Authors Note: some small updates were made to this post on 28/03. Changes include providing image credits, and minor edits to the length and grammar of the post.
Design thinking, a process in which students have the opportunity to "experiment, create and prototype models, gather feedback, and redesign" (Razzouk & Shute, 2012, p. 330). In an educational context, students who participate in activities based in design thinking are engaged, and students participating in digital design thinking often show stronger digital skills (Koh et al., 2015).
There are many activities that can foster digital creativity and encourage students to take risks with designing, including creating a problem scenario for students to design and create a prototype for. Students in EDUC3620 tutorials were tasked with designing and creating an automatic watering machine for plants. By using a micro:bit to automate their prototypes, students can flex their digital creativity skills.
This constructivist task allows students to work through a number of ideas, modifying their work after experiencing what does and does not work. There is no single, correct solution, so students are not restricted, instead having the opportunity to think creatively and create their own designs. There are also opportunities for students to alter any flaws, and expand on their designs to ensure they create an effective prototype. Students can also think creatively about how to automate the protype, as the micro:bit can be used in a variety of ways.
In the NSW Science and Technology syllabus, ST3-2DP-T requires Stage 3 students to “plan and use materials, tools and equipment to develop solutions for a need or opportunity” (NSW Education Standards Authority, 2017, p. 16). This design thinking activity allows students to meet the criteria of the syllabus, while also encouraging their creative thinking skills and digital literacy.
CC by Ashleigh Norsa
Despite the many benefits of using this activity to encourage students’ design thinking abilities, there are still some flaws to using this in the classroom. As with any technology, there may be issues in purchasing enough tools for the whole class to use; micro:bit is not an overly expensive investment, but there is still a cost that many may not be able to cover. Similarly, students may become frustrated if they are unable to make their devices work. To counteract this, it is important that teachers are very familiar with the controls of the technology they are using with their students.
CC by Ashleigh Norsa
References
Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. (2015). Design thinking for education:
Conceptions and applications in teaching and learning. Springer Singapore. https://doi.org/10.1007/978-981-287-444-3
NSW Educational Standards Authority (2017). Science and technology K-6 syllabus: NSW
syllabus for the Australian curriculum. https://educationstandards.nsw.edu.au/wps/
portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? American
Educational Research Association, 82(3), 330-348. https://doi.org/10.3102/
0034654312457429
Hi Ashleigh,
A really interesting blog post! Being an external student, we have not yet done the design task and after reading your post I am intrigued. I loved how you connected it to constructivism; this hands-on activity would make the task more engaging for students prior to implementing the micro:bit technology you mentioned. Good points made about how the design approach also does not restrict students' creativity and provides opportunity for it to be analysed and adjusted. Your references are well used and I appreciate the NSW Syllabus link you included to clarify what outcomes are covered. You mentioned using a micro:bit, it would have been good to see an image of it or maybe even a video…
Hi Ashleigh,
Well done on your blog, it was interesting and insightful. I really enjoyed reading your post. The way you have included photos and videos is excellent, as students and teachers can visually see how to create this prototype. I think it is great how you included the type of pedagogy used and explained how the pedagogical task links to creativity in the classroom. Additionally, you have included what stage this task is required for and the syllabus outcome achieved, making it easy for teachers to identify where to use this task in their lessons.
Well done,
Gemma Gold (20.03.23)
46473009
Hello Ashleigh,
Great blog on design thinking. I really enjoyed reading your blog on your point of view on the project that was done during the tutorial task. I really liked how you linked to the syllabus outcome and what it showcases in your specific example. Your understanding of this topic was shown especially when talking about the example and giving us points on how the project is beneficial. There was evidence of pedagogical approaches. Overall great job.
Mariam Haideri (47084634) - 19/03/2023
Hello Ashleigh,
Great blog post! I especially liked how you linked the EDUC tutorial for week 3 and integrated it with the NSW Stage 3 science syllabus. The embedded pictures your creation was a great touch! I believe going into a little more depth of detail about the activity and your design thinking for your prototype would have been interesting to hear about.
Furthermore, your integration of pedagogical approaches is to be commended, as well as the inclusion of what design thinking is with reference to excellent sources.
Zoe Lennon (46615687) - 19/03/23
Hi Ashleigh Your blog is incredible. It has a variety of excellent links and examples to understand how students can utilise design thinking to assist their understanding of how processes and systems can work through trial and error and take risks. I also loved how you mentioned the design process of evaluating and reconsidering how designs can be manufactured through creative and design thinking, with ample evidence on the syllabus. I also liked the connection with constructivism! It was concise and effective in showing how design thinking can be utilised to enhance understanding through manipulating objects. I would love to see how a piece of technology can foster this. I understand that you have mentioned micro: bits. Perhaps an image or a further…