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Embed code for: Learning Spaces Presentation
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Using Design Thinking to re-design learning spaces
How can spaces be re-imagined within school settings to facilitate an educational shift?
Presenters: Brendt Evenden & lizzy Carter
Put any questions on post-it notes that you hope to have answered in this session.
Stick to the wall
Walk & talk (10 mins)
"describe where you best learnt as a child & teenager focusing on where and who with."
Using the Design Thinking Process to structure change
(from Design Thinking for Educators from IDEO)
1-1 Understanding the CHallenge
1-2 Prepare Research
1-3 Gather inspiration
The CHC Website
Inside CHC-advisory continued
In advisory students feel
Inside CHC-hive/ town hall
Inside CHC-multi purpose & Tinkering
Leaving to learn- lti
Leaving to learn- science
Leaving to learn- creative arts
Leaving to learn- fun in the sun
2-1 Tell stories
Capture your learnings: use post-its to jot down ideas from inspiration or discussion
Sharing your experiences
Your turn to share
Share with the room some of your attempts at room re-design
2-2 Search for Meaning
Have a look at your post-it notes
Cluster your notes into related themes/ideas
Define insights – what have you seen/heard/thought about that surprised you?
2-3 Frame opportunities
Make insights actionable by asking "Why do we want to do that?" And "How might we/I...?" Or "What IF...?"
How might we find a needle in a haystack?
Never could we ever: brainstorm things you could never do at your school
Get visual: draw a sketch of the person sitting next to you in 1 minute, without lifting your pen from the page
3-1 Generate ideas
Look at your insights that were framed into questions
SPend some time brainstorming ideas for how to alter/redesign a space within your school
3-2 Refine ideas
Do a reality Check:
What is your real need?
Brainstorm new solutions
Brainstorm ways to overcome constraints
Evolve your idea
Describe your idea
Choose a title
Single sentence summary
Describe how your idea would work
Name the people it involves (builders & users)
Illustrate the value & benefit for each person involved
List questions & challenges
Create a prototype
Create a storyboard - visual the complete experience of the idea over time
Create a diagram/sketch
Create a story - tell the story of your idea from the future
Create a mock-up/model
Create a fake ad
Share your idea with others at your table
What's next for chc?
Around your table:
State your name
explain the two rooms from your high school - 1 positive and 1 negative learning environment.
These will help us ensure we meet as many questions as possible.
Pair up with someone you don't know and go for a walk with them, discussing this topic. Person1 talks for 5 minutes without being interrupted, then swap. Each person can only talk in their allotted time, even if they can't think of anything and there's silence. It's about really listening and also having the space to talk.
The important thing to consider when making change is to have a structure. A structured process will help you to be brave when confronted with constraints and nay-sayers.Today we'll be using the Design Thinking process to give some structure to our investigation of re-imagining the learning spaces.
It's important to embrace your ability to be a designer,to create a positive solution
The discovery phase builds a solid foundation for your ideas. Creating meaningful solutions begins with a deep understanding of the needs of those involved. Discovery means opening ourselves up to new opportunities, to being inspired by others. Your aim is to get a good understanding of your design challenge.
This video captures the challenge that schools now face. Within your school there will be unique challenges you will face so it's important to understand them
While we are limited here today to what you'll be shown and your own experience, back at your school it's a good idea to conduct a survey of the needs of the stakeholders of your learning spaces – students, teachers, administrators.
On the following slides we'll be showing how some of the learning spaces at CHC have been used over time.
Don't forget that a learning space can be anywhere - at CHC we have a 10km excursion radius policy that allows us to take students out to learning opportunities without the need for full excursion procedures (notes, etc).
Interpretation transforms your stories into meaningful insights. Observations, conversations can be great inspiration – but finding meaning in that and turning it into actionable opportunities for design isn't an easy task. It involves story telling, sorting and condensing thoughts until you've found a point of view and a clear direction for ideation.
Brendt will share his experience in changing pedagogy (PBL, campfire, waterhole, cave) and needing a responsive learning space to accommodate this. This lead to redesigning my room from rows of desks to round tables, which allowed myself and students to move around as needed. Pedagogy &the place where it takes place are intimately linked. You can't just change the learning space, you also have to change the way students learn and the way you teach.
My room first day 2014. My needs and the needs of students were central to my concerns for the development of the learning space.
Several redesigns later in November 2014. There are cave spaces, a campfire/waterhole space. Space to relax, personalised spaces.
Share your experiences of changes you've tried, spaces you've seen, and jot down your learning on post-its or paper.
Spend some time now thinking about what you've heard to really set the context for the ideation that will occur next. INSIGHTS - these are words or phrases that capture the unexpected information that makes you sit up, get excited.
Insights only become valuable when you can act on them as inspiring opportunities. Spend time turning them into brainstorm questions. E.g. Insight about desk changes:How might I change my desks to help students learn better? - Why do that? Well I want my students to be more engaged in their learning – THEN 'How might I create a learning space where students are more engaged? This opens possibilities beyond just desks.
Ideation means generating lots of ideas. Brainstorming encourages you to think expansively and without constraints. It's often the wild ideas that spark visionary thoughts. With preparation, a clear set of rules, a brainstorm can yield lots of fresh ideas.
Here are rules to brainstorming well
Before you brainstorm it's helpful to get your brain working. Here are some things to try to get you generating ideas.
Remember you want quantity - how can you ever get a good idea if you don't allow yourself to have bad ones?
So far you've got plenty of ideas without having thought about the constraints that may stop their realisation. Now do a reality check: look at what's most important about your idea and find ways to evolve and refine it.
List your constraints - what's missing? Who would oppose? What's going to be difficult?
Experimentation is about bringing your ideas to life. Building prototypes means making ideas into reality.
Choose the form of prototype that suits your idea from this list.
Getting feedback on your ideas is important. We'll focus on sharing your ideas with those around you today,but going back to your school, you'll need to seek feedback from all stakeholders, refining your idea as a result.
This step takes place when you've tried out your idea based on feedback. Iteration of your idea is important - it's hard to get it right first time. At CHC we've constantly looked at evolving our spaces
Outline the focus for this session:
1) for participants to leave informed
2) for participants to be inspired and begin to plan their own learning spacesque challenges you will face so it's important to understand them
While we are limited here today to what you'll b