{"id":506,"date":"2024-06-13T08:33:50","date_gmt":"2024-06-13T08:33:50","guid":{"rendered":"https:\/\/wp.lancs.ac.uk\/dt4he\/?page_id=506"},"modified":"2024-06-13T12:40:42","modified_gmt":"2024-06-13T12:40:42","slug":"action","status":"publish","type":"page","link":"https:\/\/wp.lancs.ac.uk\/dt4he\/action\/","title":{"rendered":"Action"},"content":{"rendered":"

Collaboratory 3: ACTION <\/h2>\n

4th June 2024, Lancaster University (37 colleagues from the HE sector and design organisations). <\/p>\n

Objective<\/strong>: Develop a portfolio of DT prototypes and test them with participants to establish deeper understanding of possible enablers for DT to be applied in education. <\/p>\n

(all images in this section have been created by our project partner\u202fNifty Fox<\/a>\u202fduring the first collboratory depicting our discussions and providing visual documentation of the participants input.<\/i>)<\/p>\n

How did we get on? <\/h2>\n
\"Lancaster<\/a>In this last collboratory of the project, we were keen to test some of the prototypes that have been developed as a result of the first two collaboratories. We also wanted to reflect on our learning journey throughout this project and inform our final outputs with participants\u2019 own reflections. \u201cMessy thinking is an important part of the process.\u201d, a note left to us by one of the participants, summarises the notion of the project. Allowing ourselves to pause and experiment, make mistakes and move forward has generated deeper and more meaningful outcomes for us all.<\/div>\n

Lightbulbs and Struggles <\/h2>\n
\"Lancaster<\/a>Reflection and sharing our ups and downs has been an integral part of the project. We kicked off with the project team\u2019s Lightbulbs and Struggles and a debrief focused on the project progress. Connecting PSF and DT has brought many lightbulb moments to us realising that many of us already practice human-centricity and creativity on education without calling it design thinking. The main lightbulb for all of us has been the confirmation of our long-standing niggle – it is only possible to understand DT through experience. Most participants have found love for collaboration and supportive nature of design once they have experienced it. This lightbulb has also become a part of our struggle. Design thinking is experiential, so to \u2018see\u2019 its value you need to experience it, so on-boarding is a leap of faith for both someone new to DT and the participants. This has given us inspiration for our next activity\u2026\n<\/div>\n
\"Our<\/a> And so we fed the penguins\u2026 <\/strong><\/p>\n

The experiential nature of DT helped us consider how we might draw participants into the core of the DT doing and help them connect the DT practice to the PSF framework. Don\u2019t worry, no animals were harmed in the process. We were simply inspired by the ZOO feeding events and designed the activity as four ACTION stations providing participants a choice of two. Well, it was an energising experience for all of us. <\/p><\/div>\n

\nOur four stations were: <\/strong> <\/p>\n
    \n
  • Empathy and Insights <\/li>\n
  • Journeys and Experiences <\/li>\n
  • Ideas and Choices <\/li>\n
  • Prototypes and Stories <\/li>\n<\/ul>\n<\/div>\n
    \n

    Each station provided participants with two prototypes of the connection between DT and PSF leading to reflection that was unpacked after lunch. It was fun, fast, engaging and as one of our participants put it: \u201cThe session has given me lots of ideas (perhaps too many!)\u202f and it is a great opportunity to learn from others.\u201d <\/p>\n

    The two perspectives that the participants tested helped us understand what may enable educators to become more collaborative and connected through DT in order to integrate PSF framework into their daily practice as a continuous enhancement process. <\/p>\n<\/div>\n