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Observing today's world can tell us much about tomorrow and what human beings need to meet future challenges. Along with the increasing challenges that we face everyday from economical challenges and climate change to extremism and the increasing language of hate between nations, we should raise a generation that is able to meet these challenges and find innovative solutions for tomorrow's problems. In a previous article, Can we Apply Design Thinking in Education, we discussed how the current education systems still depend on the some core education pedagogy since decades. Although there is a sustaining innovation in some education systems, these future challenges seek a disruptive innovative that can contribute to building a generation programmed to solve problems rather than dealing with them.

When investigating the different routes to achieve this goal, one route seems to be appealing, as it aims to change how we thinking, which aligns with Albert Einstein's quote: " You cannot solve a problem with the same mind that created it. " This route is based on design thinking, a methodology that aims to solve problems with a creative approach while putting the user in the center of the process to achieve a user-centered approach. Design thinking processes are not only applied to design business but extend to become a method that can be applied in daily life situation in order to solve our everyday problems or make our lives easier through innovation and creativity.

Why Do We Need Design Thinking?

So, how can this methodology contribute to changing our education system to become more innovation and creativity-biased? While there are different design thinking models-two of which will be discussed later in this article-most of them share the same characteristics while changing the steps and the how the process flows. Some of the characteristics include the following.

Highlight problems and curiosity: In the core of the design thinking there is a question to answer or problem to solve. All the design process start with a question that need to be addressed and reaching this question requires an open-mind that is fueled with curiosity to address problems that may not be addressed before.

Collaborative: The process is based on collaborating and sharing ideas and effort among a design thinking team either inside a company or a classroom.

Constructive and holistic: The design process is based on thinking about old ideas with a new approach in order to achieve innovation. Also, it targets a holistic perception for the situation and focuses on the whole system rather than individual elements, similar to systems thinking theory.

Empathic: In order to put the user in the heart of the process, empathy aims to put the team in the shoes of the user of the product or the service. Therefore, they tend to understand their problems, needs, and aims strategies to solve it.

Iterative: The design thinking process depends on appreciating iteration and ongoing improvement through the different steps of the process and even after delivering the final solution.

Nonjudgmental: Developing ideas during the design thinking process depends on a non-judgmental approach. The team freely develops ideas, seeking criticism in order to unleash creativity especially in the ideation and brainstorming phases.

Universal: The design thinking process doesn't only apply to design; it can be adopted to solve issues in daily life or problems facing any industry.

Design Thinking Models for Education

Although the design thinking process was initially developed for organizations, the above characteristics promote it to become a successful educational method to teach students on different levels about how to think in problems differently and build innovative solutions through chasing their ordinary thinking matrix. Over the course of targeting the education system, two main models were introduced in association with the IDEO, Stanford d.school, and Hasso Plattner Institute of Design. These processes were developed along with local schools and teachers in order to be presented in a form of educational strategy including the process itself, and a number of these activities and tools can be used in school classes.

Stanford d.school Design Thinking

The Stanford d.school design thinking for education model aims to put teachers and students together in hands-on design challenges that focus on building their skills through different design thinking processes. This model depends on the following steps:

Empathy: This stage aims to discover the gaps between what people say and do, which will present the question or the opportunity to provide the solution. In this stage, students start by investigating a specific situation or place and how people interact with it.

Define: At this stage, students transform their findings into a description for the situation. This description is the target that needs to be addressed in the following steps.

Ideate: In this stage, students intend to arrive at a solution using any of the design thinking methods such as brainstorming and mind mapping.

Prototype: Students start to build a prototype for the suggested solution. This visual prototype allows them to evaluate the idea and determine whether it meets with the target.

Test: This is the first iteration stage, where the prototype is tested by the students and receives feedback to improve the product to reach a better results.

Iterate: Even after the product is delivered, there should be a process to learn about the current and future experience with the product and to develop the future version of the product.

Note that the above model suggests a continuous iteration process between different stages in order to improve the final product. So, the process may not flow in a linear line, as the iteration process may lead to jumping between processes. Another model was provided with different names for the process: understand, observe, point of view, ideate, prototype, and test.

IDEO Design Thinking for Educators

The IDEO mode is introduced on a dedicated website about Design Thinking for Educators, where their toolkit can be downloaded and adopted in classrooms. Similar to the d.school model, this model is based on a process that presents a workflow for educators. It supports a number of in-class activities and tools that help them achieve the target of the design thinking process in education. IDEO model for education is based on five phases.

Discovery: This investigation phase intends to build a deep understanding of what is needed and what needs to be solved. This phase gives an understanding to the proposed design challenge.

Interpretation: This phase transforms the collected data or observation into a design opportunity, combining thoughts to form a direction for the ideation phase.

Ideation: This phase is similar to the d.school model. It tends to generate ideas and thinking in different ideas without judgment, criticism, or any constrains.

Experimentation: This phase presents the prototype. Ideas are visualized and turned into a prototype product that can be tested and evaluated.

Evolution: This phase presents the iteration nature of the process, including planning for further development and improving the ideas.

Resources for Design Thinking Educators and References

Design thinking for education resources are available online in different domains that can help educators and school administrators to directly put this approach into action. The following are some resources that can be downloaded and used in class or to build a class system based on design thinking:

In the current and future challenges that face our world, we should raise a generation with a high ability to solve problems and innovate new solutions for problems. This can be achieved through adopting new ways of thinking, and one of the highlights of these suggested methods is design thinking-a method that intend to build problem-solving skills through creativity and the adoption of a user-centered approach.

Using design thinking as a teaching method helps our students to become more empathic, collaborative, and open-minded. They can solve problems regardless of the industry they will work in when they join the workforce. While there are different design thinking methods, the Stanford d.school and IDEO design thinking methods were introduced along with a set of tools and activities that educators can implement directly into their classes. This approach can help schools directly adopt a creative thinking model, which may change students' thinking to a more creative and innovative approach, resulting in a new generation geared toward solving world problems instead of making them.

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Design Thinking in Schools: Building a Generation of Innovators

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Observing today's world can tell us much about tomorrow and what human beings need to meet future challenges.

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We Need to Teach Kids Creative Thinking, and We're Teaching Them the Opposite - Video

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"Education is far less about a set of facts than a way of thinking," says professor and theoretical physicist Lawrence Krauss. "And therefore what I always think should be the basis of education is not answers, but questions."

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Ten Things That Happen When Kids Engage in Design Thinking – John Spencer

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Ten Things That Happen When Kids Engage in Design Thinking – John Spencer

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Le design-thinking en bibliothèque guide méthodologique

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Le design-thinking en bibliothèque guide méthodologique

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PDF à télécharger

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Framadrive - Hébergez vos documents en ligne

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exemple d'organisation lors d'une formation à Canopé

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	ATELIER
CANOPE – FICHE CONCEPT

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	ATELIER
CANOPE – FICHE CONCEPT

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Un PDF avec quelques affiches à imprimer lors d'une formation.

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Framadrive - Hébergez vos documents en ligne

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101 repères que j’ai découverts pour innover grâce au design thinking

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101 repères que j’ai découverts pour innover grâce au design thinking

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PDF à télécharger!

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Framadrive - Hébergez vos documents en ligne

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Un modèle de présentation pour la restitution orale

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Un modèle de présentation pour la restitution orale

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PPT à télécharger

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éduscol, le site des professionnels de l'éducation

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Comme le rappelle Thot Cursus, le design thinking, défini par ailleurs par Nicolas Beudon comme " une méthode d'innovation centrée sur la créativité ", peut se concrétiser en plusieurs approches. Il se décompose à l'origine en 7 étapes : Définir (identification du problème), Rechercher (historique des problèmes, collecte des exemples d'échecs, rencontre avec le client), Idéater (identification des besoins et des motivations des clients finaux, remue-méninges), Prototyper (croisement et affinement des idées, créations de maquettes), Sélectionner (révision des objectifs, choix de l'idée), Implémenter (mise en place, plan d'action) et Apprendre (retour du client final, adéquation entre la solution validée et l'objectif initial, solutions d'amélioration).

Ces différents stades sont ramenés à 5 éléments ( Définir, Idéater, Synthétiser, Prototyper, Tester et Lancer), voire seulement à 4 ou même 3 mouvements fondamentaux pour Tim Brown ( Inspiration, Idéation, Implémentation). Dans tous les cas, précise Nicolas Beudon, on retrouve toujours une phase de définition des besoins des utilisateurs finaux à travers l'observation et l'immersion, une phase de mobilisation d'idées et d'expérimentation et une phase de test et d'amélioration des prototypes avant l'implantation de la solution finale.

Le design thinking en éducation

L' Agence nationale des usages des TICE (réseau Canopé) consacre un article à cette méthodologie susceptible, selon les termes employés par Karine Aillerie " d'intégrer de manière significative les technologies de l'information et de la communication, ou plus précisément le contexte sociotechnique actuel et les enjeux éducatifs qu'il porte, dans l'enseignement ". Quelques expérimentations concrètes sont évoquées dans le corps de l'article sous la forme d'études de cas.

Concernant les élèves, l'auteure indique que le design thinking offre des activités impliquant le travail en groupe, l'expression, la métacognition, notamment la capacité à se situer soi-même à un moment d'une démarche collective et à tout instant de ce processus. Cette méthode permet en outre de laisser une place non négligeable à l'essai et à l'erreur.

Des recommandations sont suggérées comme l'élaboration d'un scénario pédagogique sous la forme d'un story-board, le recours à la méthodologie en tant qu'enseignant, dans la conception collective de scénarios pédagogiques, l'adaptation de l'évaluation de façon à exploiter les traces de la démarche des élèves, l'organisation de sessions design thinking courtes.
Sources Réseaux et médias sociaux Veille Éducation Numérique - Publication du Centre de documentation de la DGESCO
Abonnement : https://listes.education.fr/sympa/subscribe/veille-education-numerique

Fil RSS : http://eduscol.education.fr/veille-education-numerique/fil/rss.xml

Voir aussi les dossiers documentaires : http://eduscol.education.fr/numerique/dossier

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Comme le rappelle Thot Cursus, le design thinking, défini par ailleurs par Nicolas Beudon comme " une méthode d'innovation centrée sur la créativité ", peut se concrétiser en plusieurs approches.

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While project-based learning has existed for decades, design thinking has recently entered the education lexicon, even though its history can be traced back to Herbert A. Simon's 1969 book The Sciences of the Artificial. So why the resurgence of these ideas?

Lately, I have heard teachers and school leaders express a common frustration: "We are _______ years into a _______ initiative, and nothing seems to have changed." Despite redesigning learning spaces, adding technology, or even flipping instruction, they still struggle to innovate or positively change the classroom experience. Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.

Consider this conundrum: much of what we know about teaching comes from 16+ years of observation as students. In no other profession do you spend that much time watching the previous generation before being told to change everything once you take control. Without the framework or scaffolding for that change, it's truly unreasonable to tell educators, "OK, start innovating."

If we look at the science of improvement, systematic change occurs between the contexts of justification (what we know) and discovery (the process of innovation). What if we view PBL and design thinking as possible bridges between those two contexts? What if these frameworks could serve as the justification for discovering new classroom practice?

PBL and 21st-Century Skills

Encouraging students to engage in inquiry, explore real-world contexts, and share their learning lies at the heart of PBL. As an instructional framework, it allows teachers to achieve these goals while still meeting curriculum requirements.

Last spring, Billy Corcoran designed a PBL experience for his fourth-grade class in Old Orchard Beach, Maine. In addition to meeting a multitude of standards, he created an opportunity for his students to make personal connections within their community.

The technology and content requirements for this project had previously existed. The innovation occurred in the shift in behavior and beliefs. He used PBL to:

Guide his students' problem solving

Support their collaboration and critical thinking

Provide voice and choice in how they demonstrated their learning

Empower them to realize that their contributions to the community make a tangible difference

A project like Billy's can seem daunting. However, viewing PBL as a process rather than a product means that teachers can fit it within existing curricular objectives, as exemplified by Jodie Deinhammer. Though her science students ultimately work toward larger projects (this year, they will collaborate on a multi-touch book for the Dallas Zoo as well as contribute to an iTunes U course called Life Science), individual classes still address specific skills such as vocabulary acquisition or research. In Jodie's classrooms, students drive their own learning, make real-world connections, and learn that they have a voice to share well beyond the boundaries of the traditional classroom.

Combining Design Thinking and PBL

Creating true PBL experiences is hard! Moving from projects to PBL can feel overwhelming. Design thinking provides another potential form of teacher scaffolding to help craft these experiences.

According to the Stanford d-School process guide, design thinking begins with empathy:

What do your students consider important?

Which topics spark their curiosity?

How might they want to engage with this specific content?

How might they choose to demonstrate their learning?

Jodie approaches each new year with objectives and goals, but no plans. During the first five days of school, she seeks out her students' curiosities and passions so that she can leverage their interests to drive curriculum throughout the year.

In the next phase of design thinking, you define a problem. In school terms, this could be a curricular unit, a set of skills, or a broader community challenge. Recently, I used design thinking to prepare a professional development workshop. As I read through participants' online discussion posts, I realized the problem: they had never been students with technology. They didn't know what it felt like to learn in a non-traditional classroom, and so they struggled to create one for their own students. I had now defined the problem that this workshop needed to address.

With the problem articulated, start generating ideas. During the ideate phase, the goal is breadth because the answer may not be readily apparent. Many of these ideas then turn into prototypes, simplified versions of potential solutions. As teachers, consider the power of prototyping learning objectives or lesson plans with colleagues. This gives you the freedom to experiment without concerns about failing with students. When ready, produce the final lesson, unit, activity, or even a complete PBL experience.

Christine Boyer, a fifth-grade teacher at Heathcote School in New York, used design thinking to transform her rocketry unit:

Before design thinking, I really told the kids what they were going to build, and it was a very "cookie cutter" type project. Design thinking changed not only this project, but my approach to teaching.

Christine worked through the design thinking process to better connect with students, define the problems in her curriculum, test potential solutions with colleagues, and then produce new curriculum plans. Ultimately, she shifted her practice from disseminating procedures to fostering a culture of innovation.

Tony Wagner, author of Creating Innovators: The Making of Young People Who Will Change The World, writes that today's students exist in an "innovation economy." They need to become not only problem solvers, but also problem seekers -- those who can look for solutions in contexts where one never previously existed. As educators, we face a daunting task to bridge our requirements for today with our students' requirements for tomorrow. PBL and design thinking may provide two avenues to scaffold our own thinking and instruction as we move toward innovating our classrooms and schools.

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While project-based learning has existed for decades, design thinking has recently entered the education lexicon, even though its history can be traced back to Herbert A. Simon's 1969 book The Sciences of the Artificial. So why the resurgence of these ideas?

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Design thinking is a powerful tool to really get your students thinking about and tackling a problem or topic at a much deeper level. It is a structured task that focuses on giving considerable time to thinking about and empathising with the people within the situation (Target audience or client), designing and prototyping a possible solution that is immediately challenged in order to improve it. It is used much in business and the design industry but can be used as a general classroom task within any subject area. It also gets students to work quickly without much introduction.
Design thinking promotes creative thinking, team work, and student responsibility for learning.
It is a form of solution-based, or solution-focused thinking; starting with a goal (a better future situation) instead of solving a specific problem. This keeps minds open to multiple solutions.
The core rules behind Design Thinking:

1. The Human Rule: All Design Activity Is Ultimately Social in Nature

2. The Ambiguity Rule: Design Thinkers Must Preserve Ambiguity

3. The Re-design Rule: All Design Is Re-design

4. The Tangibility Rule: Making Ideas Tangible Always Facilitates Communication

The infographic / poster above is a guide to a simplified version you can use in your classroom. This version can be carried out in an hour, over a week, or even longer.

This versions splits the task into 5 key stages. It's good to set fixed time frames for each of these stages and for their sub stages.

1. Goal Setting (Whole Class)
HOW MIGHT WE DESIGN / ACTION WHAT AND FOR WHOM IN ORDER TO CHANGE SOMETHING?
The first stage is to devise an atoll goal to improve something. This is best started with 3 key words: "How might we ..." Starting this way can have a powerful effect on successful classroom engagement. " How" is a word that has a bias towards action. It implied the something is to be done. " Might" acts as a safety blanket as it offers the students the freedom to fail. This ensures that more are likely to give it a go. " We " pushes the collective responsibility and collaborative aspect meaning nobody will be alone. It also removes the classroom hierarchy, bringing the teacher onto the same level as learner alongside the students.

During this goal setting stage it is important to select as a class:

"WHAT" = An object - E.g. App, Gadget, Speech, Toy, Campaign, Website etc.

"WHOM" = A Specific Client/target - E.g playground users, garbage droppers etc.

"CHANGE" = A better world - E.g. Target result, Improved situation,

Examples:

As an extra idea, I have considered it even as a fun theoretical teaching task such as:

How might an iPad app have helped George Washington win the War of independence in half the time?

There's nothing to stop posting up a number of big ideas or challenges for teams to pick from but ensure the students have been part of formulating them.

2. Thinking - Individual then Group

Decide on an amount of time that students will individually think around the topic. This personal thinking space is important for letting quiet, reflective and deeper thinking take place to start the process off. This might only be 5 or 10 minutes but means more will come to the table when the group starts discussions.

The individual thoughts are then brought to the group. I recommend groups of 3 or 4 as bigger than this can become less manageable for the students.
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3. Empathise

a) Facts b) Opinions c) Interactions

This is the crucial stage where considering the people and situation that the solution will be dealing with is broken down into 3 stages to help the students allow for as fuller picture as possible. These 3 stages might take anything from 10 to 30 minutes.

First the Profile the target as a list of facts. What do they do? What do they have? What are we dealing with physically?

Second they imagine or research all the typical opinions and feelings that the solution will have to allow for.

Thirdly they consider all the connections within the situation. Who talks to who? Who shares things with who? Who or what competing with what or who?

By the end of this stage, the students will have done far more genuine thinking about the situation than they might have done if asked to just "research the situation."

4. Solution Design - "Ideate"

A minimum of 20 minutes is now needed for the group to dream up a solution. The important emphasis here is that no idea should be squashed too quickly. Let the students dream up ideas that may or may not be possible and allow the discussion and challenge evolve. The point of this whole process is for all possibilities to surface and be challenged. Sometimes the craziest idea can lead to successful divergent solutions.

App and gadget design can be applied to most situations and the fact that the students may or may not be able to make the final product should't matter and allows them to focus on the needs that the product meets.
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5. Prototype Critique - Feedback & Improve

This stage simultaneously develops multiple skills whilst also encouraging a more optimistic growth-mindset as teams present and challenge each other. The emphasis here must be on growing ideas and not judgements. One thing I would highlight to students is that designers and problem solvers always seek advice and feedback and so can use and appreciate anything that gets fed back to them.

Even after good thinking and empathising stages, there's always a number of "what ifs" that any team will not have thought of. This also highlights to all students that there's always another view and this feedback loop is key to any significant success that will last. Just keep asking why? why? why?

Which apps help with Design Thinking?

Essentially, the apps that help design thinking are those that allow students to collaborate around their ideas and creative output. Here's a few to help.

Secrative can be used to canvas the class for foreseen problems to be solved and once target problems are chosen, it can then ask students to submit How might we... questions to frame the task around.

Nearpod can also be used to collate the class ideas for problems.

Post-It Plus amazingly allows an individual's real Post-its be captured by camera and shared as digital post-its with the group. You can even edit the digital copies!
Here's a review.

Drawp is another great collaborative system and app for class activities.

Talkboard is an instant and free collaborative drawing board for the group to scribble down ideas on. Might need a stylus to get the best from this.

Prezzi can be used to present a plan.

Design Think Links and Info

NoTosh are a key organisation pushing Design Thinking in education. Great info and resources.

Stanford Uni have produced a whole crash course in Design Thinking!

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Design thinking is a powerful tool to really get your students thinking about and tackling a problem or topic at a much deeper level. It is a structured task that focuses on giving considerable time to thinking about and empathising with the people within the situation (Target audience or client), designing and prototyping a possible solution that is immediately challenged in...