How Design Thinking, Project Based Learning & innovation ...
Transcript of How Design Thinking, Project Based Learning & innovation ...
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How Design Thinking, Project Based Learning
& innovation focused STEM programmes are
informing contemporary learning environments
LearningSCAPES
Chicago, 2018
Mark Freeman
Partner
Gray Puksand
Australia
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CONTEMPORARY LEARNING ENVIRONMENTS
CONTEXT FOR CHANGE
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LEARNING HAS CHANGED
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NEW LEARNING ENVIRONMENTS
Collaboration, engagement and technology
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WORKING HAS CHANGED
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NEW WORKING ENVIRONMENTS
Innovation, enterprise and co-working hubs
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TECHNOLOGY HAS CHANGED
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NEW TECHNOLOGIES
Immersive virtual and augmented realities
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CONTEMPORARY LEARNING ENVIRONMENTS
CHANGING THE LANGUAGE
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Contemporary learning
environments challenge
traditional spatial concepts:
“Class”
• twenty five students
“Room”
• fully enclosed space
“Spaces”
• built or natural environment,
internal or external
“Settings”
• purposeful and supportive
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Across contemporary learning
environments, the nature and
type of spaces and settings has
evolved:
• Ideate spaces
• Creative studios
• Prototyping labs
• Innovation hubs
• Simulation environments
• Social learning settings
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These new student centred
learning settings provide:
• Agility and flexibility
• High levels of transparency
and physical connectivity
• Seamless access to
technology
• Multiformat and multi-mode
functionalities
• Purposeful furniture, joinery
and resources
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ENGAGEMENT – EDUCATORS AND INDUSTRY
COLLABORATION & CO - DESIGN
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Authentic engagement across
educators, designers and
industry is essential and
instrumental in the briefing
and design process:
• promotes development of a
shared, informed and co-
created project vision and
outcome
• emphasis on identifying
opportunities offered
through contemporary
pedagogical frameworks
and authentic experiences
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Industry participation is
essential in visioning these new
environments to encourage real
world connectivity:
• reflects increasing focus on
collaborative,
interdisciplinary learning,
research and working
practices
Promotes partnerships:
• valuable knowledge
exchange between
education and industry
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Leadership, expertise, diversity
and creativity is embedded within
an expanded project planning team
- balancing design with
educational thinking and
industry acumen:
• encourages innovation and
inter-disciplinary thinking
• balance and diversity across
real world expertise
• supports exploration of new
spatial solutions and
functionalities
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DEAKIN UNIVERSITY
Centre for Advanced Design in Engineering Training
(CADET)
Geelong, Australia
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AU$55m project co-funded
by Deakin University and the
Australian government
Undergraduate and Post
Graduate:
• Civil, Mechanical, Electrical,
Mechatronics and Industrial
Design, Sports and Medical
Technologies
Research:
• Sustainable Infrastructure
• Advanced Design Manufacturing
• Engineering Education
ENGINEERING AT DEAKINENGINEERING AT DEAKIN
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Innovation central to great
engineering – critical role
of design in this process
Engineering education in
Australia has traditionally been
more aligned to science than
design
With traditional manufacturing
in decline, how will industry
respond - are engineering
graduates being prepared for
a digital revolution in
manufacturing?
CONTEXT CONTEXT FOR CADET
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A contemporary engineering
curriculum responds by
adequately preparing students
• Dealing with problems and
identifying solutions is an
essential quality for
engineers
• Framing and diagnosing
the problem is the most
important, yet generally
overlooked
• Requires communication
and collaboration in team
based project environments
PREPARING STUDENTS
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CADET LEARNING MODEL
A design focused, engineering
learning model – “Project
Oriented Design Based
Learning”
• Students work in small
interactive groups to solve
real world engineering
problems, as they would in
professional teams
• Learning model supports
students navigating a path
from idea through design,
modelling and high tech
manufacturing
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Physically, it was essential to
enable visual and physical
connections across horizontal
and vertical spaces:
• Vertical movement strategically
located to support informal
interactions
Through glazing and layering of
functional spaces, CADET
promotes connectivity:
• evidencing activities and
projects, showcasing learning
and research
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OPEN & CENTRAL VERTICAL CONNECTIONS
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Through enhanced access to
design studios, prototyping and
manufacturing laboratories:
• students are able to move
from idea, to concept, to
prototyping and
fabrication
• students actively participate
in a “hands on” high quality
environment with access to
the latest tools and technologies
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PRODUCT REALISATION LABORATORY
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With a focus on connecting
learning spaces to foster
creativity, innovation and
collaboration, design spaces are
located throughout
Design studios are accessible,
non-timetabled spaces for
students:
• configured by students as
projects require
• supported by a range of
adjacent settings, spaces
and technologies
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COLLABORATIVE STUDIOS
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Through reconsidering
traditionally configured laboratory
spaces, a more flexible approach
was realised:
• Establishment of large format,
connected studio-based
laboratory environments
• Visual and physical
connections to adjacent
learning studios, maximise
opportunities for students to
move between theory and
practice
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INFORMAL AND FORMAL
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Importance of informal learning
and social learning - interstitial
settings and spaces:
• informal learning settings are
distributed throughout, to
promote a strong learning
community
• enclosed or open,
collaborative spaces enable
use for informal study and
group project work
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LEARNING ENVIRONMENTS AUSTRALASIA
2017 Awards for Excellence in Educational Facilities
Winner – NEW EDUCATIONAL FACILITY
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WYNDHAM TECH SCHOOL
Victoria University
Werribee, Australia
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One of ten new high tech
campuses by the Victorian state
government
Learning characterized by
student centred, active
investigation and real world
project based learning
experiences
Focus on industries offering
regional economic and
employment growth
Learning programs focus
on STEM and 21st century skills
TECH SCHOOL INITIATIVE
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Inspiring and engaging students
through interactive, hands on
learning
A shared environment driving
transformative practice for local
secondary schools
Accessible technologies
enhancing learning experiences,
optimising innovation and
discovery
Transparency and connectivity
promoting curiosity - encouraging
interdisciplinary engagement TECH SCHOOL PRINCIPLES
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INDUSTRY EXPERTISE
Engagement with industry
is central to curriculum
philosophy
Enabled through industry based
projects, through to stimulation
of research projects
Provides curriculum input
to ensure students acquire
knowledge, competencies
and skills sought after
by employers
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Throughout the brief
development, educators,
industry and the design team
explored and analysed:
• Student experiences
• Student activities
• Student capabilities
These were developed and
responsive to the guiding Tech
School principles
STUDENTS AT THE CENTRE
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Analysis of numerous
pedagogical models identified
attributes that would support
students through active
engagement in their learning
process:
• Challenge based learning
• Design thinking
• Project based learning
PEDAGOGICAL MODELS
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Educators and designers
collaborated to establish
strategic design principles:
• An immersive learning
environment
• Authentic and engaging
• “Hands on” practical
settings
• Agile and adaptable spaces
• “Learner led” spaces - able
to be “constructable”
• “Plug & play”
• Support potential for multi-
use of settings and spaces
DESIGN PRINCIPLES
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WYNDHAM TECH SCHOOL
Spaces, settings and activities
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MULTIFORMAT SPACE
Shared presentation, gathering and exhibition space
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WYNDHAM TECH SCHOOL:
Diversity of learning settings
DESIGN STUDIOS
Agile student environments for design activities
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MULTIMEDIA AND COLLABORATIVE SPACES
Accessible and adjacent to design studios
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IDEATE PODS
Mobile idea boards and accessible student storage
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SMALL GROUP COLLABORATION
Visual and physical adjacencies
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INQUIRY AND RETREAT SPACES
Distributed, legible and accessible
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CO - LAB SPACES
Co-located small group activity labs
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PROTOTYPING LABORATORIES
Larger format specialist intensive activity spaces
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STORAGE
Mobile – resources and projects
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2018 VICTORIAN SCHOOL DESIGN AWARDS
Winner – Best New Secondary School
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PRAHRAN HIGH SCHOOL
Melbourne, Australia
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Prahran High School - new
campus for 650 secondary
students in inner Melbourne
Leading example of next
generation of multi-level
learning environments
Challenge for educators and
designers to shift thinking
away from traditional
horizontal movement and
connectivity to a vertical
learning experience
INNER URBAN CONTEXT
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DISTINCT SPECIALIST ACTIVITY AREAS
Individual, discipline specific “silos”
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INTEGRATED SPECIALIST PRECINCTS
Enable interdisciplinary “collisions” and potential
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“Self-contained model”:
• Independent,
comprehensive but small
scale design, art, technology
& science precincts
embedded within each
learning community
• Each floor “self contained”
with little encouragement
for vertical student
movement between learning
communities
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“Distributed model”:
• Specialist activity settings
and spaces “threaded”
through all levels - integrated
across the learning
communities
• Distributed design studios
along the journey become the
conduit for ideas,
connectivity and movement
• Promotes collaboration,
awareness and social interest
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VERTICAL CONNECTIVITY
Conceptual studies
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HORIZONTAL AND VERTICAL CONNECTIVITY
Around atrium and connected through broad bleachers
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LEARNING COMMUNITIES
Integration of activity spaces and settings at each level
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ACCESS AND MOVEMENT
A series of interconnected bleachers and stairways
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CENTRAL GALLERY ATRIUM
Visual and physical evidence of learning throughout
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PRAHRAN HIGH SCHOOL
Multi level interdisciplinary learning