What is Design based Thinking (DbT)?
Left to right:
Figure 1. Italy Milan Ferrari CCO 1.0 Anonymous
Figure 2. Tower Bridge CC-BY 2.0 by Steve Collis
Figure 3. 2017 Apple products unboxed CC0 1.0 by Julian O’hayon
Figure 4. Verner Panton Vilbert Ikea chair CC BY-ND 2.0 by Jonas Forth
In your opinion, which of these images most epitomises the word design?
Now consider the words of two industry experts: Donald Norman and Tim Brown. Norman (TED, 2009) describes design as having three levels: visceral (biologically appealing, aesthetics), behavioural (functional, usable), and reflective (the conscious decision of what ‘image’ we want to be aligned with). Extending on this, Brown (University of Michigan, 2010) describes design thinking as a tempering of desirability, economic viability and technological feasibility to address big problems. Suddenly the images shown above reveal much more about the product and, more important to this blog, the designer.
Design based Thinking in a classroom
“…in the field of education, design thinking has not yet seen widespread permeation into the pedagogical vocabularies of students and teachers.”
(Koh et al., 2015, pp. v)
Despite foreseeable difficulties with classroom applications, the aforementioned underpinnings of design based thinking are as important for students as they are for industry professionals. Luckily, there are several models available for educators to ease the transition for classrooms. IDEO (2012) has developed one such model, Design Thinking for Educators. This model conceptualises design thinking in five phases: discovery, interpretation, ideation, experimentation, and evolution.
In this model there are also several steps accompanying each of these phases, a highly scaffolded template (the Designer’s Workbook) to use with students and an explanatory toolkit.
To showcase what the experimentation phases may look like in your classroom, the following video is of myself working in a small team to design a water feeder using only a servo and a few other household items.
Quick Quiz: Which of Donald Norman's (TED, 2009) levels of design do you notice is missing from our prototype?
From fostering creativity, to design based thinking, to 3D printing in classrooms
“3D printing and design can electrify various literacies and creative capacities of children… students may truly engage in the whole process by materialising an artefact out of a mere idea.”
(Kostakis et al., 2015, pp. 118)
If design thinking provides the model for fostering creativity then 3D printing is one of the resources a teacher could employ within such a model. Consider again using Norman’s underpinnings of design (visceral, behavioural and reflective) with the model of Design Thinking for Educators as a scaffold for a learning experience. Firstly, 3D printers allow students to physically realise their imaginings of the visceral features and visualise the functionality of the product. Secondly, they allow students to proceed through the phases of discovery, interpretation, ideation, experimentation and evolution. Thirdly, adhering to Tim Brown’s advice about asking the right questions (University of Michigan, 2010), they allow students to address big problems by providing solutions in the form of prototypes. Fourthly, they are accessible: whether purchasing a cheap model ($169.95 for the Da Vinci mini w+), ordering 3D prints of your designs at places like Officeworks (or many more online), or visiting a 3D printing studio for an excursion, it is likely that, no matter the school setting, one of these options will be viable. Ultimately, if design thinking is the goal, 3D printing provides a plethora of opportunities.
Any number of lessons, sequences, project based learning experiences or integrated units involving 3D printing and design thinking can foster creativity. One possible idea could begin with a unit on shelters and natural disasters:
- Discovery – Students research and learn about the topic.
- Interpretation – Discuss main issues requiring solutions which, for example, could lead into the design of flood prone housing.
- Ideation – Use free software like TinkerCad, Thingiverse (both are free), SketchUp and Makers Empire (free trial periods only) as a way to brainstorm and design their solutions.
- Experimentation – Finalise and print their prototype using a 3D printer.
- Evolution – Present their prototype including discussion around process, successes and opportunities for improvement.
Ask students the right questions
– How can we modify farming machinery to minimise waste in the farming industry?
– How could you reduce waste produced by product packaging?
– How can we make stable houses for flood prone areas?
– What is the most efficient way to harness renewable energies?
IMAGINE WHERE THESE ALIGN WITH YOUR SYLLABI.
DO YOU HAVE ANY OF YOUR OWN IDEAS?
However, even this one proposed unit could be tailored to your class’s specific needs. After assessing the prior knowledge of your students, exploring the various accompanying software and beyond, there are many aspects you could alter. For example, below I have demonstrated two options for one aspect: accompanying software for 3D design.
My examples from TinkerCad (simpler functionality and predetermined shapes make for a potentially limited experience but a good introduction to 3D design):
Figures 2, 3, & 4. Using TinkerCad
My examples from Sketch Up (increased complexity in functionality which may be a steep learning curve but ultimately allows for much more independence in creative ideas):
Figure 5. Using SketchUp
Ultimately, the wonderful news about 3D printing and design thinking is that students can focus on the most important part of the design process by constructing and creating instead of merely consuming (Eisenberg, 2013).
Thank you for reading,
Miss Wilkes.
Reference List
Eisenberg, M. (2013). 3D printing for children: What to build next?. International Journal of Child-Computer Interaction, 1(1), 7-13.
IDEO. (2012). Design thinking for educators (2nd Edition). http://designthinkingforeducators.com/
Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. Y. (2015). Design thinking and education: conceptions and applications in teaching and learning. In Design thinking for education, 1-15. Springer.
Kostakis, V., Niaros, V., & Giotitsas, C. (2015). Open source 3D printing as a means of learning: An educational experiment in two high schools in Greece. Telematics and informatics, 32(1), 118-128.
TED. (2009, March 9). The three ways that good design makes you happy: Don Norman [Video]. Youtube. https://www.youtube.com/watch?time_continue=4&v=RlQEoJaLQRA
University of Michigan. (2010, August 25). Tim Brown – from design to design thinking [Video]. Youtube. https://www.youtube.com/watch?time_continue=2&v=lGOTwFvkfhU
DIGITAL TECHNOLOGY IN THE CLASSROOM 
Great post!
“3D printers allow students to physically realise their imaginings”
I really like how you put this, 3D printing allows for students to see their creativity come to life which is very powerful, not only when it comes to their learning but also when considering their self-esteem and how they view their own abilities and capabilities. Even if schools do not have a 3D printer I can still see the value in students using 3D modelling tools such as Sketch Up to produce visual representations of their creations.
Josh
(Just a heads up, you referred to Sketch Up as Scratch Up in the caption for you example image).
LikeLike
Hi Josh,
Oh thank you! And thank you for reading it!
I completely agree, it’s so good for their self-esteem to actually hold something they designed on a screen. A very special gift we can give them. And I also agree that it is valuable even if they cannot print it. It gives them such a spatially aware opportunity to not just talk about ideas in a silly way, but realise that there is an actual experience from turning an idea into an actual prototype or design.
Miss Wilkes
P.S. Thank you for that catch! Fixed that up now.
LikeLike
Hi!
I love the way you have set up your post with a strong curriculum focus. The question ideas that you have presented are really interesting and I am already thinking of lessons that could be built around those ideas. It really is important to remember that our focus is teaching the syllabus content, despite all the great ideas we may have about how to use this technology in the classroom.
LikeLike
Hi there,
Thank you so much. I feel like it’s very easy to get caught up in the theory of why the next exciting development in education is important, without actually looking at the realities of how we can slot it into a curriculum that many teachers are resistant to let go of (for good reason too, new ideas aren’t always better!). Especially considering how jam-packed daily schedules are at schools. I really hope we start seeing more and more opportunities for integrated education, particularly because it’s such a good way to make the learning experiences more authentic and thus more beneficial!
Miss Wilkes.
LikeLike
Hi Miss Wilkes! Well done on such an insightful blog post. I like how you related 3D printing as a resource for design thinking along with all your prompting task questions for a design project.
I agree with you that 3D printing can result in a sense of achievement for bringing to life ideas. With time constraints and an overcrowded curriculum, I wonder how feasible 3D printing is in the classroom. What are your thoughts on this? Students need to learn how to use the software, experiment and complete the rest of the design process to use it to its highest potential.
I think 3D printing has the power to not only foster creativity but foster a love of learning. I hope the education system can value this and allow for more time to explore activities like 3D printing!
LikeLike
Hi there,
Oh thank you very much, I really appreciate that.
Yes, this is also something that is constantly on my mind. I have begun casual teaching and the more I look around the more I realise how insanely little time there is to address all of the important things we need to teach children. To answer your question though, I image it would have to be done incrementally. Or at least, there would have to be dedicated time to learning the technology. I picture this happening in those sessions where you have a free afternoon because something got cancelled last minute, or an end of the day slot where children need something fun to keep them switched on (I’ve never once seen Maths or English taught at the end of the day, for example). Additionally I imagine this would need to happen with a lot of foresight. For example, if you’re planning to do a PBL unit in Term 3, you might start looking for opportunities for them to get familiar with the software in Term 1 and 2, just as a fun side project.
Another idea, if it’s fully supported and endorsed by the school, this may be something you could do stage wide. Then there could be a thorough integrated unit that ticks multiple syllabus outcomes and therefore gives you a little more time to work with. Like you said, if the education system begins to value it more this may actually be possible! I see stage wide PDHPE programs, I see a program for coding in a single term… it’s certainly happening for specialised areas. Maybe design based thinking will become one of these types of specialities!
I would love to talk to someone who is currently permanently in the teaching system and ask them exactly the same question though! I’d love more insight into how to make it realistic to attempt such lessons in the Public School system.
For now, fingers crossed.
Miss Wilkes.
LikeLike