Showing posts with label design process. Show all posts
Showing posts with label design process. Show all posts

Saturday, July 7, 2012

Change by Design

I want to share a few personal highlights from Tim Brown's Change by Design: How Design Thinking Transforms Organizations and Inspires InnovationIf you have not read Change by Design I would encourage you consider adding it to your list of must reads.  Among other critical points, Brown demonstrates the interdisciplinary nature of design.  Brown uses examples from his role as CEO of IDEO to promote the need to fuse together individuals from diverse backgrounds into a design team.  Additionally, Brown's discussion of ethnography and divergent thinking could serve as talking points for a global conversation amongst a faculty.

What we need are new choices—new products that balance the needs of individuals and of society as a whole; new ideas that tackle the global challenges of health, poverty, and education; new strategies that result in differences that matter and a sense of purpose that engages everyone affected by them.

Design thinking relies on our ability to be intuitive, to recognize patterns, to construct ideas that have emotional meaning as well as functionality, to express ourselves in media other than words or symbols.

A competent designer can always improve upon last year’s new widget, but an interdisciplinary team of skilled design thinkers is in a position to tackle more complex problems. From pediatric obesity to crime prevention to climate change, design thinking is now being applied to a range of challenges that bear little resemblance to the covetable objects that fill the pages of today’s coffee-table publications.

The reason for the iterative, nonlinear nature of the journey is not that design thinkers are disorganized or undisciplined but that design thinking is fundamentally an exploratory process

There is a popular saying around IDEO that “all of us are smarter than any of us,” and this is the key to unlocking the creative power of any organization

A culture that believes that it is better to ask forgiveness afterward rather than permission before, that rewards people for success but gives them permission to fail, has removed one of the main obstacles to the formation of new ideas

Insight is one of the key sources of design thinking, and it does not usually come from reams of quantitative data that measure exactly what we already have and tell us what we already know. A better starting point is to go out into the world and observe the actual experiences of commuters, skateboarders, and registered nurses as they improvise their way through their daily lives

In a design paradigm, however, the solution is not locked away somewhere waiting to be discovered but lies in the creative work of the team. The creative process generates ideas and concepts that have not existed before. These are more likely to be triggered by observing the odd practices of an amateur carpenter or the incongruous detail in a mechanic’s shop than by hiring expert consultants or asking “statistically average” people to respond to a survey or fill out a questionnaire   

Although we will never, I hope, lose respect for the designer as inspired form giver, it is common now to see designers working with psychologists and ethnographers, engineers and scientists, marketing and business experts, writers and filmmakers   

By testing competing ideas against one another, there is an increased likelihood that the outcome will be bolder, more creatively disruptive, and more compelling. Linus Pauling said it best: “To have a good idea, you must first have lots of ideas” 

Tuesday, April 3, 2012

Worth Reading

Vacation edition of worth reading post.  If you run out of materials on the beach or have a few quiet minutes at home take a look through some of these articles and videos.


1. Truly Questioning Everything (Truss)- forces the reader to examine and evaluate traditional school structures.

The learning curve has been huge. I’ve had to question a lot of my own assumptions and have even found barriers in my own beliefs about what school ‘should’ or ‘needs to’ look like. It has been humbling, challenging, fascinating and engaging. The interesting thing is that much of what I’ve been learning can happen in most every school, and I find that very exciting.

2. In Search of Agency (@budtheteacher)- how do we help students and teachers realize and embrace their ability to bring about change.

The essential question at the bottom is, I think, the big piece – “How do I approach a system to determine where my agency lies?”  If you’re able to play, you can see the constraints.  To see them, you’ve got to know how and where to look.  Hacking, making and playing seem to be useful ways to answer that question.


If they have provided students with an array of rich resources and have set up opportunities for students to think deeply and question what they have learned at home before coming to class, these teachers are going to see that there are a wide array of new questions that arise that might never have come up during a standard class period. In these cases, teachers are really going to need to know their stuff, and they are going to need to be able to individualize on the fly—quite possibly five, 10, or even 20 times in a class period.

4. Classroom on the Water: The Urban Assembly New York Harbor School- Classroom on the Water: The Urban Assembly New York Harbor School, chronicles the achievements of the Harbor School and its journey to its new home on Governors Island.


5. Emily Philloton: Teaching design for change- Designer Emily Pilloton moved to rural Bertie County, in North Carolina, to engage in a bold experiment of design-led community transformation. She's teaching a design-build class called Studio H that engages high schoolers' minds and bodies while bringing smart design and new opportunities to the poorest county in the state.
 










Friday, January 20, 2012

Preventing Mistakes- At What Costs?

Next installment of my not so weekly podcast series.  This podcast discusses a point raised by David Ginsburg in an article for Education Week.  In the article, Mr Ginsburg offers the following:

It's common knowledge that people can learn as much from their mistakes as anything. And yet traditional teaching methods often deny students the chance to learn from their mistakes by preventing them from making mistakes. 

I attempted to offer a response to this position.

   

                       
   
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