About the event:
IDEA Collective [ innovation I design I education I africa ]
Presents: AN INTRODUCTION TO DESIGN-BASED LEARNING AND DESIGN THINKING
FULLY BOOKED! BETTER LUCK NEXT TIME!
SACE APPROVED: endorsed for 10 CPTD points
The Game Changer: Complete a design thinking challenge
See Workshop Aims & Objectives further below
08:30 – 09:00 Tea and Coffee, Registration
09:00 – 09:45 Design Thinking: Process and Methods (45 min)
Break 15 min
10:00 – Workshop Begins
10:00 – 11:00 Phase1: iNVESTIGATE (1hr)
11:00 – 12:00 Phase 2: iNTERPRET (1hr)
Lunch 30 min
12:30 – Workshop Continues
12:30 – 13:15 Phase 3: iDEATE (45 min)
13:15 – 14:45 Phase 4: iTERATE (1. hr)
Break 15 min
15:00 – 15:40 Presentations (40 min)
15:40 – 16:00 Reflection and Discussion (20 min)
Please note that the workshop is time-sensitive, so there isn’t scope for
latecomers or extra presentations
RSVP: Limited seats, bookings are essential. Please RSVP here
THE RATIONALE FOR THE WORKSHOP
It is widely recognised that in order to provide 21st Century learning, traditional teaching and learning approaches, which are largely teacher-centred and focused on the passive acquisition of knowledge, need be replaced or augmented with alternative approaches that are student-centred and driven by active inquiry. In this regard, inquiry-based learning, and more specifically, project-based learning have become prominent teaching and learning methodologies that not only promote 21st Century learning but also encourage deep and authentic learning. The aim of this workshop is to introduce participants to a recent variant of PBL, namely Design-based learning (DBL) that uses the design thinking process to solve problems creatively while providing opportunities to promote 21st Century learning.
Internationally, design thinking has achieved acclaim as a method for creative problem-solving outside of the traditional design disciplines and has been featured as a cover story for the Harvard Business Review. Design thinking is also actively promoted internationally by a variety of organisations and education institutions, such as the Hasso Plattner Institute at Stanford University, and is increasingly being adopted as an innovative teaching and learning approach in K-12 education. Further to this, several programmes aimed at educating K-12 teachers in the practise and benefits of DBL now exist. Two notable institutions providing such programmes include the ArtCentre College of Design and the California Polytechnic State University.
IN SOUTH AFRICA
Locally, a recent drive by the IDEA Collective (supported by Umalusi and the South African Department of Education and GDC) has also sought to promote the value of design thinking skills in general education, as well as its application in the teaching of other subjects. As of yet however, few if any formal or recognised educational activities and programmes exist in South Africa to build capacity in teachers to implement design-based learning or to integrate design thinking in their subject areas. This workshop attempts to address this gap.
The workshop is primarily aimed at, but not limited to, teachers of all grades teaching in the science, technology, engineering, arts and maths (STEAM) subjects. It is of additional benefit to existing design teachers who have no formal qualification in a design field, having mostly come from visual arts or no creative training.
WORKSHOP AIMS & OBJECTIVES
The purpose of the workshop is to introduce participants to design-based learning (DBL) and the design thinking process as a methodology for creative problem-solving. It is a practical workshop based on a learn-by-doing approach. The workshop follows the format of a design challenge, where participants work in groups to solve a given problem. In doing so, the participants are exposed to different aspects of design thinking and are guided through the phases of the design process in a practical and hands-on workshop. The workshop demonstrates the potential of design thinking to solve problems creatively and to promote the so-called Four C’s of 21st Century learning, namely critical thinking, communication, collaboration and creativity. The aim is to empower participants with the fundamental knowledge, skills and confidence to relate the design thinking process to their own educational practise, and thereby to expand the participants’ repertoire of inquiry-based learning or project-based learning (PBL) methodologies.
Concepts covered in the workshop include the nature and purpose of design thinking, the application of divergent and convergent thinking and the “double diamond”, the integration of analytic and synthetic thinking, the use of selected design methods such as brainstorming and prototyping and the manner in which all of the above are structured in the design process in order to solve problems creatively and innovatively.
1. At the end of this workshop, it expected that participants will have gained practical experience in using the design thinking process in order to solve a given design challenge. Specifically it is expected that participants will be able to:
1.1. Understand and apply a basic design thinking process in order to solve a problem creatively.
1.2. Understand and use a range of thinking skills in relation to the design process such as critical and creative thinking, divergent and convergent thinking, analytic and synthetic thinking.
2. It is further expected that participants will have reflected on their own learning experience and will have considered the potential of design–based learning (DBL) and design thinking to augment their current teaching and learning practise. Specifically it is expected that participants will be able to:
2.1. Evaluate design thinking and design-based learning as a methodology for creative problem solving.
2.2. Evaluate design thinking and design-based learning as a variation of project-based learning and as a mechanism for promoting 21st Century learning.
Location: Cape Town City Hall, 2nd Floor
Corner of Darling and Corporation Street , Cape Town, South Africa, Western Cape