I wrote a post a little while ago declaring my passion for Design Thinking. Since then I have done loads of reading and thinking about it. I’ve been lucky enough to spend some time participating in the #dtk12chat on Twitter – especially the day that it was summer vacation in the States, so I basically got an hour of one-to-one time with the lovely and uber-helpful Lisa Palmieri to ask her all my annoying novice questions. I’m currently preparing a design thinking exploration for my Year 8s in Term 4, and this resource centre, curated by Thomas Riddle, is proving exceptionally useful.
But this doesn’t explain why I have such enthusiasm for design thinking. And today it struck me. At the risk of making design thinking into some kind of panacea, I truly believe that it offers powerful potential for schools to address the needs of their 21st Century learners.
Last November, as I was starting my Future Learning journey, I read Bolstad et al‘s (2012) research report “Supporting future-oriented teaching and learning”. I blogged about the reading here, here and here. Today I’ve had occasion to revisit those blogposts and the research, and I can see that design thinking can mesh beautifully with several of the future focused themes Bolstad and her colleagues pinpoint in their report.
There is the notion of personalising learning – that the activities and curriculum content students engage with should reflect their input and interests. Design thinking will certainly allow this, as students generate their own questions in relation to the topic or issue at hand, and then follow these ideas through a prototyping and feedback cycle.
Bolstad et al also speak of diversity. Design thinking offers a means by which a great deal of ideas and questions are generated, welcomed, and indeed valued. Learners must generate (ideate) a wealth of ideas, and learn to filter these through the human-centred lens of empathy. Different perspectives offered by people of diverse backgrounds can therefore only be of benefit in order to empathise with others and add to the collective knowledge and ideas of the design thinkers.
Design thinking requires creating and using knowledge in ways that are different to traditional schooling. Filling an empty vessel is so contradictory to the process of design thinking as to render it inconceivable and redundant.
And to work within a design thinking process is to fundamentally shift the roles of ‘student’ and ‘teacher’. The teacher truly does become a facilitator as learners explore their own ideas in relation to the issue at hand. Teachers are just the most experienced learner in the room.
Furthermore, design thinking offers much potential to integrate and foreground the Key Competencies of the New Zealand Curriculum. The potential of the Key Competencies to shape the senior secondary curriculum is discussed in another of Bolstad and Gilbert’s publications, Disciplining and Drafting (2008), which I read in the recent school holidays. I suspect the next book in my reading list, Key Competencies for the Future (2014), will continue to make this kind of compelling argument. By following a design thinking process and adopting a design thinking mindset, it is inevitable that learners would be thinking, using language, symbols and text, managing self, participating and contributing and relating to others. This is because design thinking is a human-centred process that has a bias towards (social) action. In fact, it has the power to equip learners to tackle with the “wicked problems” outlined in Keri Facer’s seminal book, Learning Futures (2011), which I have read and blogged about here.
Acknowledgement of images: The K12 Lab Wiki
So, when I get excited about design thinking, it is because I believe so strongly that belying its seeming simplicity, it offers a wealth of rich possibilities to transform education.