Design Thinking 1: Overview of a transformative learning ethic
In 2011, with NoTosh, I started a programme of learning with the Catholic Education Office in Brisbane, to transform learning with our Design Thinking School programme. Six months on, we've captured some of the teacher feedback, thanks to our film friends at the Education Office, and it's revealing more transformation, more engagement of teachers in their own learning, and more responsiblity of learning transferred to students than we could have ever hoped for.
Over a short series of posts I'll take you through the key elements of the process, what it looks like in the planning and execution phases and how students, teachers and leaders respond to it.
While Design Thinking is a process that dates nearly 30 years, born out of the firm IDEO in California, and we've only been working on the process in schools since the summer of 2010, the workshops and online community support that we've been nurturing in Brisbane and other locations around the world is based on two fairly unique elements of practice we're lucky to come across every day at NoTosh:
- The marrying of what we know works best in learning, based on the most recent research on formative assessment, school design, experential and active learning, play and technology, with what we know about the creative process of design thinking;
- Taking our regular work with tech startups, film and TV companies, fashion houses and designers to inform, update and validate the creative processes' likelihood of generating new knowledge, as well as reinforcing existing understanding.
I hope that my reflections on the forthcoming posts are useful. They're far from complete - there's a book later this year to get closer to that - but they might provide a starting point for working this out in your own classroom or, if you're seeking to change a school or district of schools, it might provide the starting point to get in touch to work together.