Sol LeWitt Observations Day #1 and #2

I wanted to share a quick observation from the Sol LeWitt inspired project 9th graders started last week.

The drawing group had to move from the prototyping phase to agreeing on a design for the panel.  Each individual in the drawing group was given between 10-15 minutes to read through the directions (see below) and sketch out a potential pattern on a drafting sheet.  At the end of he prototyping phase the drawing group had to come together, examine each prototype and agree on one design for the panel.

It was interesting to see how each drawing group went about the process of reaching a final decision.  In some cases, individuals stepped forward and facilitated a conversation that led to a collaborative decision.  These individuals comfortably assumed a leadership role, but were cognizant of including all members in the conversation.  Other groups struggled to organize a communal discussion and the final decision was more the result of a few assuming the responsibility for the group to reach an agreement.

I was struck by the stark contrast between periods.  Again, some drawing groups excelled during the decision-making process while other clearly struggled.  It highlighted a need to mentor students through collaborative problem solving / decision making.  Throughout the K-12 experience students work as teams, but I wonder how much we compel learners to reflect on the collaborative process.  The differences between periods was not subtle and brings to the forefront the need for educators to think about building a cooperative capacity within each learner.  We cannot assume students know how to work together but instead, this is a skill that has to be nurtured.

Moving forward in the project it will be interesting to see if students can efficiently and effectively work together.  The project is structured in a way were decisions have to be made by students within a condensed time frame.  It's worth observing and noting whether students make a conscious effort to become more effective communicators and collaborators.   

Day #2 Drawing Directions

Make Space Part I

I am making my way through Make Space: How to Set the Stage for Creative Collaboration by Scott Doorley and Scott Witthoft.  It has stimulated conversations about the use of space in our schools.  I am sharing below some highlights from what I have been able to get through.

With a boss or a professor standing at the head of the room, it feels like a "sage on stage"- people are reluctant to share their ideas.  Reconfiguring the physical relationship is a powerful signal that participation is truly welcome.  The result is that you get better ideas out in the open, where they can grow.

We want our teams to work collaboratively instead of individually, so we have generous collaboration spaces, and "bare essential" individual spaces.  We want our teams to get up and try stuff, not sit around and talk in long meetings, so we make seating uncomfortable and tables too small.

Design with alternate uses in mind.

The act of "building"- whether that means cutting wood & building cabinets or selecting materials and furniture - connects you with the space as an invested owner rather than an entitled user.

Space is the "body language" or an organization.  This suggests that a space designer is simultaneously a cultural translator and a builder.

Whether your mobile technology is a camera or sketchbook, capture images and thoughts as you cover your bases... Then surround yourself with evidence of the inspiration by saturating your project room or office with the visuals and notes.

Open Source World

I wanted to recommend viewing Ted Talks delivered by Don Tapscott and Massimo Banzi. In Four Principles for the Open World, Don Tapscott shares how the world in becoming more open and transparent.  In the talk, Tapscott claims that this is a turning point in history where many of the institutions built during the Industrial Age could be enhanced by leveraging the powers of technology to be more open, transparent and to connect with a wider global audience.  Examples such as the Gold Corp Challenge are issued to demonstrate the benefits of promoting an open culture.  Tapscott also highlights the Tunisian Revolution and how protesters relied on handheld devices to triangulate the position of government snipers.

"You think that social media is about hooking up online? For these kids [in the Tunisian Revolution], it was a military tool to defend unarmed people from murderers.”

 Tapscott makes a compelling case for how we are living in an age of networked intelligence where the boundaries separating individuals are shrinking.  For institutions to grow empowerment through networked collaboration and cooperation is paramount.

Massimo Banzi's talk mirrors the theme of an open-source culture promoted in Tapscott's presentation.  Massimo Banzi is the co-founded of Arduino, which makes affordable open-source microcontrollers for interactive projects.  In How Andruino is Open Sorucing Imagination, Banzi shares several stories out of the thousands of people throughout the world who have used the open-source microcontroller to conceive, design and build a finished product.  The stories presented in the Ted Talk point towards the imaginative ways in which people have attempted to solve challenging problems.  During the talk the audience and or viewer is subtly reminded how these inventions are the result of open-sourcing technology and the willingness of individuals to be transparent during the design process.  

Both talks share interesting accounts of creative and innovative steps individuals took to either solve a problem or develop a useful tool for consumers.  Again, the linking element between the two Ted Talks is in the potential benefits of embracing and open and transparent culture.  Both talks should compel educators to think about the classroom, instruction, and the experiences we occasion for students.  Something to consider is how we move students to embrace openness and come to realize that learning is a transparent process.  As Tapscott states in his presentation, we are living in an age of networked intelligence. Students need to understand what this means and have the capacity to forward an open-source market of ideas.