Week 3 - Promoting Creative Design Thinking

Week three of EDUC3620 provided us with an insight into the process of design thinking and the unique ways in which this can be presented in classrooms, shown alongside interactive activities. The concept of design thinking was confusing initially as a design is a design; so, what makes design thinking unique? Joyce et al (2015, p.2) understand design thinking as an "activity that is implicit in the process of design" which when placed into the perspectives of education, requires educators to depict activities in classrooms that evoke both creative and critical thinking in the creation of a design.

EDUC3620 incorporated multiple activities that were designed to encourage design thinking. Initially, we were presented with an activity that required us to combine six blocks in different ways to meet certain criteria (figure 1; figure 2). This task was made very difficult due to the implication of a time limit and competitive rewards for being first. The time limit hindered our design thinking as it restricted our ability to be creative, which may be attributed to increased stress levels, limiting our cognitive processing capabilities (Roskes et al., 2013; as cited by Said-Metwaly et al., 2020). This idea of time limitation cannot be more notable than in standardized classrooms, linking to the use of digital tools, specifically SketchUp (SketchUp for Web | Online 3D Modeling | Browser Based Design), in classrooms and how catering for challenges such as time limits can be detrimental in promoting creative design thinking.

Figure 1: Photo of blocks from EDUC3620 Tutorial.

Figure 2: Photo of blocks arranged to meet criteria.

SketchUp is a digital design program which allows the construction of three-dimensional objects as seen fit. The tutorial showed us simple ways in which we could design a house (Figure 3) using this program, and although we followed instructions, we were able to be creative with our designs. It is important to note that one of the most important things about implementing digital technology into a class, understanding ability and time. The practical experience we have had using technology allowed us to relatively quickly pick up the SketchUp, however when introducing this to children, the fundamentals have to be taught first. This would mean that sacrifices may have to be made regarding time allowed for children to be creative, however, I believe this will still allow a fairly extensive level of creative design.

Figure 3: Photo of SketchUp Design

Overall, I think the implementation of design thinking when regarding uses of technology is important, particularly when selecting appropriate tools that will be accessible to different level students. If this is achievable in classes, then students will be able to develop a unique way of thinking that is both creative and critical, both crucial in the construction of designs.

References:

Koh, J., Chai, C., Wong, B., Hong, H. (2015). Design Thinking for Education Conceptions and Applications in Teaching and Learning. Springer Singapore. Design Thinking for Education Conceptions and Applications in Teaching and Learning - Macquarie University (mq.edu.au)

Said-Metwaly, S., Fernandez-Castilla, B., Kyndt, E., Van den Noortgate, W. (2020). Testing Conditions and Creative Performance: Meta-Analysies of the Impact of Time Limits and Instructions. Psychology of Aesthetics, Creativity, and the Arts, 14(1), 15-38. Testing Conditions and Creative Performance: Meta-Analyses of the Impact of Time Limits and Instructions - Macquarie University (mq.edu.au)