Design thinking for Learning
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The influence of web and mobile technologies on traditional industries has lead to a shift in the skills needed to get a job. Design thinking is an approach to problem solving that utilizes visual thinking to test and iterate. In this workshop we’ll look at the ways you can use design thinking to teach yourself a new skill. We’ll talk about the philosophy behind design thinking as well as ways of incorporating its tenants into learning practices.
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Design thinking for Learning
- 1. A DESIGN THINKING APPROACH TO LEARNING TO CODE
- 2. Nate Cooper • WORDPRESS SINCE 2005, HTML SINCE 1997 • SIMPLE LABS, FOUNDER (WP CONSULTANCY) • TEACH WP & FRONT END: SVA, GA, 92Y • PRESENTATIONS AT AMAZON, APPLE, SXSW • BUILD YOUR OWN WEBSITE COMIC BOOK • FOUNDER REBOOT
- 4. Design Thinking! Empathize Define Ideate Prototype Test
- 6. Solving problems using design methodology
- 8. Brain-based What is design thinking?
- 9. Cognitive psychology + Behavioral economics
- 10. Step 1: Know your self
- 11. Try softer
- 12. Some imperfect models of the brain
- 16. Visual processing is faster than thought
- 17. John Snow’s map Of cholera cases Around Broad Street London, 1854
- 18. John Snow’s map Of cholera cases Around Broad Street London, 1854
- 20. Step 2: Tackle problems you can solve
- 25. can mean a lot of different things
- 26. Apache MySQL PHP Rails node.js Joomla Wordpress Drupal HTML/CSS/JS Text Editor Sublime Dreamweaver Javascript Flash Browser Front End Back End Server Client Production machine
- 28. Are you able to correctly set up the problem?
- 30. Step 3: Tracking progress Focusing Facilitation
- 32. “I am your resentment, and I am here to tell you that you are underappreciated.”
- 33. 1. Clear a space. 2. Get hold of a feeling. 3. Apply labels. 4. Test the label or labels. 5. Ask for meaning. 6. Receive the meaning, feel a shift. FOCUSING : The six steps
- 34. Facilitation turns experiences and feelings into goals and steps
- 37. Metal Models ‘Understanding’ means building (working) mental models to make accurate predictions.
- 38. Behavioral economics Step 4: Understanding false positives
- 40. Behavioral Economics Takeaways Without an explicit point of comparison, people use one unconsciously.
- 41. We overweight small risks while underweighting large ones. Behavioral Economics Takeaways
- 42. We accept too much risk to avoid a loss Behavioral Economics Takeaways
- 43. Behavioral Economics Takeaways We exaggerate differences in a paired comparison
- 45. Step 5: Reward progress
- 46. 10 Growth Mindset Statements What can I say to myself? Instead of: Try thinking: I’m not good at this. I’m awesome at this. I give up. This is too hard. I can’t make this any better. I just can’t do Math. I made a mistake. She’s so smart. I will never be that smart. It’s good enough. Plan “A” didn’t work. What am I missing? I’m on the right track. I’ll use some of the strategies we’ve learned. This may take some time and effort. I can always improve so I’ll keep trying. I’m going to train my brain in Math. Mistakes help me to learn better. I’m going to figure out how she does it. is it really my best work? Good thing the alphabet has 25 more letters!
- 47. Flow “The state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.”
- 48. “If you find yourself asking yourself (and your friends), "Am I really a writer? Am I really an artist?" chances are you are. The counterfeit innovator is wildly self-confident. The real one is scared to death.” ― Steven Pressfield, The War of Art: Break Through the Blocks & Win Your Inner Creative Battles
Notas del editor
- Using design methods to solve problems: gathering, organizing & visualizing information to generate new ideas and solve problems creatively.
- When solving problems, we use our brains in the wrong ways. Design thinking methods work with our brains rather than against them.
- Sometimes looking is preferable to thinking.
- https://www.interaction-design.org/literature/article/three-common-models-of-the-brain-to-help-you-develop-better-user-experiences The word egg shown to the right hemisphere. The subject will choose an egg from behind a screen. “It’s what I had for breakfast.”
- The bottom part deals with the four F’s. When it’s really ‘on,’ the higher layers are somewhat impotent. The mammal layer adds more learning, but it’s very automatic. Social emotions enter in. The top adds more social nuance, language, reasoning. Visual processing is way in the back. It’s close to the control over our bodies. https://www.interaction-design.org/literature/article/three-common-models-of-the-brain-to-help-you-develop-better-user-experiences
- Daniel Kahneman Thinking Fast and Slow evolutionarily: old vs. new • pattern recognition vs. error-detection • confirms vs. disconfirms • fast vs. slow • huge capacity vs. limited capacity • error -prone vs. rigorous • not introspectable vs. introspectable • not calorie-dependent vs. highly calorie-dependent
- https://www1.udel.edu/johnmack/frec682/cholera/cholera2.html
- You’re thinking too hard. Try softer. Easy does it. Use your eyes.
- Goldiloxing
- trivial: at least one solution that’s not difficult, complicated, or expensive. wicked: different definitions of the problem, every ‘solution’ has some fatal flaw
- Scales size: small complexity: low definition: problem is clearly defined... discreteness: bounded... solutions: exist & are not expensive, complex or difficult... uniqueness: common…dime-a-dozen stopping rule: short term...
- Scales size:vast complexity: very high [definition:no agreed definition] discreteness: borders on many other problems solutions: no agreement…may not exist identity: unique stopping rule: no clear end
- Scales size: small...vast complexity: low...high...NOT very high [definition: clearly defined...MAYBE NOT no agreed definition] discreteness: bounded...fuzzy...borders on many other problems solutions: exist but are flawed...expensive, complex or difficult...no agreement… uniqueness: …familiar but different...type...unique elements stopping rule:...disagreement vs. never being done….
- Frontend/backend, Databases, Clients, servers, HTML/CSS
- Difference between experts and beginners is more instances of the problem
- Difference between experts and beginners is more instances of the problem
- Error detection as seeing things towards the next move.
- Focusing
- Agile development/Scrum, Hackathons
- NYC APPS MEETUP 2359, Women in Tech, New York Android Developers 3,745, NYTECH MEETUP 52,019, WORDPRESS MEETUP 5,536
- $5000 - $10000 “We have a part-time program for $1500”
- model/diagram...crystal ball Poor problem-solving implies having a faulty mental model--one that can’t be used to ‘calculate’ or make accurate predictions.
- Behavioral economics shows that human reasoning is ‘bounded’ and biased.
- We misjudge values (among others risks and rewards, losses and gains), but introducing comparisons often reduces these misjudgments.
- We use unconscious reference levels. Without an explicit point of comparison, people use one unconsciously. Introducing an explicit one eliminates this effect (but can introduce others). http://www.advancedwebranking.com/blog/eight-proven-pricing-strategies-guarantee-conversions/
- We overweight small risks while underweighting large ones.
- We avoid risk to achieve a positive gain but accept too much risk to avoid a loss. Stay on with a client because we’ve already done so much.
- vs. in separate estimations.We exaggerate differences in a paired comparison
- Solving a problem often involves reframing it or redefining it.
- Carol S. Dweck, Ph.D., is one of the world’s leading researchers in the field of motivation and is the Lewis and Virginia Eaton Professor of Psychology at Stanford University. She has held professorships at Columbia and Harvard Universities.
- Take a moment to ask yourself which approach you take to this
- Focusing
- Alain De Botton, Wayfinding Academy in Portland