Self Reflection: Using Digital Tools and Studio Art to Process Perceptions

Purpose & objective

Our session presents student-led projects that were driven by their personal observations and experiences. Students were tasked to make informed solutions for problems they identified, utilizing existing knowledge, user surveys, and research. This addresses the ISTE Standards through their formation of new ideas and an emphasis on their design process instead of the final product. They collaborated with partners synchronously over video conferencing and asynchronously with Google applications to generate feedback for each other and provide support while creating both their digital and physical models.

Outline

[5 minutes] Welcome and Introductions
Who are we?
Zoom Around the Room Introductions (Name, Position)
Introduce icebreaker - ML (2 or 3 breakout rooms - same throughout AH)
Quick Prototyping Challenge [peer-to-peer interaction]
Use anything you have (Paper, rubber bands, binder clips, no 3-D Printing right now!)
Design Challenge Prompts with design challenge (cannot have been invented before)
I need to protect myself from the rain
I need to keep my hands warm
I need to purify water from a stream
I need to carry groceries up several flights of stairs
[10 minutes] Ready, Set, Design (Prototyping Challenge/Icebreaker)
10 minutes of prototyping (In Breakout Rooms) [peer-to-peer interaction]
5 minutes round of sharing out
[15 minutes] Overview (Big Ideas)
About Our school (student devices 1:1 MacBook, caution using tablets for tinkercad, previous experience/learning, virtual field trip with Cooper-Hewitt)
Share about our 5 steps for Design Thinking:
Defining the Engineering process (ideation/divergent thinking activities - emphasizing that it isn’t an art show - an expo, process-oriented and see the change in thinking)
Student Process
Observed and Identified (Daily life, problem-solving)
Brainstormed and Need assessment (who’s going to use it, how does it work), practiced feedback loop (I like, I wish)
First Iteration (Sketches) with Feedback
First Prototypes (what works, come to a decision about which idea they are following through with)
Next Prototypes (important features, more details, changes and revisions based on peer feedback)
Talk about the Reflective Process and examples of Student Presentations
Discuss possible extensions and lessons learned
[20 minutes] Work Time
Choice: Low Tech Prototype or experiment with Tinkercad (device-based activities)
Design challenge: can be from the icebreaker, or come up with one your students would be interested in. Work together with a peer or individually.
Goal: To consider how a process like this might work for your students and in your classroom
[10 minutes]
Sharing Out, Q&A, student highlights reel

Supporting research

Schwartz, D. L., Brophy, S., Lin, X., & Bransford, J. D. (1999). Software for managing complex learning: Examples from an educational psychology course. Educational Technology Research and Development, 47(2), 39-59.
Schwartz, D.L. & Bransford, J.D. (1998). A Time for Telling. Cognition and Instruction. February 1998.
Shepard, R. (1978). Visual Learning, Thinking, and Communication. Retrieved from http://drawright.com/drsbread.htm
Sweller, J. Implications of Cognitive Load Theory for Multimedia Learning. The Cambridge Handbook for Multimedia Leanring, Chapter 2.
Black, J.B. Types of Knowledge Representation. CCT Report 92-3
Black, J.B. Introduction to Knowledge-Based Instructional Design. CCT Report 92-4 Chan, M.S. & Black, J.B. (2006).
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715. Glenberg, A. M., Gutierrez, T,, Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children's reading comprehension. Journal of Educational Psychology, 96, 424-436.
Harp 18
Goldstone, R. L., & Wilensky, U. (2008). Promoting transfer by grounding complex systems principles. The Journal of the Learning Sciences, 17(4), 465-516.
Hatch, M. (2014). The maker movement manifesto: Rules for innovation in the new world of crafters, hackers, and tinkerers.