4. learning goals
learn the fundamentals of design thinking
apply the process of design thinking to a
problem of practice
explore the universal design for learning
guidelines
apply the universal design for learning
guidelines to online teaching
5. shared workspace
same groups of 4 as yesterday
link to shared workspace
group 1 tinyurl.com/MSUworkspace1
group 2 tinyurl.com/MSUworkspace2
group 3 tinyurl.com/MSUworkspace3
group 4 tinyurl.com/MSUworkspace4
group 5 tinyurl.com/MSUworkspace5
group 6 tinyurl.com/MSUworkspace6
group 7 tinyurl.com/MSUworkspace7
10. set of principles
that tells designers
how to design things that look good
how to design things that function well
focus on the
interactions between people and objects
design
11. set of principles
that tells designers
how to design things that look good
how to design things that function well
focus on the
interactions between people and objects
systems, services, organization, communities
design
16. on being designers
“everyone designs who devises
courses of action aimed at changing
existing situations into preferred one”
-- Herbert Simon
17. instructional designers
create instructional experiences
understand the current state of students
understand the needs of students
set learning goals
design instruction to meet those goals
assess progress towards those goals
19. design thinking is a
“human-centered approach to
innovation that draws from the
designer’s toolkit to integrate the needs
of people, the possibilities of
technology, and the requirements for
business success”
-- Tim Brown
21. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
22. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
23. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
24. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
25. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
29. design thinking for educators is
“a creative process that helps you
design meaningful solutions in the
classroom, at your school, and in your
community”
-- IDEO
30. design thinking for educators is
“a creative process that helps you
design meaningful solutions in the
classroom, at your school, and in your
community”
34. 0. define
what is the problem I am trying to solve?
how might I…
how might I improve the quality of student
participation in online discussion forums?
36. 1.discovery
Who is affected? What are their needs?
What does the research suggest about the best
ways to solve this problem?
What do your peers and colleagues think?
What do I already know? What do I not know?
37. 1.discovery
I already give points forcing students to
participate in the discussion forum, but the
quality of participation is low. The research
on online discussion forums says that…….
My colleagues do the following in their
online courses…...
39. 2.interpretation
what does this all mean?
I need to find alternative ways to improve
the quality of their participation; the point
system isn’t working. I need to make the
students want to participate and not feel
like they have to.
41. 3.ideation
what solutions might work?
what are the most promising solutions?
how can I make them fit my context?
Here are some solutions: (1) have them
create video responses (or audio
responses). (2) have them relate the
question to their lives.
43. 4.experimentation
what is my solution?
did my solution work?
what feedback did I get?
I’m going to ask them to create video
responses instead of text responses.
46. applying design thinking to a
problem of practice
now it’s your turn
think about a problem you might have in your
online course
applying design thinking to a problem of
practice
49. universal design design for learning
is
“a framework for designing curriculum
that addresses the diverse needs,
strengths, backgrounds, and interests
of students in today's classrooms.”
-- CAST
50. a core tenet of UDL is
“the understanding that what is
'essential for some' is almost always
'good for all'"
-- Meyer, Rose, & Gordon, 2014
51. UDL at a glance - from CAST. http://youtu.be/bDvKnY0g6e4
52. universal design for
learning
universal - UDL targets every learning
design - UDL is intentional, purposeful, and
planned
learning - UDL challenges and supports all
individuals in meaningful ways to grow towards
expertise as learning
53. Universal Design for Learning: Theory and
Practice
book by Meyer, Rose, & Gordon (2014)
freely available on
udltheorypractice.cast.org
Here is the agenda for today. We are going to cover two main topics: design thinking and universal design for learning. At the end, you will have time to reflect on what you learned and ask questions.
This is our plan for the next few hours.
We are going to start out with a discussion about design. What design is? Who are designers? What is design thinking? Then, we are going to introduce the framework of design thinking for educators. And finally, you are going to work in groups to apply that design thinking framework.
What does the word design mean to you?
In other words…. What do you think of when you hear the word design?
THINK [2 minutes]You will work in a group of 4. For the next 2 minutes, I want you to individually think about this question and write down your list below - make sure that each person gets a space in the table below. I want you to write down as many words as you can. So, when you hear the word design what words comes to mind?
PAIR [8 minutes]
When you’re done, I want you to share with your group what you wrote. Tell them what you think of when you hear the word design. Tell them why you think of design like that. As you’re doing this, think about how the list of words you both came up with are similar and how they are different.
Then, I want each pair to come up with one definition for the word design. You will have 8 minutes for this.
5 minutes
Traditionally, design has referred to the visual aesthetics of objects - how things look. Design has long been understood as a set of principles that tells designers (1) how to design things that look good and (2) how to design things what function well - that people can use.
We’re talking about designing buildings, computers, websites, even this clicker that I am holding in my hand. It fits well my hand. Holding it doesn’t make my hand muscles hurt or cramp up. It feels smooth and quite honestly, after a while, I forget I’m holding it! This is good design. The object itself is well designed and the interaction I have with this object is well designed too.
Currently, however, the scope of design is increasing. Design now not only deals with how people interact with objects, but also with how people interact with systems, services, organizations, communities…
Design is now is only only about the objects that people use, but also about the context and environment that people function in. Design is about creating good experiences.
Now, I’m sure that you’ve heard of
fashion design
web design
interaction design
interior design
software design
user-experience design
product design
The question is, however, is teaching considered a type design?
In groups of 4, I want you to think about this question.
THINK + SHARE [10 minutes] For the next 10 minutes, I want you to think about how teachers are designers. Consider your teaching practices and how you’ve engaged in the process of design.
5 minutes
Herbert Simon was an influential thinker, scholar, scientist, psychologist and he made a large impact on the fields of artificial intelligence,information processing, decision-making, problem-solving, and many, many more.
in fact, teachers are often instructional designers
Now that we’ve discussed what design is and how teachers are designers - specifically instructional designers, we are going to move on to a process called design thinking.
What is design thinking?
What is design thinking?
Tim Brown is the CEO and president of IDEO. IDEO is a design firm that takes a human-centered and design-based approach to innovate and solve problems.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
These are the core ideas for using design thinking in teaching.
Believe it or not, there actually is something called design thinking for educators
design thinking is a set of guiding principles - a structured approach that can help teachers come up with solutions to solve teaching and learning problems. It is a process. Now, we’re going to go over each step in the process.
Design thinking for educators has 5 steps.
discovery
interpretation
ideation
experimentation
evolution
Remember, this process helps educators come up with meaningful solutions to problems that they are facing. That’s why before we begin with this process, we need to identify the problem we want to solve.
This is a great resource for reading about design thinking for educators.
This is step 0 - the step you need to take before you start with. Here are the sub-steps.
0.1 uncover the problem
0.2 think of ways to address the problem
Ask yourself, what is the problem I am trying to solve? The problem has to be understandable and actionable. Frame the problem in this way: How might I… Think about end goals. What do you want to come up with at the end of this design process.
EXAMPLE
how might I increase student participation in online discussion forums?
Next, you need to think in concrete ways about the problem you want to solve. Here are the sub-steps.
1.1 understand the challenge
1.2 prepare research
1.3 gather inspiration
Ask yourself: Who is affected? What are their needs? What does the research suggest about the best ways to solve this problem? What do your peers and colleagues think? What do you already know about this problem? What do you not know?
EXAMPLE
I already give points forcing students to participate in the discussion forum, but the quality of participation is low. The research on online discussion forums says that……. My colleagues do the following in their online courses…...
Then, you need to pull together everything you’ve learned so far about the problem. Here are the sub-steps.
2.1 tell stories
2.2 search for meaning
2.3 frame opportunities
Ask yourself: What does this all mean?
EXAMPLE
I need to find alternative ways to improve the quality of their participation; the point system isn’t working. I need to make the students want to participate and not feel like they have to.
Now you start thinking about solutions.
3.1 generate ideas
3.2 refine ideas
After you’ve considered the context of the problem, brainstorm solutions that might work. Then pick two or three that sound promising and refine them to fit your context.
EXAMPLE
Here are some solutions: (1) have them create video responses (or audio responses). (2) have them relate the question to their lives.
Now, implement one of the solutions you came up with and get feedback (from your students for example).
4.1 make prototypes
4.2 get feedback
EXAMPLE
I’m going to ask them to create video responses instead of text responses.
Finally, no solution is perfect or permanent. Think about how you can make it better.
5.1 track learning
5.2 move forward
Think about some problems you anticipate having in your online class. Think about what worries you, what you are most concerned about. Then I want you work in teams of 4 and for the next 30 minutes, apply the design thinking steps to solving this problem.
30 minutes
CAST - Center for Applied Special Technology is a nonprofit organization that works to expand learning opportunities for all learners.
Now. we’re going to start by watching a short video about what universal design for learning (or UDL) is.
As you watch this video think about how you’ve unknowingly (or knowingly) used the UDL framework in your teaching.
To access to the electronic version of the book, you need is to create an account on cast.org.
For the next 45 minutes, I want you to work in groups of 4 and think about how can use the UDL guidelines to design online teaching and learning experiences.
In your shared workspace, there’s a table that lists all the UDL guidelines with a space for you to write down notes. In the notes column, I want you to think about how you can ensure that your online course follows the UDL guidelines. I want you to pick 20 of the 31 guidelines and image how you can implement them in an online course.
I’ve providing you with an example.
Take the next 15 minutes to reflect on what you learned today. You have access to today’s presentation, to the shared workspace, and to a bunch of additional, helpful resources. Take a look through them and write down about something that surprised you, that you found challenging, that you found interesting…. and so on.
