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"el Design Thinking se vertebra en tres pilares básicos: Personas (usabilidad) Tecnología (herramientas) Negocio (viabilidad) Pero además de estos tres pilares, el Design Thinking quiere ser: Humano. Se tiene muy en cuenta a las personas y, sobre todo, las necesidades de estas personas. Para ello predomina la competencia emocional de la empatía. Colaborativo. El trabajo colaborativo se centra en las conversaciones y las críticas constructivas que salen de dichas conversaciones y del intenso trabajo en equipo. Se trata de dar lo mejor de uno mismo trabajando en equipo. Experimental. Lo importante es experimentar tanto el acierto como, sobre todo, el error o errores para aprender de ellos y que de ellos salgan nuevas ideas. Optimista. La creación por ser creación en sí debe ser un proceso basado en una experiencia eminentemente agradable donde tienen la misma importancia los grandes cambios como los insignificantes. El optimismo genera siempre opciones. ¿Cuál es el proceso de diseño del Design Thinking? 1. Entender. 2. Observar. 3. Definir. 4. Idear. 5. Prototipar. 6. Testear. En este artículo no desarrollaré estas ideas desde el punto de vista del diseño, sino que las relacionaré a continuación con el modelo educativo. De ahí que simplemente las enuncia para desarrollarlas más adelante. ¿Cómo se puede implementar el Design Thinking en la escuela? El Design Thinking parte de la idea de que los cambios no tienen por qué ser dados exclusivamente desde las instituciones, sino que los propios educadores y alumnos son los que pueden hacer pequeños cambios en su quehacer diario para tranformar la escuela del siglo XXI. Pero, ¿cómo? Pues a partir de cuatro grandes áreas que son: 1. Currículum. Se trata de mantener una actitud proactiva en cuanto a los contenidos del currículum, es decir, de qué maneras puedes conectar los contenidos de tu currículum con los intereses y deseos de tus alumnos. Lo

"La metodología nos permite trabajar en equipo para desarrollar innovaciones de manera abierta y colaborativa. Persigue estimular la cooperación y la creatividad rompiendo con ideas preconcebidas con el fin de generar opciones innovadoras para abordar problemas o mejorar situaciones. Al tiempo que sistematiza la búsqueda de conocimiento desde la empatía o el proceso creativo, también ayuda a sistematizar algo especialmente difícil, a desaprender (unlearning) a aplicar la primera solución que se nos viene a la mente sin esforzarnos en ir más allá del conocimiento previamente adquirido. El Design Thinking pone en el centro a las personas, no tanto con la visión de una investigación de mercado sino con la mirada de un etnógrafo, que observa y también puede participar en la comunidad que investiga. Entre los beneficios que presenta destaca la empatía con los usuarios para los que se diseñan soluciones, la flexibilidad y el coste, así como la posibilidad de movilizar y comprometer esfuerzos en torno a una visión compartida. Siempre es necesario evitar la miopía de acabar diseñando algo únicamente para un usuario y no para un conjunto de personas que comparten unas características. Se trata de un difícil equilibrio. El Design Thinking centra sus esfuerzos en empatizar con los usuarios, en generar ideas creativas y en confrontarlas continuamente con el usuario a través del prototipo como instrumento de aprendizaje sujeto a la evaluación de los interesados. Se concibe como un proceso iterativo en acercamiento progresivo a una solución mejor. Para ello se debe cambiar la concepción del trabajo como algo cerrado con una entrega final y definitiva para cambiarla por un proceso de gestión de la incertidumbre y del fracaso. La evaluación en Design Thinking no tiene como resultado una calificación sino un aprendizaje. No es el final del proceso sino que da pie a una nueva acción: la implementación de mejoras. Resumiendo, las características clav

"It seems only fitting to explore the role of questions in education by asking questions about the process of doing so. I propose that we start with the customary way of framing this topic and then proceed to questions that are deeper and potentially more subversive of traditional schooling. 1. WHICH QUESTIONS? To begin, let's consider what we might ask our students. The least interesting questions are those with straightforward factual answers. That's why a number of writers have encouraged the use of questions described variously as "true" (Wolf, 1987), "essential" (Simon, 2002), "generative" (Perkins, 1992; Perrone, 1998), "guiding" (Traver, 1998), or "fertile" (Harpaz & Lefstein, 2000). What the best of these share is that they're open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one - or at least when there is reason to prefer some responses to others - the answer isn't obvious and can't be summarized in a sentence. Why is it so hard to find a cure for cancer? Do numbers ever end? Why do people lie? Why did we invade Vietnam? Grappling with meaty questions like these (which were among those generated by a class in Plainview, NY) is a real project . . . literally. A question-based approach to teaching tends to shade into learning that is problem- (Delisle, 1997) and project-based (Kilpatrick, 1918; Blumenfeld et al., 1991; Wolk, 1998). Intellectual proficiency is strengthened as students figure out how to do justice to a rich question. As they investigate and come to understand important ideas more fully, new questions arise along with better ways of asking them, and the learning spirals upwards. Guiding students through this process is not a technique that can be stapled onto our existing pedagogy, nor is it something that teachers can be trained to master during an in-service day. What's required is a continual focus on creating a classroom that is about thinking rather

"45 Design Thinking Resources for Educators"

"Evaporative coolers have been known to purveyors of low-cost, sustainable technologies for years. Without the need for electricity, these cold containers have kept produce fresh from farms to tables, protecting against post-harvest losses in the field and food spoilage in hot pantries worldwide. Now the concept has been applied to air conditioning. Manoj Patel Design Studio in Vadodara, Gujarat (India) has built evaporative air conditioners that can cool a room for days on a single tank of water. The studio designs new products from recycled materials, and they built their air conditioners from ceramics and stone, integrating them with potted plants. By filling rows of ceramic tubes with water, the prototypes maximize their surface area for optimal evaporation while retaining a small footprint. ..."

"Our new blog is designed to radically reduce the energy use associated with accessing our content. Low-tech Magazine was born in 2007 and has seen minimal changes ever since. Because a website redesign was long overdue - and because we try to practice what we preach - we decided to build a low-tech, self-hosted, and solar-powered version of Low-tech Magazine. The new blog is designed to radically reduce the energy use associated with accessing our content. Why a Low-tech Website? We were told that the Internet would "dematerialise" society and decrease energy use. Contrary to this projection, it has become a large and rapidly growing consumer of energy itself. In order to offset the negative consequences associated with high energy consumption, renewable energy has been proposed as a means to lower emissions from powering data centers. For example, Greenpeace's yearly ClickClean report ranks major Internet companies based on their use of renewable power sources."

"Imagine you could use any kind of small head difference in a river or canal. The power those drops contain might surprise you. We created a technology that can make use of all these small waterfalls or rapids in a way that's safe for the environment. Gone are the days that communities had to choose between having power or fish to eat. Our robust and fish friendly vortex turbiness will generate energy 24/7 at an incredibly low cost of energy. That way you can have a project with high return on investment that improves the world just that little bit. Now, if you look at a river or canal, you'll notice that it's full of these small cascades, that's how nature builds rivers. We have created a distributed turbine system that can combines a large amount of turbines into one big virtual hydropower powerplant. These virtual hydropower plants can be as large as 10MW in power output. That's the power production of a small city! We can do this because our civil structures are designed to be easy to install, and the electronics and robust power take-offs are designed to keep working with minimal maintenance. The energy produced can be directly connected to your appliances or machinery, and at the same time connected to the national distribution grid, so you can inject the unused power to it, maximizing the revenue through a net billing connection."

"CoRubrics, an add-on for Google Sheets helps teachers in the assessment process. It is used to assess students (or groups of students) with a rubric designed by the teacher and also allows students to assess other students (coevaluation). CoRubrics automates the entire process. First, teachers design the rubric they want to use in Google Sheets, then they add the students' names and their email address. (These can be imported from Google Classroom). Once this is done, the add-on will: Create a Google Form with the contents of the rubric. Send the form to the students by email or simply provide the link to the teacher. Process the data once the form is filled out (by the students or by the teacher). Finally, send the results to the students (each student receives only their results) with a personalized comment. In addition, CoRubrics allows: Insert comments when answered. Allow Co-evaluation, self-assessment and teacher assessment with one link."

5 Tips To Integrate The Theory Of Mind, Empathy, And Mindblindness In eLearning Course Design

"Los diseñadores en del estudio i-beam Design crearon el proyecto de casa con palets inspirados en un hecho simple pero increíble: el 84% de los refugiados del mundo podrían tener una pequeña casa como la que ellos han diseñado con los palets que se desechan solo en Estados Unidos. Así 33 millones los refugiados podían vivir en una casa hecha por ellos mismos. Eso son un montón de viviendas para un montón de gente con grandes necesidades. Lo que hace que su diseño sea tan brillante es que prácticamente cualquier persona puede construirse una de forma muy barata y en menos de un día. Incluso podrías reservar 10 palets para hacerle una piscina."

"1. The teacher is choosing the technology. It's not always possible, but when you can, let the students choose, and see what happens. Not all of them will be able to. Some need help; so let other students help them. 2. The teacher is choosing the function. This doesn't mean you can't choose the function, but if you students can't control the technology the use nor its function, this can be problematic: the learning is passive from the beginning. 3. The teacher is determining the process. To an extent you have to, but don't overdo it. 4. The technology is distracting. If the technology is more magical than the project, product, collaboration, process, or content itself, try to muffle the bells and whistles. Or use them to your advantage. 5. The technology isn't necessary. You wouldn't use a ruler to teach expository writing, nor would you use a Wendell Berry essay to teach about the Water Cycle. No need for a Khan Academy account and a fully-personalized and potentially self-directed proficiency chart of mathematical concepts just to show a 3 minute video on the number line. 6. The process is too complex. Keep it simple. Fewer moving parts = greater precision. And less to go wrong. 7. Students have access to too much. What materials, models, peer groups, or related content do students actually need? See #6. 8. The teacher is the judge, jury, and executioner. Get out of the way. You're (probably) less interesting than the content, experts, and communities (if you're doing it right). 9. They artificially limiting the scale. Technology connects everything to everything. Use this to the advantage of the students! 10. They're not limiting the scale. However, giving students the keys to the universe with no framework, plan, boundaries or even vague goals is equally problematic. 11. Students access is limited to too little. The opposite of too board a scale is too little-akin to taking students to the ocean to fish but squaring of

"It has me thinking about what it would mean to improve online classes. A few ideas come to mind: Use multiple platforms. I'm not against using an LMS as a central hub. However, I think it's valuable to experiment with the types of productivity tools you will actually use outside of a classroom. Use Google Docs to share ideas, create surveys, and ask questions. Use Google Hangouts to meet as a group. Go project-based. I haven't figured this out entirely with my first class but my hope is that we can go fully project-based in the same way that my face-to-face class is. In fact, the asynchronous nature of online classes actually means there is a better potential of creating a project-based culture that mirrors the way people actually work on projects. Make something together. I use a collaboration grid with co-creating and communicating on separate spectrums (x-axis) and multimedia and text on another spectrum (y-axis). This has been an effective way to think through collaborative tools that allow students to co-create. Embrace a synchronous/asynchronous blend: I love using Voxer because students can speak back and forth in the moment. However, if they miss it, they can listen to it later. The same is true of using a Google Hangouts On Air. Make it more connective. We tend to treat online instruction as if it is a linear process and we don't do enough to link things back and forth and connect ideas, resources, discussions and content creation in a seamless, back-and-forth nature. Incorporate multimedia. It's a simple idea, but I create a short video at the beginning of each week and I encourage students to create video and audio as well. This has a way of making things more concrete. There's something deeply human about hearing an actual human voice. I know, crazy, right? Go mobile. I don't simply mean use a smart phone. I mean assign some things that allow students to get out in the world and create videos, snap pictures, or simpl

"In the Maasai community where Richard Turere lives with his family, cattle are all-important. But lion attacks were growing more frequent. In this short, inspiring talk, the young inventor shares the solar-powered solution he designed to safely scare the lions away."

"... Flipped Classroom (Aula Invertida) Aprendizaje Basado en Proyectos Aprendizaje Cooperativo Gamificación Aprendizaje basado en problemas Design Thinking Aprendizaje Basado en el Pensamiento (Thinking Based Learning) Aprendizaje Basado en Competencias ..."

"Visual Thinking Flipped Classroom Aprendizaje basado en Problemas y retos Aprendizaje basado en Servicio Comunidades de Aprendizaje Escuela de conocimiento Kunskapsskolan Aprendizaje basado en Proyectos Design Thinking Gamificación Aprendizaje basado en Investigación Aprendizaje Colaborativo Portfolio Unidades integradas Aprendizaje Cooperativo Metacognición Ambientes y rincones"

"Choice Eliminator will eliminate options from a multiple-choice, list, or checkbox type of question. Choice Eliminator is designed for light use only, and may be unreliable when multiple people are taking the form at the same time. Use Dropdown type of questions instead of multiple choice for better reliability. Choice Eliminator will eliminate options from a multiple-choice, dropdown, or checkbox type of question. Great for signing up for time slots or having students choose topics without doubling up. Version 2 uses spreadsheet functions to keep the results up-to-date, besides being more reliable when using limits, this allows you to restore eliminated choices and set the order."

The aim of the Transmedia Literacy project is to understand how the young boys and girls are learning skills outside the school. The construction of those cultural competencies and social skills will be at the centre of the research. Once the informal learning strategies and practices applied by young people outside the formal institutions are identified, the team will 'translate' them into a series of activities and proposals to be implemented inside school settings. The Transmedia Literacy Project will also produce a Teacher's Kit that will be designed to facilitate the integration of transliteracies in the classroom.