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Goal/ purpose

Practice the first steps of design thinking: empathize, define, ideate and prototype
During a hackathon, participants have to solve a problem - a case - in a short time

Duration

24 to 36 hours

Material

Depends on the case (pen, paper, computer…)
A case, preferably from a professional

Description

The school, city or company present their case to the participants.

In what follows, students accept the challenge and try to find a good solution for the problem within the give time frame.

You prefer to invite a multidisciplinary group for a hackathon. In this way, you can have students from the teacher training course work together with students from other courses, but also with external participants. By working in multi-disciplinary groups you broaden everyone's perspective

During a hackathon it's all about cooperation. You all work in a pleasant, informal setting to find a good solution as quickly as possible. Teamwork, time pressure and the necessary relaxation ensure an inspiring event where everyone gets the most out of themselves. This provides an enormous boost of energy before, during and after the event. You will see that after the event you will continue to solve other cases full of energy and inspiration.

Students focus on the first three steps and if possible sketch a prototype of their solution. However, the emphasis is mainly on thinking up a solution rather than actually realizing it. That would be a nice bonus, but that is not the intention.

Success factors

Start from a well-developed case. The goal to be achieved must be very clear for each team. If not, solutions will be devised that nobody is waiting for.

Keep the case realistic and adapt it to the available time and space.

Provide different times when students can call on experts who have a good knowledge of the case. This way, students can not only empathize better at the start, but they can also question them if they get stuck in their process.

How did we use it at the AP college?

In our college, students from the Applied Computer Science and Electronics ICT course successfully took part in a hackaton.

Read more


Purpose/goal

  • To activate teachers' creativity to solve the biggest challenges in education today.
  • To help each other designing learner-centered approach to problem solving.
  • To build teachers' skills and confidence to design for the evolving needs of their students and schools
  • To share good practices.
  • To learn using Design Thinking.

Duration

It depends on what you want to do and the way yo take advantage of he community (guild).

Material

  • Toolkit : https://www.teachersguild.org/approach To catalyze creative leadership, The Teachers Guild builds off the methods and mindsets from the Design Thinking for Educators Toolkit. It’s a learner-centered approach to problem-solving that builds teachers' skills and confidence to design for the evolving needs of their students and schools.
  • Teacher-Designed Solutions: https://www.teachersguild.org/solutions The solutions are free for other teachers to use or adapt them in any sense. It could be a good idea to use them during lessons to implement them and see if they need any adaptation.

Description

It is a professional community that activates teachers' creativity to solve the biggest challenges in education today. In their collaborative learning programs they use Design Thinking, a learner-centered approach to problem solving. Teachers tap into their inner designer by trying new ideas and discovering what works and why for their students and schools.

Language

English

Purpose/goal

General: To motivate teachers to act and develop new ideas to contribute to the entrepreneurial education.

Specific: Related to the 5 phases of the Design Thinking methodology.

  1. To empathize with the suggested problem.
  2. To interpret in a proper way the problem to be solved.
  3. To select ideas to answer the problem.
  4. To transform ideas into prototypes. 

Duration

The awareness programme is programmed to be carried out in a total of 5 sessions. In each session a block of the programme will be worked. Each block corresponds to each phase of Design Thinking.

The program is structured in 5 sessions of 2 hours of duration that will be carried out throughout 5 weeks every Wednesday afternoon after the end of the classes.

Material

Description

In order to carry out the activities in a dynamic way following the process of Design thinking, the programme will be carried out with a maximum of 30 people, who will work in small groups (6 people per group) with the exception of the activities of the last session which will be carried out all together.

Each teacher will be given a file where they will find the different readings for each block and the steps they must follow to carry out the different activities.

At the end of the programme, on the one hand, each participant will have to fill in a rubric in order to reflect on the learning they have acquired in each of the phases and, on the other hand, they will find a scale of assessment to evaluate whether they have personally developed the competences that characterise an entrepreneur or not.

Finally, teachers will be able to reflect and write suggestions about the entire process followed by them in order to make future improvements to the programme.

This programme has been produced by Ainhoa Ituño Martín (participant of EIPTE project) and Jon Hernández Fernández, both last year students of the Primary Education degree of the University of Deusto.

Language

Spanish.

Purpose/goal

  • To reflect on the design thinking methodology and about the use of that approach.
  • To analyze an example of how to redesign a course based on the design thinking approach.
  • To think upon the benefits of teaching and learning entrepreneurship through design thinking

Duration

Just reading the paper could take between 30 min and 1 hour.

This paper could be worked autonomously. The learner could read it and focused on different questions proposed by the lecturer to be answered by them before or after having worked in class the methodology known as design thinking.

There is not a fixed time as it depends on the number of questions proposed.

Material

See: https://innovation-entrepreneurship.springeropen.com/articles/10.1186/s13731-018-0098-z

Shortened URL: https://bit.ly/2DoRfcL

Description

Abstract

Background: Entrepreneurship has traditionally been taught from a business administration perspective, where predicting the future is central and where the world is seen as linear with known inputs and outputs. The world of entrepreneurs is a quite different, usually highly uncertain environment, and therefore requires a different type of skill set. In this paper, we conceptualize entrepreneurial learning through a method- and design-based approach and illustrate how a course can be developed and designed.

Findings: In this paper it is argued that by utilizing design thinking and a methods approach, learning from a “through” approach can be achieved. This learning is more focused on the entrepreneurial process, highlighting the role of skills and mindset. This learning approach enables student-centered learning and focus on skills more applicable to entrepreneurs. It is also argued that the entrepreneurship process is not linear; therefore, creativity is central and finding structure is an unstructured process. Design thinking emphasizes a practical approach where students step outside the classroom. This experimentation and interaction in the real world of users and customers with real feedback is important in combination with reflection exercises.

Conclusions: This paper highlights how a methods approach and entrepreneurship education with a “through” perspective can be achieved by utilizing design thinking. This is elaborated conceptually and illustrated with an example. We argue that a methods approach for teaching entrepreneurship is beneficial, where design thinking can be one valuable tool and approach for teaching entrepreneurship.

Language(s)

English

1

Purpose/goal

To generate innovative and creative ideas that focus its effectiveness on understanding and solving the real needs of users.

Duration

Depending on the way in which the process is structured, the challenge that has to be faced, the information that the participants have, the number of people that participate in the process and the time that is available, the design thinking methodology could be worked out in a practical way in a minimum of two days. In any case, it depends on different variables.

This toolkit for educators will act as a reference to deal with this methodology and guide the educator and students.

Material

Description

This tool is based on the idea that "Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. It is believed that that kind of optimism is well needed in education".
This tool is also based on the fact that Design thinking is a creative process that helps you to design meaningful solutions in the classroom, at your school, and in your community. The toolkit for educators provides you with instructions to explore Design Thinking and its 5 phases:

1. Discovery (empathize)
2. Interpretation (define)
3. Ideation (ideate)
4. Experimentation (prototype)
5. Evolution (test)

It is necessary to download the toolkit that contains: a workbook and the toolkit for educators. Click on the following link to download both resources.

You can download it in different languages.

Language(s)

English
Spanish
Portuguese
Czech
French
Korean