252 posts categorized "Education & Technology Policy"

March 21, 2014

Lessons from Disney Pixar on how creativity leads to more summative success

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Pixar, since it was purchased by Disney, gives off an air of resilient creative and commercial success, but the journey is rarely that smooth. In fact, the more creative the output, the more commercially successful it is, for Pixar at least, and the processes used by the teams is remarkably close to what we see in highly effective classrooms.

During a keynote en français in Québec, I wondered why learning today sometimes felt less personalised than 30 years ago when personal computers first hit my primary school. Inspiration came to me from my daughters, Catriona and Anna, as for the nth time they sang along to the karaoké version of Disney's Frozen title track, Let It Go:

I was fascinated by the obvious success of this film in hooking my kids, and wondered if I might be able to make some links between what we know works, from the research of Dylan Wiliam, Hattie and the like, and what we see works in the creative industries with films like this. Much of the insight comes from a new book by Pixar’s President, Ed Catmull, which is released this April: Creativity, Inc.. Excerpts from the book can be read in this month’s Fast Company.

1. We all start out ugly

“After the original leaders of animation left Disney in the 1990s, the new people running things were from production. And they brought their values, which were to keep the production people busy and productive with one movie after another. So story development was organized in the same way they organized production. As a consequence of this "feed the beast" mentality, a balance was lost at Disney.

“The cost of that becomes clear when you think of how a movie starts out. It's a baby. It's like the foetus of a movie star; we all start out ugly. Every one of Pixar's stories starts out that way. A new thing is hard to define; it's not attractive, and it requires protection. When I was a researcher at DARPA, I had protection for what was ill-defined. Every new idea in any field needs protection. Pixar is set up to protect our director's ugly baby.”

This process is markedly not just a creative one - it involves critical thinking, too. But the point at which critical analysis is introduced is, well, critical. Too early, you kill your baby before it has a chance to grow fully. We do this all the time when we survey progress too early, or don't know what the purpose of an immersion period is.


2. We’ve been through the process ourselves. We share the language and steps

“People who take on complicated creative projects become lost at some point in the process. It is the nature of things--in order to create, you must internalize and almost become the project for a while, and that near-fusing with the project is an essential part of its emergence. But it is also confusing. Where once a movie's writer/director had perspective, he or she loses it. Where once he or she could see a forest, now there are only trees.”

Key to making sure that the balance is struck, and struck at the right time, is having a process on which you can depend, and which everyone in the team can trust. Most creatives we know at NoTosh use design thinking, or some version of it. The language between each team is different, but the language within each team is shared and common.

They all recognise that in the initial period of immersion it is too early to make the call as to the worthiness of any given problem or challenge. By synthesis they know that there is an opportunity to critique, to make sure that we’re headed on the right path. By the time you enter the ideation, prototyping and feedback loop, you are constantly starting and stopping, but each idea is small enough, light enough and on strong enough foundations of the immersion, to cope with tweaks, both major and minor. New ideas can get ditched easily, with a fresh crop of better ones emerging from the dust of the feedback.


3. Decide on your rules

“Earlier, before the screening, Pete had described what they'd come up with so far. "What's inside the mind?" he asked his colleagues. "Your emotions--and we've worked really hard to make these characters look the way those emotions feel. We have our main character, an emotion called Joy, who is effervescent. She literally glows when she's excited. Then we have Fear. He thinks of himself as confident and suave, but he's a little raw nerve and tends to freak out. The other characters are Anger, Sadness--her shape is inspired by teardrops--and Disgust, who basically turns up her nose at everything. And all these guys work at what we call Headquarters."

“That got a laugh, as did many scenes in the 10-minute preview that followed. Everyone agreed that the movie had the potential to be, like Pete's previous film Up, among our most original and affecting. But there seemed to be a consensus that one key scene--an argument between two characters about why certain memories fade while others burn bright forever--was too minor to sufficiently connect audiences to the film's profound ideas.

“Midway down the table, Brad Bird shifted in his chair. Brad joined Pixar in 2000, after having written and directed The Iron Giant at Warner Bros. His first movie for us was The Incredibles, which opened in 2004. Brad is a born rebel who fights against creative conformity in any guise. So it was no surprise that he was among the first to articulate his worries. "I understand that you want to keep this simple and relatable," he told Pete, "but I think we need something that your audience can get a little more invested in."

“Andrew Stanton spoke next. Andrew is fond of saying that people need to be wrong as fast as they can. In a battle, if you're faced with two hills and you're unsure which one to attack, he says, the right course of action is to hurry up and choose. If you find out it's the wrong hill, turn around and attack the other one. Now he seemed to be suggesting that Pete and his team had stormed the wrong hill. "I think you need to spend more time settling on the rules of your imagined world," he said.

“Every Pixar movie has its own rules that viewers have to accept, understand, and enjoy understanding. The voices of the toys in the Toy Story films, for example, are never audible to humans. The rats in Ratatouille walk on four paws, like normal vermin, except for Remy, our star, whose upright posture sets him apart. In Pete's film, one of the rules--at least at this point--was that memories (depicted as glowing glass globes) were stored in the brain by traveling through a maze of chutes into a kind of archive. When retrieved or remembered, they'd roll back down another tangle of chutes, like bowling balls being returned to bowlers at the alley.

“That construct was elegant and effective, but Andrew suggested that another rule needed to be clarified: how memories and emotions change over time, as the brain gets older. This was the moment in the film, Andrew said, to establish some key themes.”

If it takes a long time for Catmull to describe the formation of rules that guide the creation of a film, it takes an equally long time to make them clear in a learning situation. Taking Dylan Wiliam’s five key areas that teachers and schools might develop, one might feel that there are ready-made rules about “the way we should teach and learn”, ready to take off the shelf:

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But schools need to have internal discussions amongst staff about how to internalise these into the story they are trying to tell, with their clientèle in their locale, work out what the rules of their game are. Then teachers have to have the same conversations with their students, taking time out to think about thinking, to learn how to think - those learnings become the rules of engagement for the class, keeping learning on the straight and narrow, even when a project is complex, even when the project team is only seeing trees and no forest.

 

4. Know how to take feedback, and find a producer to help you through it

“An important corollary to the assertion that the Braintrust must be candid is that filmmakers must be ready to hear the truth; candor is only valuable if the person on the receiving end is open to it and willing, if necessary, to let go of things that don't work. Jonas Rivera, the producer of Pete's film, tries to make that painful process easier by "headlining" the main points of a Braintrust session--distilling the many observations down to a digestible takeaway. Once this meeting wrapped up, this is what he did for Pete, ticking off the areas that seemed the most problematic, reminding him of the scenes that resonated most. "So what do we blow up?" Jonas asked. "And what do you love? Is what you loved about the film different now than it was when we started?””

Getting critiqued is never pleasant, even if you’re used to feedback and feed forward from your peers. Despite the feeling that we give good feedback to students, teachers are, in a decade of seeing their feedback on conferences, less strong at giving feedback on their own learning. It takes work, effort, energy and sometimes a little painful learning to get feedback that is, in the words of Ron Berger, Kind, Specific and Useful. In the film industry, the Producer’s job in these “brain trust” advisories is to capture that feedback, headline it and begin to make it as useful as possible for the Director, who’s just had his worked critiqued, and might feel a bunch of things, not all positive.

In a classroom setting, when we are giving and receiving feedback, who is the third person playing the role of Producer?

 

5. The Pupils' View

During my talk, I asked a group of seven students to act as my own braintrust during the talk, providing me with the actions they as students might undertake to make a vision of a more shared learning journey come true, and to highlight which elements of this (new and slightly too hot-off-the-press talk) I should emphasise in the future. Here's what Marianne, Laurie, Marie-Pier, Roxanne, Mathieu, Éloïse and Joana from l'Ecole des Sentiers put to me via Twitter, and what I read out as my conclusions for the talk:

  • As students, we must also get involved! When teachers offer ideas using technology, they are easily discouraged, but students also have their long journey to undertake, too.
  • We must show them that we are interested and we are ready to encourage. Teachers feed the enthusiasm of their students.
  • We should be encouraged to be creative, to risk failure to rise, dust ourselves down and be better next time. Do not prioritize performance above all else.
  • As students we should create a school forum where everyone would be comfortable giving their ideas and asking questions.
  • Don’t be afraid to ask questions and to assert your ideas, as the opinion of the students is also important. We have a head on our shoulders.
  • And sometimes we can see things from another side :)
  • Our idealistic idea: find a way to finance the purchase of tablets for each pupil. There’d be no more need for a heavy textbook, manual or notebook. And we could connect with interactive whiteboards, with communication between student and teacher encouraged. There’s also an ecological advantage.
  • Students want to be involved in the course. No more lectures. Students could also talk in front of the class, expose other ideas, what we have understood. Help us not to have to depend on teachers so much.
  • Students would be able to give their ideas, eg for course topics or written work ... All ideas are welcome.
  • Suggesting an idea is the best demonstration of intelligence.
  • Do not aim solely at the acquisition of specific skills encourage overall development.
  • We must be able to define our own rules :)

En tant qu'élèves, on doit aussi s'impliquer! Quand les enseignants proposent des idées en utilisant les technologies, ils se decouragent facilement. Donc les élèves on aussi leur bout de chemin à faire.
Il faut leur montrer qu'on est intéressé et qu'on est prêt à les encourager. Les professeurs se nourrissent de l'enthousiasme de leurs élèves
On devrait être encouragé à la créativité, le risque, à tomber pour se relever meilleur. À ne pas prioritiser les performances.
En tant qu'élèves nous devrions créer un forum école où tout le monde serait bien à l'aise de donner leurs idées et poser leurs questions
Pas avoir peur de poser des questions et de s'affirmer, car l'opinion des élèves est aussi important. On a une tête sur les épaules
Et on voit parfois les choses d'un autre côté :)
Idée idéaliste: trouver un moyen de financer l'achat de tablettes propres à chaque éleve. Plus besoin de manuels ni cahier de notes,
Et connecter avec les tableaux interactifs, la communication élève-prof est favorisée. Avantage écologique également
Les élèves veulent être impliqué dans les cours. Plus de cours magistraux, les élèves pourraient aussi parler en avant de la classe, exposer
Aux autres leurs idées, ce qu'ils comprennent. S'aider entre nous et ne pas dépendre des enseignants
Les élèves aimeraient pouvoir donner leurs idées, par exemple pour les sujets de cours ou de productions écrites… Toute les idées sont bonnes
Une idées c'est la plus belle demonstration de l'intelligence
Se developer en tant que personne a l'école. Ne pas viser l'acquisition de compétence trop spécifique et encourager le développement global.
Il faut pouvoir définir nos propres règles :)

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January 10, 2014

Why do Education Ministers feel the need to use History lessons as their policy vehicle?

Pyne Gove

Another week, another education minister, another lambasting of the way history is taught. This time, it's not the feckless Gove of England (top right) who's basing his entire education policy on how teachers should teach history (funnily enough, he's actually Scottish by birth, which might explain the Minister's confused understanding of British history), but instead the Australian Christopher Pyne who wants to remove "partisan bias" from the Australian curriculum, starting with the way history is taught.

A priori, there's little wrong with the notion of "celebrating Australia" in history lessons (in the same way as we celebrate Scottish history here, and English / British history south of the border). And in my gander through the Australian history curriculum there is little partisan anything. But, in an age of multicutlural, multi-faith, multi-lingual classrooms this assertive Aussie, Aussie, Aussie approach might be considered a brash act of "partisan bias" by those students sat in classrooms where, often, the majority are made up of more than whatever "being Australian", or for that matter "being Scottish" or "being British" might entail in the politicians' eyes. 

"Being Australian" or "Being British" is, today, hugely complex, and the challenge for Ministers using history as their key vehicle for reinforcing these notions is that history is filled with stories that, in 2014, might be considered partisan bias. Indeed, the way an English Education Minister understands the First World War is imbued with partisan bias that belittles the contribution by Australia's war dead. Thankfully, Pyne's advisors haven't worked that out yet.

It is only looking at the whole child, the whole curriculum, and not picking on a pet topic that feels 'safe' with its dates, "hard facts" and knowledge, that will actually help children learn what is really feels like to be a modern day Scot, Brit or Australian.

All of this seems of minor interest, really, when one considers the really concerning aspect of this Australia-English Education Minister policy, that of facial furniture. I wonder whether, in 2014, one of the "partisan baises" of being an Education Minister is that of 1970s National Health Service spectacles.

November 29, 2013

There's no such thing as The Strategy. Only strategies, plural, for people

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Originally posted on the wonderful NoTosh Facebook page.

During my tour of Sweden, I worked with groups of senior education leaders - district directors, politicians, parent and union reps, principals - and sometimes it might even have been the first time that these distinct groups of leaders had sat together in the same room to talk about how their strategies for better learning might actually be put into place.

All the discussions and processes we used unearthed fascinating insights, interesting as much as anything for the potential that, until now, had been locked up in their different perspectives of what great learning actually entailed. One such fascinating discussion was with a wide range of education leaders at a 90 minute workshop in Tidaholm, a beautiful city a couple of hours out of Gothenburg.

We undertook an exercise that is quick to explain, and leaves ample time for people to share the hopes, fears and expectations of the future, in a structured way that leaves no innovative stone unturned.

Part of the process, nicknamed the Dilemma Dance, involves each mixed team (principal, district person, teacher) coming up with what they believe to be the core strategy to follow, the key problem to resolve or opportunity to be harnessed. Take a look at how diverse one group's understanding of a "common strategy" is:

// How might we help each student arrive at his or her maximum capacity from the gifts that (s)he has?

// There is always a way for everyone to learn; how might we find that way?

// How might we bring the world into the classroom in order to get every student included in their world?

// How might we give students the chance to participate in their learning through reflection?

// How might we create the kind of environment where joyful learning through participation, creativity and sharing is the norm?

Some are focussed on students' progress, others on equality, others on better formative assessment strategies, others still on a culture of curiosity and creativity. These fives groups came up with five different levels of focus for a "common strategy". And they're not alone - every group I've ever worked with comes up with something similar.

What does it reveal? It shows that there is no such thing as a common strategy. As soon as people are introduced to strategy - something that normally happens AFTER it has been written, incidentally - we suddenly realise that there are STRATEGIES, one for each type of person involved, each strategy giving that group of people a responsibility in delivering their part of the strategy bargain.

If more policy-makers and school leaders started with people at the core of their strategy/-ies, then maybe would see more a-ha! moments of this variety, earlier on in the process. Maybe we could begin to see the emergence of "pod-like" delegated leadership in schools, with people-centred strategy groups looking after every part of the school's community. Surely this is more feasible than one strategy pretending it could ever cater to everyone's needs?

Originally posted on the wonderful NoTosh Facebook page.

Pic of Tidaholm by Pete Hunt (CC)

November 19, 2013

It's in if... Strategies for focus

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Originally posted on NoTosh's fabby Facebook page
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When you're writing a strategy for education, it's vital to delimit what *really* matters, and there's a simple project management tool that can help.

Jamie Arnold is the most rigourous project manager I've ever had the pleasure to work with, during my time at Channel 4. He's the PM on the award-winning new gov.uk website of the Westminster Government in London, and over the months of development has shared much of the agile management setup he and others have been managing, in order to get the site up and out on time, and to budget.

One of my favourite takeaways is the "It's In If..." list for the project, pictured, which sums up in a few pithy phrases what the core activity of his organisation is. It helps when team members are faced with a personal challenge of whether or not to do something, or include a factor in a build. If it's not in, then it's not to be done. If it's not a core value that *only* your group, team or school can offer, leave it out or point people in the right direction, where that offering is better.

Schools and school districts could do with their own "It's in if..." lists to help focus the innovation of everyone in the school community. But if you were a teacher, writing your own "It's in if..." list for, say, resources used in a unit or making a decision to have a teacher-led section of a lesson or not, what would you put?

 

July 03, 2013

What technology would you kill in schools?

Ewan McIntosh interviewed for RSA
What is the one technology I would kill off in schools, and which one would I replace it with? Are screens responsible for kids being more demanding and should adults be telling kids how to achieve balance in their lives between tech and the rest?

Yesterday I was interviewed via Skype from the offices of Camilla Batmanghelidjh's kids company, by students from five RSA Academy Schools (the same RSA behind the RSA Animates and our WatchDrawThink campaign around those Animates).

The students have been creating audio podcasts on the topic 'What About Tomorrow?' - teenagers growing up in uncertain times, and interviewed Sir Ken Robinson at The RSA in London this week, and me in Edinburgh, over Skype, on the topic. They'll agreed to let me publish the full interview with me here and now, excerpts of which will appear alongside Sir Ken's and Camilla's take later in the year.

Ewan McIntosh Interview RSA



June 29, 2012

Five Things I've Learned

PFFiveThings

Yesterday the Pearson Foundation launched its new site, Five Things I've Learned, and I was honoured to be amongst the first educators to contribute five key things I've learned in my career so far about learning, teaching, life and the universe.

I've still got plenty of dues to pay in my career, so it is incredibly flattering to be amongst such august company, from Jeb Bush to Stephen Heppell - it's quite a mix! More Five Things are due to appear in the weeks and months to come.

You can read my five things on the site, in full:

  1. The people making the decisions are no smarter than you are.
  2. The harder I work the luckier I get.
  3. Vision is a process, not an away-day, a statement, or a project.
  4. The world moves faster through projects.
  5. Teaching needs learning, not the other way around.

June 19, 2012

#NeverSeconds: Students can change the world - when we get out of the way

When I was at school, I wrote an article in the student newspaper (the Pupils' View) about how fresh, healthy food was disproportionately overpriced compared to the "yellow food" on offer in the school canteen. The result was that the Catering Director for the Local Authority actually left her job. And I got into a fair bit of trouble.

This all happened in Dunoon Grammar School, part of the Local Authority Argyll and Bute who, with similar sense of grievance and bullying last week attempted to silence one nine-year-old Martha Payne with a brutal, long-winded press release and ban of Martha's online activities.

Martha First Meal
Since the end of the Easter holidays, Martha has been writing a daily food blog about her school lunches, with the support of her dad, as a self-initiated writing project. It also set out in the noble aim to fund the building of kitchens for less fortunate children in Malawi, through the Mary's Meals charity.

Her first posts revealed the tiny portions (hence the name of her blog: NeverSeconds) and, yes, the rather yellow fried nature of her food. But things improved within barely weeks, and most meals were absolutely fine (a summary average of the scores she gave to each meal results in something over 7.5 - not bad for mass-produced school meals, but with room for improvement, a point which was very much Martha's).

Where Martha forgot her camera, she took to drawing her meal. She scored not just out of ten, but also on a health rating, how many mouthfuls it took to get through and, disturbingly, how many pieces of hair were found in it (I've yet to spot the post where there is some hair; again, a good sign).

Within weeks, her notoriety was such that school kids from elsewhere around the world were sharing their meals for Martha to publish on her blog on their behalf. 

TV chefs Jamie Oliver and Nick Nairn championed her and invited Martha over to learn how to cook herself.

Nick Nairn

Vitally, her food portions became bigger, so that a "growing girl" like her had half a chance.

So far, so good, so much a passionate kid with a passion for food, and a good way with words. And a nine-year-old changing her school's approach to food. 

Until last week:

This morning in maths I got taken out of class by my head teacher and taken to her office. I was told that I could not take any more photos of my school dinners because of a headline in a newspaper today. 

I only write my blog not newspapers and I am sad I am no longer allowed to take photos. I will miss sharing and rating my school dinners and I’ll miss seeing the dinners you send me too. I don’t think I will be able to finish raising enough money for a kitchen for Mary’s Meals either. 

Argyll and Bute, the school district rather than the otherwise very supportive school itself, issued a damning edict, preventing Martha from taking any more photos, writing any more blog posts about her lunches. Dinner ladies were, said the illiterate press release (we serve "deserts" to our children, really?), "afraid for their jobs". It was, according to one legal journalist, "one of the most piss-poor justifications of a ban of anything from any public authority".

Martha Payne legal tweet

Celeb chef Jamie Oliver, known globally for his crusade against poor school food, waded in to get people to lend their support with a simple retweet of his "Stay strong, Martha".

Martha Payne Jamie Oliver Tweet

Mary's Meals, for whom Martha's blog had raised £2000 by Thursday night, the day of the ban, issued a statement outlining the consequences of the ban on her efforts to build kitchens in schools in Malawi, a country with whom Scotland has a long-standing official partnership.

Martha's "Goodbye" post earned over 2000 comments and Twitter's #neverseconds tag went into meltdown. #NeverSeconds, the girl Martha Payne and, excruciatingly, Argyll and Bute council all hit the top trending terms in the UK. Her blog, having reached 2m hits in just over a month already, now saw its blog counter unable to keep up as she broke through 3m in one day.

And I was livid for her. How dare councils, and this council in particular, once more attempt to bully those in its learning community. I sent a quick tweet to the Education Minister, who is also the member of the Scottish Parliament for the area, requesting he do something in what had already been established a ridiculous and illegal abuse of power. He tweet back that he agreed, having requested the Head of the Council to lift the ban immediately.

Martha Payne Mike Russell to EM

Within 20 minutes the Head of the Council was on the radio, announcing a change of tack.

Argyll and Bute finally managed a new statement, the politicians showing more sense than their feckless faceless bureaucrats and lifting the ban.

As a result of the debacle, Argyll and Bute has gained a global reputation for awful PR, a tortoise-like reaction time on Twitter and, potentially, an interesting place to go on holiday. Was it all a tourism ploy? Given the repeated mess they get themselves into, they're almost certainly not not that clever.

But, on a positive note, Martha's long-term goal of raising £7000 for a new kitchen in a Malawi school was rather superseded: she was at nearly £50,000 ($100,000) at the weekend just past, now at £100,000 ($200,000) with more rushing in every day

She has also created the beginnings of, hopefully, lasting change: she will head up a council summit on school meals and work with them longer term on improving the quality of food for every child in the district. Happily, she's back to blogging it all once more with the support of her school and, reluctantly or not, her Local Authority. She has now had her first kitchen in Malawi named in her honour.

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Martha shows every facet of great learning: real world change, making the environment around her better, sharing her thinking with the world, having a conscious for the world beyond her immediate horizons, and robustness in the face of incredible media and social media pressure. She is another 'Caine', with a supportive parent and facilitating adults around her. She'll go far.

Donate to Martha's campaign through her blog: http://neverseconds.blogspot.co.uk/

March 12, 2012

Design Thinking: not just for Design and Technology class

Design Thinking father Tim Brown blogged a while ago this great pleading from some of Britain's best designers and design educators for Government and schools to heighten the importance of design, technology, design thinking and prototyping skills through the vehicle of engineering subjects such as design and technology. It's a great clip, with many great reasonings as to why making learning concrete makes so much sense.

However, as impatient as I ever am, it's not enough.

 Design thinking - learning how to scope out and solve problems within seemingly vast areas of knowledge and experience - is something I believe belongs as a framework across the curriculum. It's as core a skill as literacy and numeracy, but a lot less well understood by teachers outside the design technology world. It needs the time, attention and thinking power of educators to be understood as a framework that contains so many of what we already know are powerful learning and teaching strategies for student improvement.

With NoTosh, I've been fortunate to foster and see the beginnings of this whole-school approach to design thinking in schools around the world, with our partners in the UK, US, Australia and the Far East. The Design Thinking School is taking hold in many areas, and challenging the status quo in some painful ways in others.

But challenging the status quo, that content cannot be covered unless a teacher or day-by-day curriculum is 'delivering' it, is what we're all about. And, school by school, that sea change - design thinking throughout the school, not just in the design technology class - is happening.

January 23, 2012

Why does innovation in education take so long? Field, Habitus, Identity - that's why

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I spend my life convincing educators to do things differently. Of late, we've taken the policy at NoTosh of not working with a district or school unless the Principal, the Head Honcho, the Boss is in the room participating. Why? Because the Field, Habitus and Identity developed by all the teachers in the room will provide the eventual block to any change happening.

Pierre Bourdieu's view of the world, set up nicely to help you see why you always need to have a whole-school approach to innovation, is nicely summed up in this research paper pdf, in a succinct three pages.

The Field is where what we're informed by research as being good learning and teaching is thrown out in the hubbub and busy-ness of the school day: "Forget what they tell you about teaching at Uni - this is where you'll find out how to really teach." To get over this, the whole field needs to experience the changes being proposed to remove the pressure of the field to descend to lowest common denominator.

The lowest common denominator in the field? Every time? Yes - because the Habitus of the people in the field is formed from the strong experiences of learning at school, the thirteen years compulsory schooling that shapes our inner understanding of what a successfully run classroom or school looks like. When we enter the classroom again, in our twenties, thirties or forties, it is this strong visual (and odoursome) memory that kicks back in, and we revert to the way we were taught. This is why it's important to always know what your happiest and least happy memories were at school, and work out ways to emulate the former and change the latter.

Finally, the Identity of a teacher is formed from this collective mix of historical habitus and current day field - individual responsibility for development within the collective responsibility for change as a whole school is the only way to adapt for the long-haul.

Thanks to Derek Robertson for the push over to Bourdieu this morning, while I toiled with change at the EU workshop on harnessing digital games for inclusion and empowerment of the disengaged, pictured above.

January 10, 2012

Design Thinking 1: Overview of a transformative learning ethic

Design Thinking Brisbane from Danielle Carter on Vimeo.

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:

  1. 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;
  2. 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.

About Ewan

Ewan McIntosh is a teacher, speaker and investor, regarded as one of Europe’s foremost experts in digital media for public services.

His company, NoTosh Limited, invests in tech startups and film on behalf of public and private investors, works with those companies to build their creative businesses, and takes the lessons learnt from the way these people work back into schools and universities across the world.

Ewan’s education keynotes & MasterClasses

Module Masterclass

Do you worry that your school or district could better harness its people, digital technology or physical space? Do you want some actionable inspiration, a mentor for a learning journey with your staff?

In a keynote or masterclass we can give them concrete ideas based on experience, enthusiasm fired by a vision of what can be, and backup before and after to make it happen for them.

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