#ECISLeadership 2020 Design Thinking to Maximize Outcomes

I was lucky enough to continue working with the good folks of ECIS, even in the middle of a pandemic. Below you will find my slideshow from my talk. Soon, I hope to include a series of videos to go along with the actual slideshow. Until then, enjoy the highlight and included video resources that I use most often when consulting and facilitating around the … Continue reading #ECISLeadership 2020 Design Thinking to Maximize Outcomes

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A Recipe to Exceed your Design Thinking Expectations (a story from Mumbai, India)

Ingredients: One teacher “spur/cheerleader” One outside “design guru” One teacher “unstoppable force” A pile of middle school kiddos A well-stocked design studio One and only one main goal A pinch of luck This is the story about how ASB Mumbai middle school students were able to make a mobile library in only one week. This is how a principal with a vision, a few veteran … Continue reading A Recipe to Exceed your Design Thinking Expectations (a story from Mumbai, India)

The “Cow Paths” of School Improvement & Maintenance – Design Thinking

“Society’s institutions change at a slow pace.” Bud Selig – “For the Good of the Game” Cows, deer, and other large animals carve a path in grass and earth from one point to another though repeated use. Should an obstacle appear along that path such as a tree falling across it, the cows will carve a bend in the path around the tree. This is … Continue reading The “Cow Paths” of School Improvement & Maintenance – Design Thinking

Design thinking in education has a massive hole in it: the skills designers have.

This is not another article looking to take down a trend in education. No. This is a statement of how much further a great idea is still to come. Should Design Thinking, in capital letters, manage to survive the great pendulum of time and trends in education, then it needs itself to iterate. See, my call to a new universal design model as one example … Continue reading Design thinking in education has a massive hole in it: the skills designers have.

Step 2 of The Design Process: Collecting Information

The second step in many design processes is to research, collect information, and to more deeply understand the internal product/system to be redeveloped. In education, that information can come in the form of achievement data, community surveys, classroom observations, anecdotal evidence and from meetings designed to try to organize information that relates to the the problem being addressed. This article will focus on collaboration and … Continue reading Step 2 of The Design Process: Collecting Information

Step 1 of The Design Process: Verification vs. Validation

Step One of The Design Process is to Define the Problem. Understanding and leveraging validation over verification may be a much greater tool to identifying the right problem to solve — more than even a focus on empathy.In fact, when working through the design process and design thinking on your campus, being careful and deliberate with verification and validation to ask the right question can … Continue reading Step 1 of The Design Process: Verification vs. Validation

Hostile Design In Schools

When recently listening to the podcast 99 Percent Invisible by Roman Mars, I was struck by the concept of Unpleasant Design or Hostile Design. In it, the radio producers described an idea in architecture and design where unwanted behavior was being deterred through design. For example, spikes might be embedded in a city building window ledge so the homeless can’t lay there, or high pitched … Continue reading Hostile Design In Schools