DEVELOPMENT 23 May 2018 MODatUNISA TODAY WELCOME TO MOD KRISTIN ALFORD ABOUT THE WAGING PEACE EXHIBITION KRISTIN ALFORD ABOUT THE PEACE MACHINES PROJECT LEANNE COTTER ID: 685055
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PEACE MACHINES
MOD.
TEACHER PROFESSIONALDEVELOPMENT23 May 2018@MODatUNISASlide2
TODAY
WELCOME TO MOD. – KRISTIN ALFORD
ABOUT THE WAGING PEACE EXHIBITION – KRISTIN ALFORDABOUT THE PEACE MACHINES PROJECT – LEANNE COTTERCRASH COURSE IN DESIGN THINKING - ANIKA JOHNSTONE
CURRICULUM LINKS
– LEANA COLEMANQ & A – ALLNEXT STEPS + CLOSE – LEANNE COTTER
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WELCOME TO MOD.
Facilitator:
KRISTIN ALFORD DIRECTOR, MOD.Slide4
THE
WAGING PEACE
EXHIBITIONThe second MOD. exhibition, WAGING PEACE, will invite visitors to consider whether it is possible to proactively and aggressively pursue peace. The exhibition will explore questions like:
What happens when we apply the frames of war to peace?
Can you build a machine for peace? How do you make peace profitable? Can you fight for peace? The exhibition will explore how to propagate peace by harnessing innovation and new technologies.
I define peace not as the absence of war, but as the presence of justice and the absence of fear. There’s peace when people don’t have to be afraid. And people don’t have to be afraid when there is genuine justice.” – Ursula FranklinSlide5
ABOUT THE PEACE MACHINES PROJECT
Facilitator:
LEANNE COTTER, PROGRAMMING COORDINATOR, MOD.Slide6
THE PROJECT LOGISITICS
RESOURCES
available mod.org.auTeachers resource kit (on your tables)
Curriculum links
Intellectual property and publicityMOD. team support questions via E: mod@unisa.edu.au
Please note that this session and the presentation will be available online and I will email.
Registration for the projectPlease share via hashtag #
MODPeaceMachines and tag us @modatunisaSlide7
KEY DATES
8 October 2018 -
you need to have registered your participation AND submit photos of your proposed peace machine along with a written creative / design statement (up to 150 words) 12 October 2018 - Submissions to be included in
Waging Peace
exhibition will be notified. 16 October 2018 - Final high resolution 2-D designs for peace machines should be submitted to MOD. by email: mod@unisa.edu.au
22 October 2018 - 3D Peace Machines invited to exhibit at MOD. will need to be delivered, ready for installation. Please note it is the schools or students responsibility to deliver designs and machines to MOD. by deadline.
29 November 2018 -
Waging Peace exhibition launchesSlide8
BREAK TIMESlide9
A CRASH COURSE IN DESIGN THINKING
Reimagining DRONES FOR PEACE
Facilitator: ANIKA JOHNSTONESENIOR MANAGER, EXHIBITIONS AND EXPERIENCE DESIGN, MOD.Slide10
WHAT IS DESIGN THINKING?
Overview + some models you can use CRASH COURSE IN DESIGN THINKING Reimagining drones for peace
resources
Listed at the back of this kit!Slide11
WHAT IS DESIGN THINKING?
A process for creative problem solving that:
Can be used by anyone (not just designers!)
Is solution (rather than problem) focused
Puts people at the centre of the design process (is human centred)Prioritises functionality over form (is not about making things look pretty)Slide12
Stanford d.School – Design Thinking Process
EMPATHISE
DEFINE
IDEATE
PROTOTYPE
TEST
https://dschool.stanford.edu/Slide13
British Design Council – Double Diamond Design Process
https://www.designcouncil.org.ukSlide14
IDEO– Design Process
https://designthinkingforeducators.com Slide15
They require you to spend time trying to really
understand the problem that needs to be solved before you start
They all place people (users) at the center of the design processThe process begins broad, then narrows, then broadens, then narrowsThey encourage being open to possibility rather than fixating on the solution earlyThey encourage you to fail fast and iterate as you go
KEY PRINCIPLES OF EACHSlide16
THERE IS NO 'RIGHT WAY' OR SINGLE MODEL TO DO DESIGN THINKING
…
Find a process that works for you and your students
Adapt an existing process to make it work
Come up with your own version!Slide17
LET’S DO DESIGN THINKING!Slide18
REIMAGINING DRONES
FOR PEACESlide19
Today’s process
EMPATHISE
DEFINE
IDEATE
PROTOTYPE
TEST
https://dschool.stanford.edu/Slide20
EMPATHISE
EMPATHISE
DEFINE
IDEATE
PROTOTYPE
TEST
QUESTIONS
What do you know/ not know about the area you are interested in?
Who is being impacted and what are their needs?
APPROACHDesktop researchInterviews/ surveys
Observation/ shadowingOpen minded/ non-judgmental360 degree view of problemGet students to ask ‘why?’ often
GOAL: Understand people and the problemSlide21
EMPATHISE – TASK 1
QUESTIONSWHO ARE YOU DESIGNING FOR?
WHAT ARE THERE NEEDS/ FEELINGS/ EXPECTATIONS/ BARRIERS?WHAT DO YOU KNOW/ NOT KNOW ABOUT THE PROBLEM YOU WANT TO SOLVE?WHAT DO WE KNOW ABOUT DRONES?They fly!They can be programmed to be autonomous or flown by humans
They can have cameras/ be used for surveillance
They can be simple (consumer) or complex techThey can be cheap or expensiveYou can build them and take them apart They can carry limited loads
They are mostly made from metals and plasticsThey can be used to map or survey geography_________________
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What are the things I don’t know and want to find out?Who would be impacted by this (need it, use it, benefit) - who could we design for?
WHAT DO WE KNOW ABOUT PEACE?
2 MINSlide22
DEFINE
EMPATHISE
DEFINE
IDEATE
PROTOTYPE
TEST
QUESTIONS
What is the problem or challenge you and your students want to solve?
What are the patterns and insights you have discovered?
APPROACH“How might we…” statements
Profiles of users
GOAL: Define the problem & consolidate insightsSlide23
DEFINE – TASK 2
QUESTIONSWHO ARE YOU DESIGNING FOR?
WHAT ARE THERE NEEDS/ FEELINGS/ EXPECTATIONS/ BARRIERS?WHAT DO YOU KNOW/ NOT KNOW ABOUT THE PROBLEM YOU WANT TO SOLVE?WRITE YOUR OWN “HOW MIGHT WE… STATEMENT”
HOW MIGHT WE
USE DRONES TO...SOME WE PREPARED EARLIER
…How might we
use drones to deliver better public services (water, health etc.)? (Well functioning Government)How might we
use drones to increase access to fruit and vegetables? (Equitable distribution of resources)
How might we use drones to increase the freedom of the press? (Free flow of information)
How might we use drones to improve employment opportunities for young people? (Sound business environment)
How might we use drones to increase the number of students finishing high school? (High level of human capital)
How might we
use drones to improve the lives of people in refugee camps?
(Acceptance of the rights of others)
How might we
use drones to reduce corruption?
(Low levels of corruption)
2 MIN
How might we
…
statements are a useful way to get your students to frame the problem they want to try and solve and kick-start their creative brainstorm. Slide24
DEFINE
EMPATHISE
DEFINE
IDEATE
PROTOTYPE
TEST
QUESTIONS
How many ideas can you think of?
What would you do if we had no constraints (how wild and wacky can you get)?
How do the ideas fit together/ cluster?APPROACHSilent brainstorming (solo)
Classroom brainstorming (together)Sharing/ presenting ideasDrawingMind mapsNo limits/ constraints
Go for volume!
GOAL: Come up with a long list of possible solutionsSlide25
IDEATE – TASK 3
QUESTIONSWHO ARE YOU DESIGNING FOR?
WHAT ARE THERE NEEDS/ FEELINGS/ EXPECTATIONS/ BARRIERS?WHAT DO YOU KNOW/ NOT KNOW ABOUT THE PROBLEM YOU WANT TO SOLVE?COME UP WITH AS MANY IDEAS (AS WACKY AND WILD AS YOU WANT) TO SOLVE THE PROBLEM (hint: you can write/ draw/mind map –
it’s up to you!)
5 MINSlide26
PROTOTYPE
EMPATHISE
DEFINE
IDEATE
PROTOTYPE
TEST
QUESTIONS
How can you quickly show how your idea could work?
What do people think of it?
How can it be improved?APPROACHMock-ups
StoryboardsRole playModels built from junk/ Lego/ plasticineFail fast/ iterate quickly
GOAL: Develop a quick model so you can test itSlide27
PROTOTYPE – TASK 4
QUESTIONSWHO ARE YOU DESIGNING FOR?
WHAT ARE THERE NEEDS/ FEELINGS/ EXPECTATIONS/ BARRIERS?WHAT DO YOU KNOW/ NOT KNOW ABOUT THE PROBLEM YOU WANT TO SOLVE?PICK YOUR FAVOURITE IDEA AND BUILD IT OR CREATE A SIMPLE STORYBOARD THAT OUTLINES HOW IT COULD WORK (a storyboard is simple visual story of steps or actions that demonstrate how something could work. It is a great way to quickly create a model for your idea without having to build anything)
5 MINSlide28
PROTOTYPE
EMPATHISE
DEFINE
IDEATE
PROTOTYPE
TEST
QUESTIONS
Does the idea work?
Is it safe?
Do people understand it?Does it solve the problem for users?Can it be made better?
APPROACHUser testingFeedbackFail quickly and iterateLet go of ideas and be open to user feedback
GOAL: Confirm whether it works (and if not, what changes it needs)Slide29
TEST
–
TASK 5QUESTIONSWHO ARE YOU DESIGNING FOR?WHAT ARE THERE NEEDS/ FEELINGS/ EXPECTATIONS/ BARRIERS?WHAT DO YOU KNOW/ NOT KNOW ABOUT THE PROBLEM YOU WANT TO SOLVE?
Chat to your partner about your story board/ idea. Get their feedback and use it to improve your design
(you can use the same storyboard you just created or do a new one. Don’t be worried if prototyping reveals issues with an idea – the idea is to test, fail fast and iterate in a cycle until you find something that really works!)
5 MINSlide30
IDEATE – TASK 4
QUESTIONSWHO ARE YOU DESIGNING FOR?
WHAT ARE THERE NEEDS/ FEELINGS/ EXPECTATIONS/ BARRIERS?WHAT DO YOU KNOW/ NOT KNOW ABOUT THE PROBLEM YOU WANT TO SOLVE?
HOW WOULD YOU USE A DRONE FOR PEACE?Slide31
DESIGN THINKING RESOURCES
Stanford d.School - https://dschool.stanford.edu/ IDEO -
https://www.ideo.com/British Design Council - https://www.designcouncil.org.uk Design Thinking for Educators - https://designthinkingforeducators.com/WORKSHOP TOOLSCreative exercises https://blog.hubspot.com/marketing/creative-exercises-better-than-brainstorming Developing ‘How Might We…’ questions http://crowdresearch.stanford.edu/w/img_auth.php/f/ff/How_might_we.pdf
8 Steps for implementing design thinking in your classroom https://www.commonsense.org/education/blog/8-steps-to-implementing-design-thinking-in-your-classroom PEACE RESOURCESPillars for Peace - http://economicsandpeace.org/report/pillars-of-peace-september-2013/pillars-of-peace-report-iep-3/ Design Thinking Resources & ReferencesSlide32
CURRICULUM LINKS
Facilitator:
LEANA COLEMANSchool of education, University of South australiaSlide33
CURRICULUM LINKS
MOD. is asking students to respond to the question:
What could a machine for peace look like?THEME STUDY / INTEGRATED UNIT (GEM, STEM, STEAM)
RESEARCH PROJECT PRECURSOR
EXTRA CURRICULAR / EXTENSION PROJECT
ACARA LINKS – GCs, CCPs
MOD.
website
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ACARA
How Peace Machines could be incorporated
ACARA link
Year 4orYear 7
Students design/construct a prototype for a peace machine using simple machines (levers, pulleys etc) or more complex combinations of these. Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
Changes to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117)
Year 6Designs and ideas for Peace Machines can be communicated using techniques such as labelled diagrams, cross-sectional representations.
Communicate ideas, explanations, and processes using scientific representations in a variety of ways, including multimodal texts (ACSIS093)
Year 7orYear 10
Water scarcity is recognised as one of the major threats to regional peace in the future. https://www.theguardian.com/environment/2018/mar/19/water-shortages-could-affect-5bn-people-by-2050-un-report-warnsHow can scientific understanding be used to develop a machine to help mitigate these tensions?
Some of Earth’s resources are renewable, including water
that cycles through the environment, but others are non-renewable (ACSSU116)
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
Year 9
Explore the neurological and hormonal influences on emotions like attachment or empathy and design a machine to “train” or manipulate these internal systems to enhance peace.
Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
Years 9 & 10
Design a micro-peace machine, drawing on advances in nanotechnology. This could be presented as a 2-D design or an
upscaled
3-D model.
People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)Slide35
Now you’ll have an opportunity to connect with teachers in your learning area(s) and share ideas for incorporating the project into curriculum.
Choose a sticky label that identifies your learning area(s)
Find others in your learning area(s) and form a new table. Introduce yourself:NameSchoolSubject(s), year level(s) taught
CONNECT! Slide36
In pairs, come up with as many responses/ideas as you can for each question provided.
In what ways could
Peace Machines be embedded into your curriculum/learning area? Write whatever comes to mind. Be specific (year level, concepts) and be ambitious! What resources do you have in your school, including people, that might be useful? Consider multidisciplinary collaborations too.How might you facilitate learning through an open-ended design process?What are the barriers or challenges to students creating a peace machine (e.g. timetabling)? How can these be overcome?
What are some ways to keep students engaged throughout the project (e.g. a class event/expo, an internally run school competition, assigning specific roles, assessment)?Also write any questions/concerns you have about the project.PAIR & SHARE
Barrier/challenge
Ways to overcome barrier/address challengeSlide37
Q & ASlide38