearly inferred how museums can safeguard the needs of the SDGs :-

2. Museums are trusted by large numbers of people, and this trust can help further the SDG Agenda. Museums can support people to explore challenges relating to the SDGs, and to promote fair, tolerant and just societies. Trust enables us to go from the known to the unknown. 3. Museums can participate in, facilitate and initiate crosssectoral partnerships and play a leading role in pursuit of the SDGs. Museums enjoy a great deal of freedom, and can use this freedom to support positive interactions between different stakeholder groups and to address real-world challenges (both local and global). 4. Museums make a significant impact through their operations and use of resources; they can make a direct contribution to the SDGs through their activities relating to personnel, finance and operations, enhancing positive impacts and steadily reducing negative impacts.28 157

Brahmi 8.1 Background ‘Brahmi’ is an idea for an organisation that will offer a one-stop shop solution on ESD. The idea for such an organisation was born as a method of delivering the solutions designed during this project. The latter half of the graduation project period, covered in this Vol.2, ended at the stage of a framework, listing of ideas, iterations of tabletop games like Fact or Fiction Game and development of a speculative futures toolkit called ‘What If?Cards .’ Due to my eager interest in delivering these solutions into the real world, I researched on existing potential collaborators and competitors in the Indian market positioned in a similar manner or offering similar solutions in the educational sector. Finding out that less than a handful of such organisations existed, where none have made sufficient or noteworthy strides in ESD in India, I identified a major gap in this industry that I found as a worthy opportunity to build my future career on, in the form of an organisation called Brahmi.

AIM OF BRAHMI Brahmi aims to make children understand the Global Goals and relate the problems and the facets of real life and associate them with the subjects and aspects of educational content, which influences both – attitude and willingness to take action, and then they can find their agency through which they wish to contribute to the bigger picture.

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8.2 Premise

What’s the condition of SDG’s as part of mainstream education in the country (India)? Less than one-tenth of the Central Board of Education teachers, have heard about the Sustainable Development Goals. While 56.8% of Indian students, have never heard of the Global Goals.29

What’s the Indian youth’s perspective on their contribution to the improving community welfare? Only 15% of the qualified working age population believe that they have a say in the government, or a contribution to play in improving community welfare. 30

How much do Indians know about innovations and initiaives taken in India by its citizens? In a workshop hosted for secondary school students, NO student could name at least two Indians in their local surroundings, nor nationwide, who had positively impacted the well-being of their neighbourhood, or country through an initiative or an innovation to solve a common problem.

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8.3 Vision Intended Impact Brahmi envisions an India where“.... each child, can contribute in solving their own community’s problems; sharing the responsibility of national development, so that the quality of life in their local can be improved; thereby ensuring an overall improvement and development across the nation, reducing disparities of facilities and infrastructure between urban and rural too. “

IMPACT IMPACT

¥Activating 'agents of change' (children) across the nation.

Starting with the development and delivery of workshops, these workshops will: (i) act as a bridge between concepts learnt about in textbooks, and its applications in India; the vital connect between understanding and action. (ii) help understand the current state of affairs in India when it comes to SDGs, and envision a new reality for India in 2030. The quarterly publication will be a compilation of curated resources on relevant examples – of sustainable, innovative solutions initiated by different indigenous communities, organisations and governments in India that are contributing to the building of vision of India 2030 – for each of the 18 goals, every four months.

¥Such that these citizens share

the burden of governance and

actively participate in

country's development.

The pedagogy incorporates not only these tools — speculative design tools, learning through paradoxes, empathy tools — but a larger framework involving design thinking, critical thinking amongst many others that will help children (i) process the current reality around them in order to (ii) help them understand and explore the opportunities in the emerging ‘new normal’ and (iii) participate in scenario-building of what they envision as the new essentials.

country's development.

Brahmi~ 162

8.5 Identifying the team needs for Brahmi

[Communication Design]

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8.4 What will Brahmi offer?

Brahmi~ 164

8.5 Developing an identity for Brahmi The idea behind the name The word Brahmi was picked as the name for the organisation for two reasons: 1. Brahmi, also known as Waterhyssop, is a popular and common ingredient in Ayurvedic medicine believed to sharpen an individual’s memory. It is often associated with protecting cells and increasing chemicals associated with learning and memory. An initiative and organisation aiming to improve learning in schools, taking its name after a popular Indian ‘jadibooti’ that is believed to do the same, seemed appropriate. 2. Secondly, Brahmi also takes its name referring to the Brahmi script – one of the earliest writing systems developed in India. The Brahmi script is one of the most influential writing systems in the world as all modern Indian scripts and several hundred scripts found in the Southeast and East Asia, are derived from Brahmi.

(above) Brahmi Script, WIkimedia Commons

Just the way a script helps you convey your thoughts through a language, ‘Brahmi’ gives you tools to help put your thoughts into action. Based on this idea and meaning itself, the visual identity of the organisation was developed.

Brahmi~ 165

Developing a brand Logo The idea behind using the Brahmi script itself to form the brand’s logo was very important from the start. Several iterations were done where the stylised versions of the script had been used, different effects of engraving, stone carving effect, colors were incorporated in the treatment of the elements of the logo. The script was used to spell words that either explained our context, or our vision, or what the organisation aims to be, in the iterations made for the logo. (1) Ka Kha Ga

(2) India/ Bhaarat

(1) The ‘ka,kha,ga’ logo concept was derived from the idea of spelling the first three consonants of the modern Devanagari script “ क ख ग “ taking on the similar lines of spelling the ‘a,b,c’ alphabets in English, to depict that this organisation is based in education, since these are the first things a child learns in school. (2) This arrangement spelled out ‘India’ in its pronunciation in Hindi, called ‘Bhaarat’. Since the aim of the organisation and its vision primarily focuses on developments in India, it seemed like an appropriate word to be considered as an option for the logo (3) This logo, is the iteration that eventually was taken forward as the logo for Brahmi. It combined the idea of ‘a,b,c’ with what the organisation Brahmi aims to do i.e. break down concepts into fragments that can be more easily understood by children. This arrangement only factors in the consonants behind the word Brahmi, without its attached vowels, therby can be read as “ ब र म “.

(3) Ba Ra Ma

(4) This logo spells ‘saadhan’ – a Hindi word for tool – written in Brahmi script to indicate the idea of the organisation being a tool in ESD.

(4) Saadhan - A tool

Brahmi~ 166

Stylistic iterations of the final logo With the help of a peer graphic designer, several stylisations and options for the final look of the brand logo were developed.

Selected Iteration for final logo

Brahmi~ 167

Color palette selection for logo

(above) References for color options

Color palette Options

(above) The developed color palette for logo

Brahmi~ 168

(above) Iterations of the logo according to selected color palette (highlighted logo) Selected Iteration for final logo

169

Brahmi~

Reflections Challenges

•

The completion of this project required sheer amount of determination, motivation and effort, after it got derailed at the end of the internship with the Museum of Solutions.

•

While the pandemic did make things harder for everyone overall, getting the interventions tested in the field of education became extremely hard. Getting access to the children falling in the right age group, going through the channels of school administration to reach out and propose ideas, and subsequently collaborating and working with adults (professors and teachers) from an entirely different stream, to deliver the interventions, took perseverance, a strong belief and an unrealistic optimistic attitude to barely get a kickstart.

•

As a designer, and a creator in the 21st century, being able to use the same information and present it in multiple platforms suitable and appropriate to the medium of delivery used to share it with users is essential. Being forced into adapting to that was hard, and required me to be very flexible and adaptable, but looking back on it, this project clearly shows how well information is grasped, depends on what format is used to convey the same and what suits the users the most – a thing hard to predict without testing.

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Link to the Urban India Water Crisis Workshop facilitator guide and all related resources is here -

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Link to the WWW Workshop facilitator guide and all related resources is here -

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Link to the Introductory Workshop facilitator guide and related resources is here Miro Board link here -

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Link to the design files and guide for Fact or Fiction Game is here -

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