Introduction to design thinking

Introduction to design thinking

1. the need for new designs: Research on effective learning methods is important tool for teachers, have forming evidence base, new conditions and broader and more complex learning goals

2. The discipline of design: Combine empathy, creativity and rationality in analysing and fitting various soltions to the problem context

3. The design methodology

   • Stimulate: Defining the problem and simulating innovators to respond
     • Stimulate awareness of a problem
     • Explore examples of rearning sites, refine a set of design principles for enganging learning
     • Refine an enquiry questions to home in on a particular response to the challenge
   • Incubate: Incubating solutions
     • Generate and evaluate solutions to the problem
     • Turning ideas into effective practices
     • Allows schools to learn by doing
     • Incubating solutions
       • Explore: Explore the problem in more detail, generate insights and ideas of opportunities.
         • Methods for undestanding the challenge and context
           • Undertake a horizon scan
           • Use ethnography
           • Determine available resources through audits and activities mapping
         • Methods for defining what you have found
           • Utilise conceptualising frameworkds
           • Create personas
       • Generate: Generate concrete solutions
         • Methods for prompting ideas
           • Listen to disrupters
           • Role-playing
           • Paper prototyping
         • Methods for refining an idea
           • Create a storyboard
           • Conduct open behavioural simulation
       • Evaluate: See in the whole approach can come together in practice.
         • Methods
           • Polling
           • Surveys
           • Interviws and focus groups
           • Analysis of existing data
           • Action research
   • Scale: Scaling innovations
     • Simple problem of knowledge transfer
     • Creation of practical models and tools
     • Building an evidence base
     • Achieving real scale with new pracice is often not possible without changing the systems in which practice exists
     • What is being scaleed from your practice is as much about the processes yo undertake, as it is the changes in teacher practice that are the ultimate result of the design process

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