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RSA: The power of design thinking

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Edited by Christopher Douce, Thursday, 28 Sep 2017, 13:15

This blog post has come from a set of notes that I’ve made during an event that took place on 26 September 2017 at the Royal Society of Arts, London. The event was a lecture, entitled ‘the power of design thinking’ by Sue Siddall, who works as a partner at IDEO, an international design and consulting company.

My interest in a design has emerged from my interest in computing. I have been an associate lecturer for an interaction design module for ten year and before then I studied software development, specifically looking at how computer programmers maintained computer software. During my studies, I briefly stepped into the area of design: software maintenance can, of course, mean software design. Also, for a brief period of time, I helped to manage the tutors who delivered a number of design modules at The Open University, until there was a restructure, and I joined the School of Computing and Communications.

A history

Sue presented a story of a career, where she moved from the subject of law, to advertising and then into IDEO. An interesting note I made (regarding advertising) was: ‘simple ideas enter the brain quickly; if you throw ten balls at someone they won’t catch any, but if you throw one, they will catch one’. A key point regarding a transition to design was the importance of putting human beings at the centre of everything.

Examples

One slide conveyed the message that we use design to tackle complex problems, products, services and environmental issues. We were presented with two very different examples. The first example was about designing a series of nutritional products for people who had a particular metabolic condition; children didn’t want to consume products that were designed in such a way that singled them out from others. A key idea was to reframe a question from a business problem to a human centred problem. A thought was that this change in perspective could change the nature of an entire business.

The second example was uncovering ways to run, organise and structure private schools in Peru. By looking at the systems and by considering the end users point of view, curriculum was designed, teachers were supported and it was mentioned that financial models were provided.

Final points

We were left with three things to take forward: (1) the importance of asking user centred questions, (2) create movements (amongst staff and people), not mandates (to tell them to do things), and (3) be optimistic and consider the opportunity of uncovering better ways of doing things.

There were two questions that I noted down from the audience. The first was: how do you get, nurture or encourage diversity of thought amongst people [when it comes to designing products, services or systems]? This question was answered in terms of diversity of employees. As Sue as responded, I thought about different idea generation techniques that has been taught on a design module that I once studied for a while.

The second question was very interesting: can design thinking be used for bad things? Expanding on this: can designs be used to hook people into using things that are not good for them, or nudge them towards taking certain actions? At this point I remember the earlier link to advertising. A quick search reveals a whole subject area called ‘nudge theory’. The answer was in terms of people are becoming more familiar with the ways in which people are manipulated. A comment was that designers have an ethical responsibility. As this answer was given I recalled the emphasis on ethics within my own discipline by organisations such as the British Computer Society.

Links and reflections

During the talk I collected (which means writing down) a number of links. The first was to IDEO.org. Drawing on a constant habit of browsing webpages, I tried to find an about page that offers a simple summary of what this site was all about, but I couldn’t find one. Scrolling down a big page led me to the following: ‘we design products, services, and experiences to improve the lives of people in poor and vulnerable communities’. There was also a reference to DesignKit.org,which is described as a ‘book that laid out how and why human-centered design can impact the social sector’ (IDEO website)  Another site mentioned was OpenIDEO.

From a personal perspective, I think I was expecting something slightly different from the talk. Looking outwards from my own discipline, I see that human-computer interaction has changed fundamentally as computing devices are becoming embedded into everything. It is also interesting to see the shift from HCI to the idea of user experience. I have also been curious about the onwards extension to the broader area of service design. What I found interesting was the way that design thinking was presented in terms of being able to address bigger and organisational problems. I totally agree that humans are, of course, the most important part in any system: understanding their needs, motivations and desires are paramount.

What I was expecting was more detail about exactly how ‘design thinking’ was applied in these situations. Some tools were mentioned (such as personas), but I wanted to know more. It is at this point that I thought: I need to go look at those resources.

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RSA: Teaching to make a difference, London

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On 3 September 2016 I found the time to attend a short event at the Royal Society of Arts (RSA website) that had the title ‘teaching to make a difference’. This blog summary comes from a set of notes that I made during the event.

Over the last couple of years I have increasingly been involved with and have been thinking about how best to provide continuing professional development (CPD) for Open University associate lecturers. This RSA event was all about how to provide CPD for primary and secondary school teachers; I felt that this event might be able to help me in my day job (but I wasn’t quite sure how).

One of the first speakers of the evening was former Schools minister, Jim Knight. I noted down the sentence ‘more than 2 in 3 [teachers] don’t have any professional development’ (I don’t know the extent of whether or not this is true) and ‘most head teachers do professional development’. An interesting point is that this can be connected to regulatory stuff; things that need to be done to make sure the job is done well.

When delivering a CPD session a few months back I showed tutors different models of teaching and learning, some of which were in the shape of a triangle (which appears to be a common theme!) In this RSA talk we were presented another triangle model. This one had the title: ‘what really matters in education’. The model contained three points that were all connected together: trust (and professionalism), peer learning (learning from each other), and the importance of skills and knowledge.

Another note I scribbled down was: ‘there are CPD standards, [but are they] enough?’ I know of one Open University CPD standard or model, but this made me realise that I ought to know about the other CPD models that might exist. 

Two other notes I made were: ‘intangible assets’ and ‘long term mentoring’. I guess the point is that CPD can build intangible assets into the fabric of an organisation, and this can be closely linked to belonging to a community of people who are involved with teaching. The term ‘long term’ mentoring was also thought provoking: was that something that I unexpectedly and implicitly have been doing in my day job?

I also wrote down the phrases ‘learning from failure’ and ‘equip teachers with CPD; personally develop those teachers who stick with it’. In terms of my own teaching experience, I really relate to the idea of learning from failure; sometimes things just don’t work as you expect them to. It is important to remember that it is okay to take risks, and it is okay if things go slightly wrong. Teachers are encouraged to step back and reflect on what went well, what didn’t, and what could be improved the next time round. During the talk, I was also reflecting on the Open University strategy which has the title ‘students first’. My own view is one that reflects my own perspective: I believe in a parallel but unspoken strategy of ‘teachers first’.

Panel discussion

After Jim’s talk there was a panel discussion between four discussants. The first discussant was David Weston who I understand was from the teacher development trust (charity website). He spoke about big differences between schools. I made the note: ‘I feel alive, pushed; tears, nobody attends to my needs’ (but I’m a little unsure as to what the context was). I did note down five points: (1) help teachers learn; students’ outcomes increases, (2) evidence and expertise (I’m not quite sure exactly what this means), (3) peer support and expert challenge, (4) they need time, and (5) senior learners [need to] make it a priority. (I am assuming that ‘it’ means CPD).

The second discussant, Alison Peacock (Wikipedia) CEO of the Chartered College of Teaching (college website) spoke about CPD standards, trust, expertise and the importance of listening. An interesting thought was that ‘pedagogy is all about experiences’. I didn’t catch the name of the next discussant, but I noted down that ‘taking risks means trust’ and that good teaching means stepping into other people’s shoes.

The final discussant was Matt Hood from TeachFirst (TeachFirst website), the organisation that trains and develops teachers. A key question is: what should CPD entail? I’ve noted down: reading, watching and practice. Matt told us about a couple of interesting web resources and programmes: Teach Like a Champion and Urban Teachers.

Reflections

I’ve had a busy few months: between attending this event and writing this summary, I have returned to being a student again (whilst keeping my day job): I’m studying for a Postgraduate Certificate in Higher Education at Birkbeck College. I realise that I’m doing this extra bit of studying for one reason alone: to get additional CPD; to learn how to become a better university teacher.

When I looked at my notes again I’m reminded that the higher education sector can learn a lot from other sectors. I’m also reminded that I really ought to look into whether I ought to become more involved in an organisation like SEDA, the Staff and Education Development Association (SEDA website) now that CPD is quite a big part of what I do.

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