Part of the Technologies Education course at Griffith University

1. Teaching Design Thinking
Technologies Education

2. 3:00

3. Teaching

5. 3:00

6. Pedagogical Diversity

8. Organising learning
environments

10. 0:26

11. Design Challenge

13. Design

15. Challenge

16. Design Challenge

18. Contextualise

19. Contextualise
Personalise

20. Contextualise
Localise
Personalise

21. Contextualise
Localise
Personalise
Modernise

22. Contextualise
Localise
Personalise
Modernise
Fantasise

25. Unit Planning

26. Breaking down into
lessons
Scaffolding activities
Assessment - formative
and summative

27. Assessing children's
achievements

28. Finding out what
children don’t know

29. Finding out what
children know

30. Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking

31. Futures Thinking
Systems Thinking
Design Thinking
Computational Thinking
Strategic Thinking

32. Trends, Visioning, Scenarios, Big Idea
B/COT, Circle, Stocks, Flows, Loops
Contexts, Design Challenges, PSE Type
Data, Automation/Programming
Entrepreneurship, Planning, Teamwork

33. Contexts
• Engineering principles and systems
• Food and fibre production
• Food specialisations
• Materials and technologies
specialisations

34. Design Process
Creating a product, environment or service
• investigating the problem
• generating possible designs
• producing a solution
• evaluating the solution
• collaborating on and managing this
process

35. Solution Type
• product
• environment
• service

37. 1:47

38. 1:21

39. 2:01

40. Competitions

41. 1:09

42. 5:00

43. Challenge Based Learning

44. 0:24

45. Challenge Based Learning

46. The Big Idea

47. Essential Questions

48. The Challenge

49. Guiding Questions and Activities

50. Solutions, Implementation, and
Reflections

51. 2:15

52. Design Thinking

53. Stanford d School design process
• Empathise
• Define
• Ideate
• Prototype
• Test

54. Daylight Design Thinking approach
• Learn from people
• Find patterns
• Define design principles
• Make Tangible
• Iterate Relentlessly

55. Daylight Design Thinking approach
• Accept Situation (or understand the problem);
• Analyse (the problem/situation);
• Define (restate the problem clearly by defining
the goal);
• Ideate (to think of the possibilities, come up
with options);
• Select (compare and decide upon the best
option);
• Implement (creating a solution); and
• Evaluate (assess if the solution works and be
improved).

56. Trends, Visioning, Scenarios, Big Idea
B/COT, Circle, Stocks, Flows, Loops
Contexts, Design Challenges, PSE Type
Data, Automation/Programming
Entrepreneurship, Planning, Teamwork

57. Assessment Criteria
• Interpretive and analytical ability in
developing design challenges.
• Interpretive and analytical ability in
developing programming challenges.
• Intellectual initiative in research,
planning and development of solutions.
• Intellectual initiative in the articulation
and presentation.

58. 2-4 Activities/Projects/Challenges
• Teaching Design Thinking;
• Teaching Computational Thinking;
• Teaching Systems Thinking;
• Teaching Strategic Thinking; and
• Teaching Futures Thinking.

59. Two Design Technologies Contexts
• Engineering principles and systems
• Food and fibre production
• Food specialisations
• Materials and technologies
specialisations

60. Two Digital Technologies Contexts
• Data
• Programming / Automation

61. Expectations for most students
• Present standard activities taken
directly from existing examples and
contextualised for the Gold Coast;

62. Expectations for some students
• Demonstrate that students will have
opportunities to develop a range of
learning outcomes as detailed in the
curriculum and you have made a
significant new contribution to the
project idea;

63. Expectations for a few students
• Incorporate, in an integrated way, the
development of the range of student
thinking skills into your design
challenges and show real innovation in
your project ideas.

64. 1:47

65. Griffith University
Dr Jason Zagami
www.zagami.info