Design Thinking

Google Map Street View

I was playing around with Street View function on google maps, and was quite impressed by the level of immersion. I remember that we wanted to use this function in the community/social level TMA. Looking back onto our educational approach/strategy, I thought it would probably make sense to be more consistent in introducing new web 2.0 tools to support design thinking. Google maps also features the virtul representations of buildings, which were created by sketchUp. Maybe we can explicitly focus on and develop web2.0 design strategies and skills in each block?
Block 1: sketching and animation tools
Blcok 2: social networking and online collaboration tools
Block 3: 3-D modeling online/offline, search information online (databases materials, processes, services... for designing) related to block 4
Block 4: building on international services for design production and distribution (i.e. ponoko)
The last point just occued to me when listening to the CAL keyonte that gave an overview of soci-technological trends for the next 30 years of technology development. Cloud computing is now hot - internet services don't own but rent server space and time from big data centers (google, amazon) on demand to offer their services withouth interruptions in high demand times.
These trends are likely to influence design thinking, too.

SCAD e-learning

Did you know that SCAD - Savannah College of Art and Design has a Design e-learning degree program? It seems to run in parallel to the onside program.

Here is a link to a promotional video.
http://www.scadelearning.org/about/videos.cfm#

or read more about:
http://www.scadelearning.org/about/community.cfm

Interestingly, they do not say anything in particular about the learning needs in design. The resources they use are standard in e-learning. While watching this, I wondered if we need to highlight in the promotion of U101 much more the experimental nature of our course.

Compendium Map of Block 1

Here is a compendium map I made of Block 1 recorded in Jing:

Click here to see it on Screencast.com

The U101

Steve explains the U101 Design Wheel:

U101 structure - Steve's powerpoint

Here's my powerpoint slides of my impression of the conceptual structure of U101 (as discussed at the CT meeting today, 8.5.08)
Steve
Download u101_structure2.ppt

course structure discussion 28-03-08

i was thinking around Steve's course structure and some issues came to mind were:
1 the need for a learner focus - the need to 'nourish' students [using food metaphor from last meeting] - the idea of mifolio; design studio; collaborative working in d-team etc.
2 what a learner focus looks like combining VLE and design - [& what is the value-added from a non / low text based course]
3 how we foster a 'flow' of supporting resources through all levels, at all times; at the same time the need to evolve a 'masterplan' of a learning journey .... [the journey / map imagery was highlighted in the meeting today] - maybe colour / icon coding could be used to distinguish different pathways e.g. core, downloadable stuff; skills workshop; design masterclass ...
4 i used the food metaphor to look at some of this in the attached slide - but think the map / journey / landscape one might be more appropriate in future discussion.

Download coursestructureed1.ppt

Nicole's Course Structure Suggestions in Podcast

Oh, it seems the podcast only occurs as a link when uploaded as document. Listen to Podcast I also tried to upload it as a picture but it did not work. I try to upload it as a page now.. no that did not work either :(  Basically, I had no clue how to upload the podcast to a website so that you can see it online. Well, not good.  I also uploaded the file to blackadder, just in case. Nic

Pictures from the podcast

Another try embedding a link to google video: (09.04)

Steve's course diagram

Here's my course diagram presented at the meeting on 12.3.08.

The 4 columns are as agreed but I couldn't find a way to get the rows to work (the 'aspects' of design thinking - as Nigel has called them - are hard to study individually) so I have a column with them all in.

The Design papers and podcasts (or vodcasts) are held in a 'design Library. Students vote on the value of each one and we refresh these resources regularly.

'Design project activity' can take various forms (discussion, researching, drawing, making) and is different to the set 'skills' activities (e.g. learning to use draawing to help analysis or communication).

The Design Thinking game is still a work in progress!  When I understand it I'll make a video!

Le Corbusier and Scale

I've never read Le Corbusier's Le Modular, although I've often flicked through it's pages. Has anybody read it? It strikes me that Le Corbusier, as a designer who thought at many levels - furniture, interior, building, environment, and city planning - might provide a good little text / case study for the course. It would introduce a little bit of design history by stealth. And also the driving force of the modernists, to improve people by design, is as relevant now as it was then.

Multidisciplinary design

I found a report by the Design Council entitled "Lessons from Europe" that points out the importance of multidisciplinary team work in design education.

The report highlights many design thinking qualities that we identified:

"In terms of key competencies it was felt team members need to have strong communications skills and an appreciation of the role of other disciplines in the innovation process. Most felt it was also important to approach problems from the user's perspective and to have a high tolerance for ambiguity. An ability to be entrepreneurial was also seen as a key attribute. In terms of personal characteristics, openness, empathy, passion and respect for others were all mentioned. The concept of '€˜paternity' was also used to describe the ability to co-create an idea and then let it go." (p. 5)

Full report:

http://www.experientia.com/blog/lessons-from-europe/

I wonder whether we could tailor assignments much more towards building on the multi-disciplinary nature of our students.

Nic