Chapter 1: Introduction - Teaching and Technology Ideas



Enticing Middle Schoolers to take Ownership of Their Learning by Exploring their Passions and Curiosities through Design ThinkingbyNadine KeyworthDraft 1 of Chapter 1 of CapstoneEnticing Middle Schoolers to take Ownership of Their Learning by Exploring their Passions and Curiosities through Design ThinkingChapter 1: Introduction Introduction Middle schools are amazing ecosystems, where educators work towards creating environments that meet the unique academic and socio-emotional needs of early adolescents. As a middle school educator, I know that this is a delicate balance, that takes relationships, patience, kindness, and innovative and engaging learning opportunities. I imagine myself walking into a middle school, alive with students engrossed in activities where they have been co-creators in both the design and implementation, where their passions and interests have been honoured and are recognized as valid vehicles for demonstrating their learning. Entering classrooms, where learning opportunities allow middle-schoolers to “explore the questions and concerns they have about themselves and the world around them” that have both “personal and social significance” and have not been designed just for fun ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Brown","given":"Dave F.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Knowles","given":"Trudy","non-dropping-particle":"","parse-names":false,"suffix":""}],"edition":"Second","editor":[{"dropping-particle":"","family":"Luedeke","given":"Lisa","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2007"]]},"number-of-pages":"1-290","publisher":"Heinemann","publisher-place":"Portsmouth","title":"What every middle school teacher should know","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"(D. F. Brown & Knowles, 2007)","plainTextFormattedCitation":"(D. F. Brown & Knowles, 2007)","previouslyFormattedCitation":"(D. F. Brown & Knowles, 2007)"},"properties":{"noteIndex":0},"schema":""}(D. F. Brown & Knowles, 2007). Exploring environments where students have been provided with opportunities to create using many skills, whilst also being given the choice of the method of expression allowing for “individual identity to dictate the form of the product” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.18848/1835-9795/cgp/v08i04/58072","ISSN":"1835-9795","abstract":"? Common Ground, Eleftherios Kyprianos Soleas, All Rights Reserved. In my secondary science teaching experience, students are capable of great ingenuity when given the freedom to self-regulate and create with the topics they are in the process of learning. In both arts and science classroom settings, students design wondrous solutions to real-life challenges by applying their learning collaboratively in a potentially endless array of ways. Instructor-designed tasks that encourage students to utilize the multimodal and unique skills at their disposal encourages a deep engagement with their learning. This increases the emphasis on metacognition and designs solutions with a knowledge framework for pedagogical change. The shift in paradigm could lead to students becoming more strategic, expressive contributors to our growing knowledge economy. Strategic, lateral thinkers can be cultivated starting with a shift from competency to application in the type of assignment handed out in classrooms. Culminating tasks that necessitate that students reflect on their learning, make decisions and create with their knowledge, can foster high-order thinking and strategic learners. In this paper, a set of guidelines drawn from the author’s teaching experience and grounded in scholarly literature will illustrate the feasibility and the synergistic effect of integrating metacognition and student-centred design thinking components into the tasks that are assigned in classrooms.","author":[{"dropping-particle":"","family":"Soleas","given":"Terry","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Ubiquitous Learning: An International Journal","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2015"]]},"note":""Design thinking takes intangible ideas and theories, and through a process of constructing with knowledge makes a product." Students need to have skills first in order to explore off of them."\n\nCanada strives to be a knowldege economy, as such, it becomes necessary that we develop a population of "introspective, expressive, informed, and stratigic thinkers who value the best of rational thinking ad creativity" (p.1)\n\n"The opportunitity to creat using many skills, and choosing of the method of expression allows for individual identity to dictate the form of the product . . . this validadation of self inspires students to apply their knowledge and take calculated risks in order to further their comfort and confidence" (p.8)","page":"1-13","title":"Integrating design thinking and metacognition: An accessible way to cultivate thinkers","type":"article-journal","volume":"8"},"locator":"8","uris":[""]}],"mendeley":{"formattedCitation":"(Soleas, 2015, p. 8)","plainTextFormattedCitation":"(Soleas, 2015, p. 8)","previouslyFormattedCitation":"(Soleas, 2015, p. 8)"},"properties":{"noteIndex":0},"schema":""}(Soleas, 2015, p. 8). Enticing spaces where the ownership of learning results as a function of positive relationships between educators and students, where collaboration has resulted in making curriculum belong to us, thereby encouraging students to approach their learning “as active, critical, thoughtful investigators, rather than as passive receptors (or rejectors)” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Fried","given":"R.L.","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2001"]]},"publisher":"Beacon Press","publisher-place":"Boston","title":"The passionate learner: How teachers and parents can help children reclaim the joy of discovery","type":"book"},"locator":"109","uris":[""]}],"mendeley":{"formattedCitation":"(Fried, 2001, p. 109)","plainTextFormattedCitation":"(Fried, 2001, p. 109)","previouslyFormattedCitation":"(Fried, 2001, p. 109)"},"properties":{"noteIndex":0},"schema":""}(Fried, 2001, p. 109). In these classrooms, where students own their learning, “instructional methods used are as important as the classroom conversations teachers and student engage in, where the goal is not inquiry learning but promoting a kind of shared ownership of the learning environment itself. In this space, appropriation of content knowledge becomes a real possibility” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Clayton","given":"Christine D","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ardito","given":"Gerald","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Middle Grades Research Journal","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2009"]]},"note":"instructional methods used are as important as the classroom conversations teachers and student engage in, where the goal is not inquiry learning but promoting a kind of shared ownership of the learning environment itself. In this space, appropriation of content knowledge becomes a real possibility. p74\nLingering","page":"53-80","title":"Teaching for ownership in middle school science classroom: Towards inquiry in an age of accountablity","type":"article-journal","volume":"4"},"locator":"74","uris":[""]}],"mendeley":{"formattedCitation":"(Clayton & Ardito, 2009, p. 74)","plainTextFormattedCitation":"(Clayton & Ardito, 2009, p. 74)","previouslyFormattedCitation":"(Clayton & Ardito, 2009, p. 74)"},"properties":{"noteIndex":0},"schema":""}(Clayton & Ardito, 2009, p. 74). By engaging in design thinking, students can participate in their learning in meaningful ways, for design inherently encourages students to not just work through a series of linear steps to produce identical final products. Instead, students, as designers, are encouraged to take risks and work through inevitable mistakes. Educators who allow students “time and support to rethink and revise give students autonomy and the ability to trust themselves to be problem solvers, even if their path to success is different than everyone else’s” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Martinez","given":"Sylvia Libow","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Stager","given":"Gary","non-dropping-particle":"","parse-names":false,"suffix":""}],"edition":"Second","id":"ITEM-1","issued":{"date-parts":[["2019"]]},"publisher":"Constructing Modern Knowledge Press","publisher-place":"Torrence","title":"Invent to learn: Making, tinkering, and engineering in the classroom","type":"book"},"locator":"71","uris":[""]}],"mendeley":{"formattedCitation":"(Martinez & Stager, 2019, p. 71)","plainTextFormattedCitation":"(Martinez & Stager, 2019, p. 71)","previouslyFormattedCitation":"(Martinez & Stager, 2013, p. 71)"},"properties":{"noteIndex":0},"schema":""}(Martinez & Stager, 2019, p. 71). Design thinking enables students to see their learning as a cyclical process, where they can be in control of the questions they need to ask in order to make necessary, timely adjustments their learning. “Through design activities, students learn about planning, collaborating, and building a common vision of success” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Davis","given":"Meredith","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Arts Education Policy Review","id":"ITEM-1","issue":"1","issued":{"date-parts":[["1999"]]},"note":""the inherently inderdisplinary nature of design makes it suitable as an integration strategy. (p.8)\n\n“Design problems frequently require the work of interdisciplinary teams of experts… [and] demonstrate to children the value of collective creativity. Through design activities, students learn about planning, collaborating, and building a common vision of success” (Davis, 1999, p. 11).","page":"8-13","title":"Design's inherent interdisciplinarity: The arts in integrated curricula","type":"article-journal","volume":"101"},"locator":"11","uris":[""]}],"mendeley":{"formattedCitation":"(Davis, 1999, p. 11)","plainTextFormattedCitation":"(Davis, 1999, p. 11)","previouslyFormattedCitation":"(Davis, 1999, p. 11)"},"properties":{"noteIndex":0},"schema":""}(Davis, 1999, p. 11). Instead of completing worksheets or passing exams, student designers “need to consider such issues as the needs of the audience, the distribution of work in the group, the management of time and resources, and the deadline” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"1093-023X","abstract":"Engaging students as multimedia designers extends multime- dia authoring by placing students in a designer’s position. In- stead of merely learning the technical skills and creating a project, the designers need to consider such issues as the needs of the audience, the distribution of work in a group, the management of time and resources, and the deadline. They need to implement steps such as planning, designing, evaluation, and discussion. The authenticity and complexity of the design tasks provide students a learning environment where they can develop cognitive skills and skills of high value to the work place. This study investigated the effect of being multimedia designers on middle school students’ learning of design knowledge, their cognitive strategy use, and their motivation toward learning. The findings showed that such an environment could facilitate the development of cognitive skills for the middle school students and actively engage them in learning. Students significantly increased their understanding of the importance of the cognitive skills involved in a design task from pre to posttreatment. They have internalized the design knowledge to some extent. However, sustaining these middle school students’ motiva- tion toward learning while they are engaging in a series of “boring” activities (e.g., planning, testing) for an extensive period of time presents a challenge and calls for creative teaching techniques.","author":[{"dropping-particle":"","family":"Hsiao","given":"Yu-Ping","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Liu","given":"Min","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Interactive Learning Research","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2002"]]},"page":"311-337","title":"Middle school students as multimedia designers: A project-based learning approach.","type":"article-journal","volume":"13"},"locator":"311","uris":[""]}],"mendeley":{"formattedCitation":"(Hsiao & Liu, 2002, p. 311)","plainTextFormattedCitation":"(Hsiao & Liu, 2002, p. 311)","previouslyFormattedCitation":"(Hsiao & Liu, 2002, p. 311)"},"properties":{"noteIndex":0},"schema":""}(Hsiao & Liu, 2002, p. 311). Furthermore, design thinking “provides a robust scaffold for divergent problem solving, as it engenders a sense of creative confidence that is both resilient and highly optimistic” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.7771/2157-9288.1072","abstract":"This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as developing STEM professionals with middle school students.","author":[{"dropping-particle":"","family":"Carroll","given":"Maureen","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Pre-College Engineering Education Research (J-PEER)","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2014"]]},"note":""Deep and meaningful collaborati","page":"14-30","title":"Shoot for the moon! The mentors and the middle schoolers explore the intersection of design thinking and STEM","type":"article-journal","volume":"4"},"locator":"16","uris":[""]}],"mendeley":{"formattedCitation":"(Carroll, 2014, p. 16)","plainTextFormattedCitation":"(Carroll, 2014, p. 16)","previouslyFormattedCitation":"(Carroll, 2014, p. 16)"},"properties":{"noteIndex":0},"schema":""}(Carroll, 2014, p. 16). Ultimately, the design process better prepares students for the demands of a rapidly changing world where critical thinking, collaboration and creativity are crucial.Background Information [PLACE HOLDER HERE FOR THE CONSTRUCTIVISM and CONSTRUCTIONISM – Piaget, Dewey, Papert, and SCHON – continuous change; PRAXIS MODEL for Design thinking. “taking design thinking to school brings back into focus John Dewey’s vision of schooling as a transformative space for creative and collaborative inquiry” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Goldman","given":"Shelley","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kabayadondo","given":"Zaza","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms","editor":[{"dropping-particle":"","family":"Goldman","given":"Shelley","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kabayadondo","given":"Zaza","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2017"]]},"page":"3-19","publisher":"Routledge","publisher-place":"New York","title":"Taking design thinking to school","type":"chapter"},"locator":"4","uris":[""]}],"mendeley":{"formattedCitation":"(Goldman & Kabayadondo, 2017, p. 4)","plainTextFormattedCitation":"(Goldman & Kabayadondo, 2017, p. 4)","previouslyFormattedCitation":"(Goldman & Kabayadondo, 2017, p. 4)"},"properties":{"noteIndex":0},"schema":""}(Goldman & Kabayadondo, 2017, p. 4)]Real-word designers, engineers, and scientists all engage in deliberate tinkering, prototyping and testing in their fields ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Martinez","given":"Sylvia Libow","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Stager","given":"Gary","non-dropping-particle":"","parse-names":false,"suffix":""}],"edition":"Second","id":"ITEM-1","issued":{"date-parts":[["2019"]]},"publisher":"Constructing Modern Knowledge Press","publisher-place":"Torrence","title":"Invent to learn: Making, tinkering, and engineering in the classroom","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"(Martinez & Stager, 2019)","plainTextFormattedCitation":"(Martinez & Stager, 2019)","previouslyFormattedCitation":"(Martinez & Stager, 2013)"},"properties":{"noteIndex":0},"schema":""}(Martinez & Stager, 2019). Leaders in these fields know and understand that the design process takes time and that the iterative nature of design is normal and necessary. As such, “what unifies the design disciplines is the transformation of cultural and social life that happens as a result of designing” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5040/9781474294010","abstract":"Doing Research in Design presents new ways of thinking about the relationship between design and research by positioning design as a social as well as a material practice. This approach emphasises the social consequences of design decisions as well as the importance of the efficient functioning of a design. Doing Research in Design argues that design promotes social change and that, in order to understand that change, designers must turn to social science research methods. The book outlines the relationships between thinking and doing in design - and makes explicit links between design, research, philosophy and sociology - and then examines four central social research methodologies in practice.The aim of Doing Research in Design is to provide anyone involved in the field of design with the knowledge and understanding of the best methods to plan and conduct their research.","author":[{"dropping-particle":"","family":"Crouch","given":"Christopher","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pearce","given":"Jane","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Doing Research in Design","id":"ITEM-1","issued":{"date-parts":[["2012"]]},"publisher":"Berg","publisher-place":"London","title":"Doing Research in Design","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"(Crouch & Pearce, 2012)","plainTextFormattedCitation":"(Crouch & Pearce, 2012)","previouslyFormattedCitation":"(Crouch & Pearce, 2012)"},"properties":{"noteIndex":0},"schema":""}(Crouch & Pearce, 2012). The world around us has been designed for interaction and adaptation; we are all part of designing how we choose to intermingle within the physical and natural world. As educators, then, design encourages us to develop a new culture in our schools in which “learning focuses on learning through engagement within the world,” as opposed to the “teaching-based approach [which] focuses on teaching us about the world” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1080/00393541.2015.11518969","ISSN":"23258039","abstract":"The twenty-first century is a world in constant change. In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination.Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way.PRAISE FOR A NEW CULTURE OF LEARNING\"A provocative and extremely important new paradigm of a 'culture of learning', appropriate for a world characterized by continual change. This is a must read for anyone interested in the future of education.\" James J. Duderstadt, President Emeritus, University of Michigan\"Thomas and Brown are the John Dewey of the digital age.\"Cathy Davidson, Professor of Interdisciplinary Studies, Duke University\"A New Culture of Learning may provide for the digital media and learning movement what Thomas Paine's Common Sense did for the colonists during the American Revolution- a straightforward, direct explanation of what we are fighting for and what we are fighting against.\"Henry Jenkins, Provost's Professor, USC\"A New Culture of Learning is at once persuasive and optimistic - a combination that is all too rare, but that flows directly from its authors' insights about learning in the digital age. Pearls of wisdom leap from almost every page.\" Paul Courant, Dean of Libraries, University of Michigan\"Brilliant. Insightful. Revolutionary.\"Marcia Conner, author of The New Social Learning\"Douglas Thomas and Jo…","author":[{"dropping-particle":"","family":"Thomas","given":"Douglas","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Brown","given":"John Seely","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2011"]]},"title":"A new culture of learning: Cultivating the imagination for a world of constant change","type":"book"},"locator":"50","uris":[""]}],"mendeley":{"formattedCitation":"(Thomas & Brown, 2011, p. 50)","plainTextFormattedCitation":"(Thomas & Brown, 2011, p. 50)","previouslyFormattedCitation":"(Thomas & Brown, 2011, p. 50)"},"properties":{"noteIndex":0},"schema":""}(Thomas & Brown, 2011, p. 50). We are all designers, as educators, we need to create design opportunities and model design thinking ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Johnson","given":"Zanette","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms","editor":[{"dropping-particle":"","family":"Goldman","given":"Shelley","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kabayadondo","given":"Zaza","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2017"]]},"page":"126-142","publisher":"Routledge","publisher-place":"New York","title":"Teachers as designers of context-adaptive learning experience","type":"chapter"},"uris":[""]}],"mendeley":{"formattedCitation":"(Johnson, 2017)","plainTextFormattedCitation":"(Johnson, 2017)","previouslyFormattedCitation":"(Johnson, 2017)"},"properties":{"noteIndex":0},"schema":""}(Johnson, 2017) to empower our students to be active designers in their learning journeys. There are several models of design thinking ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5437/08956308X5503003","ISBN":"9780262680677","ISSN":"00178012","PMID":"18605031","abstract":"In the past, design has most often occurred fairly far downstream in the development process and has focused on making new products aesthetically attractive or enhancing brand perception through smart, evocative advertising. Today, as innovation's terrain expands to encompass human-centered processes and services as well as products, companies are asking designers to create ideas rather than to simply dress them up. Brown, the CEO and president of the innovation and design firm IDEO, is a leading proponent of design thinking-a method of meeting people's needs and desires in a technologically feasible and strategically viable way. In this article he offers several intriguing examples of the discipline at work. One involves a collaboration between frontline employees from health care provider Kaiser Permanente and Brown's firm to reengineer nursing-staff shift changes at four Kaiser hospitals. Close observation of actual shift changes, combined with brainstorming and rapid prototyping, produced new procedures and software that radically streamlined information exchange between shifts. The result was more time for nursing, better-informed patient care, and a happier nursing staff. Another involves the Japanese bicycle components manufacturer Shimano, which worked with IDEO to learn why 90% of American adults don't ride bikes. The interdisciplinary project team discovered that intimidating retail experiences, the complexity and cost of sophisticated bikes, and the danger of cycling on heavily trafficked roads had overshadowed people's happy memories of childhood biking. So the team created a brand concept-\"Coasting\"-to describe a whole new category of biking and developed new in-store retailing strategies, a public relations campaign to identify safe places to cycle, and a reference design to inspire designers at the companies that went on to manufacture Coasting bikes.","author":[{"dropping-particle":"","family":"Brown","given":"Tim","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Harvard Business Review","id":"ITEM-1","issue":"6","issued":{"date-parts":[["2008"]]},"note":"A Design Thinker's Personality Profile Tim Brown\nEmpathy - imaging world from mutiple perspectives; 'people first'\nIntegrative thinking - ability to see all the aspect to a problem, even the contradictory\nOptimism - believe that at least one potential solution is better than existing alternative\nExperimentalism - pose questions and explore contraints in creative ways\nCollaboration","page":"252","title":"Design thinking","type":"article-journal","volume":"86"},"uris":[""]},{"id":"ITEM-2","itemData":{"author":[{"dropping-particle":"","family":"Scheer","given":"Andrea","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Noweski","given":"Christine","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Meinel","given":"Christoph","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Design and Technology Education: An International Journal","id":"ITEM-2","issue":"3","issued":{"date-parts":[["2011"]]},"note":"In this article, the authors present an empirical study where they prove their hypothesis that a teacher would be more likely to repeat constructivist teaching in a real school scenario when applying the Design Thinking process. The article begins by outlining some of the history of constructivist learning, and Dewey’s problem-solving method. The researchers believe that Design Thinking can be more digestible for teachers than the abstract nature of Dewey’s problem-solving method. The empirical case study was with 125 10th grade high school students in Germany and a team of 12 teachers and coaches. Half the coaches were Dewey coaches and the other half were Design Thinking coaches, with all coaches chose being of similar character, briefed to ensure their knowledge level of methods would be equal. Students were divided into 22 teams of 5 to 6 students each to face a real-world challenge. Throughout the process, students, teachers, and coaches were asked to fill out quantitative questionnaires, that were then used to analyze and evaluate Design thinking as a teaching method in comparison to Dewey’s recommendations. Their findings showed that Design Thinking fostered metacognitive skills and competencies which explicitly let to motivation of both students and teachers in wanting to participate in more constructivist learning experiences. The researchers believe that, "Design Thinking can serve as the missing link between theoretical findings in pedagogy science and the actual practical realisation in schools." (p18) \n? \nThe limitations are that this is one study based from the self-perception of a small group of teachers. However, promising in that more research in the area could further prove that the Design Thinking will help teachers feel comfortable with a constructivist approach to teaching in the 21st Century. Furthermore, directly ties to how we can get teachers more comfortable with taking an interdisciplinary approach to teaching. Design Framework can help students in all subject areas, and this idea is echoed in other articles (Blakemore, 2018; Bush et al., 2018; Carroll et al., 2010), where student engagement in a Design Thinking model seems to be high and students are receptive to learning being framed in this manner. \nIn this article, there are several other key references to research in this area that will be useful as I move forward with this field of research. Specifically, how the Design Thinking model outlined in this article directly connects to the ADST model and how both fosters the core competencies of communication, critical thinking and creativity. \n? \nThey key steps in the Design Thinking model used in this article are: understand, observe, synthesis, ideate, prototype, and test, where students follow the steps in a cyclical and iterative nature.","page":"8-19","title":"Transforming constructivist learning into action: Design Thinking in education","type":"article-journal","volume":"17"},"uris":[""]},{"id":"ITEM-3","itemData":{"DOI":"10.1080/19496591.2016.1087857","ISBN":"0260-6917","ISSN":"ISSN-0013-1962","PMID":"22326211","abstract":"As designers utilize design thinking while moving through a design space between problem and solution, they must rely on design intelligence, precedents, and intuition in order to arrive at meaningful and inventive outcomes. Thus, instructional designers must constantly re-conceptualize their own identities and what it means to be a designer. Within instructional design, professional identity development is intimately linked to the concept of design precedents. Reflective practice appears to be a natural avenue for supporting identity development in student designers, as it challenges them to think deeply about concepts and experiences through interpretation, evaluation, and revision. The authors conducted a preliminary study examining how graduate students in instructional design use reflection to build their identity as instructional designers within a design thinking framework. While this study was preliminary in nature, it represents an important first step in exploring how instructional design students can use reflective practice to develop the foundations of their professional identity, particularly within the design thinking framework.","author":[{"dropping-particle":"","family":"Brown","given":"R","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Condor","given":"S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mathews","given":"A","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Wade","given":"G","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Williams","given":"J","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cheung","given":"Hoi Yan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Girod","given":"Mark","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pardales","given":"Michael","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Nadelson","given":"Louis S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"McGuire","given":"Sharon Paterson","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Davis","given":"Kirsten a.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Farid","given":"Arvin","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hardy","given":"Kimberly K","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hsu","given":"Yu-Chang","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kaiser","given":"Uwe","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Nagarajan","given":"Rajesh","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Wang","given":"Sasha","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pittman","given":"Edward C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Foubert","given":"John D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Tracey","given":"Monica W","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hutchinson","given":"A","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Woo","given":"Hong Ryun","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Worthington","given":"Melissa","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Salamonson","given":"Yenna","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Weaver","given":"Roslyn","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cleary","given":"Michelle","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational Technology","id":"ITEM-3","issue":"3","issued":{"date-parts":[["2013"]]},"page":"13-25","title":"Developing designer identity through reflection.","type":"article-journal","volume":"53"},"uris":[""]}],"mendeley":{"formattedCitation":"(R. Brown et al., 2013; T. Brown, 2008; Scheer, Noweski, & Meinel, 2011)","plainTextFormattedCitation":"(R. Brown et al., 2013; T. Brown, 2008; Scheer, Noweski, & Meinel, 2011)","previouslyFormattedCitation":"(R. Brown et al., 2013; T. Brown, 2008; Scheer, Noweski, & Meinel, 2011)"},"properties":{"noteIndex":0},"schema":""}(R. Brown et al., 2013; T. Brown, 2008; Scheer, Noweski, & Meinel, 2011), but in general they all include stages where individuals are asked to empathize, define, ideate, prototype and test. At its core, design thinking is a human-centered process that “focuses on asking the right questions, challenging assumptions, generating a range of possibilities, and learning through targeted stages of iterative prototyping” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"This paper describes the journey of d.Loft STEM Learning, a project of The National Science Foundation ITEST program, which supports building knowledge about approaches, models, and interventions involving K-12 education to increase the nation's capacity and innovation in STEM (science, technology, engineering and mathematics) fields. d.Loft STEM Learning used design thinking as an underlying theoretical and pedagogical approach to enhance STEM learning. Design thinking is a human-centered, prototype-driven innovation process and a series of mindsets that provides a robust scaffold for divergent problem-solving. This paper describes how the design thinking provided a frame within which mentorship and STEM learning thrived, and suggests new ways to conceptualize student learning and teacher practice in 21st century learning contexts. This paper describes the journey of d.Loft STEM Learning, a project of The National Science Foundation ITEST program, which supports building knowledge about approaches, models, and interventions involving K-12 education to increase the nation's capacity and innovation in STEM (science, technology, engineering and mathematics) fields. d.Loft STEM Learning used design thinking as an underlying theoretical and peda-gogical approach to enhance STEM learning. Design thinking is a human-centered, prototype-driven innovation process and a series of mindsets that provides a robust scaffold for divergent problem solving. This paper describes how design thinking was the theoretical and pedagogical foundation for d.loft STEM learning and how it provided a frame within which mentorship and STEM learning thrived. The inspiration behind d.loft STEM Project was the \"Design for the other 90% movement, \" which consists of engineers, designers, scientists, architects, and mathematicians engaged in designing low-cost innovative solutions for large portion of the world's population who do not have access to basic services. This movement shaped the National Science Foundation proposal and led to crafting the d.loft STEM Project goals. These goals included the following: 1. to provide middle school students with pathways into STEM careers by introducing the work of engineers, mathematicians, and scientists and the work of the university student mentors engaged in STEM fields 2. to introduce design thinking as a 21st century learning approach 3. to provide university students with opportunities to create and implement STEM curriculum and design t…","author":[{"dropping-particle":"","family":"Carroll","given":"Maureen","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Research in STEM Education","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2015"]]},"note":"Hasso Plattner Institute of Design (2007) identifies that the three key components to the design thiniking process are human-centered, action-orientated and mindful of process.\n\nTim Brown "an approach that uses the designer's sensibility and methods for problem solving to meet people's needs in a technologically feasible and commercia\n\n"Design thinking focuses on asking the right questions, challenging assumptions, generating a range of possibilities, and learning through targeted stages of iterative prototyping."(p.60)","page":"59-70","title":"Stretch, dream, and do-A 21st century design thinking & STEM journey","type":"article-journal","volume":"1"},"locator":"60","uris":[""]}],"mendeley":{"formattedCitation":"(Carroll, 2015, p. 60)","plainTextFormattedCitation":"(Carroll, 2015, p. 60)","previouslyFormattedCitation":"(Carroll, 2015, p. 60)"},"properties":{"noteIndex":0},"schema":""}(Carroll, 2015, p. 60). The infusion of design thinking into education has become increasingly popular around the world. In Great Britain in the 1970’s, the Design and Technology was added as a discrete subject in schools ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Davis","given":"Meredith","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Littlejohn","given":"Deborah","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms","editor":[{"dropping-particle":"","family":"Goldman","given":"Shelley","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kabayadondo","given":"Zaza","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2017"]]},"page":"20-36","publisher":"Routledge","publisher-place":"New York","title":"The culture of practice","type":"chapter"},"uris":[""]}],"mendeley":{"formattedCitation":"(Davis & Littlejohn, 2017)","plainTextFormattedCitation":"(Davis & Littlejohn, 2017)","previouslyFormattedCitation":"(Davis & Littlejohn, 2017)"},"properties":{"noteIndex":0},"schema":""}(Davis & Littlejohn, 2017). In North America there is a long history of development of design education, the d.school of Stanford, in connection with the Hasslo Plattner Institute, has recently been creating materials for kindergarten to grade twelve teachers, and IDEO, the Palo Alto-based design and education consulting firm, has been creating toolkits to help teachers utilize design thinking in the classroom. Design education in British Columbia’s elementary and secondary schools is a recent addition through the creation and implementation of the Applied Design Skills and Technology (ADST) curriculum, and ideally, should be given the same emphasis as core subjects such as science, literacy, and math. Instead, though, of viewing it as one more subject to teach, the ADST curriculum should instead be viewed as a framework for creating integrative, interdisciplinary learning opportunities in schools. “Design thinking isn’t a subject, topic, or class. It’s more a way of solving problems that encourages positive risk-taking and creativity”ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Spencer","given":"John","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Juliani","given":"A.J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2016"]]},"publisher":"DAve Burgess Consulting, Inc.","publisher-place":"San Diego","title":"Launch: Using design thinkint to boost creativity and bring out the maker in every student","type":"book"},"locator":"52","uris":[""]}],"mendeley":{"formattedCitation":"(Spencer & Juliani, 2016, p. 52)","plainTextFormattedCitation":"(Spencer & Juliani, 2016, p. 52)","previouslyFormattedCitation":"(Spencer & Juliani, 2016, p. 52)"},"properties":{"noteIndex":0},"schema":""}(Spencer & Juliani, 2016, p. 52). The ADST curriculum provides an opportunity to create true interdisciplinary learning opportunities in British Columbia schools. Education and design are both interdisciplinary fields, and in an educational application, the process of designing requires that students must have first internalized information so that they are then able to apply their knowledge, strategize solutions, and finally express their thinking with confidence ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.18848/1835-9795/cgp/v08i04/58072","ISSN":"1835-9795","abstract":"? Common Ground, Eleftherios Kyprianos Soleas, All Rights Reserved. In my secondary science teaching experience, students are capable of great ingenuity when given the freedom to self-regulate and create with the topics they are in the process of learning. In both arts and science classroom settings, students design wondrous solutions to real-life challenges by applying their learning collaboratively in a potentially endless array of ways. Instructor-designed tasks that encourage students to utilize the multimodal and unique skills at their disposal encourages a deep engagement with their learning. This increases the emphasis on metacognition and designs solutions with a knowledge framework for pedagogical change. The shift in paradigm could lead to students becoming more strategic, expressive contributors to our growing knowledge economy. Strategic, lateral thinkers can be cultivated starting with a shift from competency to application in the type of assignment handed out in classrooms. Culminating tasks that necessitate that students reflect on their learning, make decisions and create with their knowledge, can foster high-order thinking and strategic learners. In this paper, a set of guidelines drawn from the author’s teaching experience and grounded in scholarly literature will illustrate the feasibility and the synergistic effect of integrating metacognition and student-centred design thinking components into the tasks that are assigned in classrooms.","author":[{"dropping-particle":"","family":"Soleas","given":"Terry","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Ubiquitous Learning: An International Journal","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2015"]]},"note":""Design thinking takes intangible ideas and theories, and through a process of constructing with knowledge makes a product." Students need to have skills first in order to explore off of them."\n\nCanada strives to be a knowldege economy, as such, it becomes necessary that we develop a population of "introspective, expressive, informed, and stratigic thinkers who value the best of rational thinking ad creativity" (p.1)\n\n"The opportunitity to creat using many skills, and choosing of the method of expression allows for individual identity to dictate the form of the product . . . this validadation of self inspires students to apply their knowledge and take calculated risks in order to further their comfort and confidence" (p.8)","page":"1-13","title":"Integrating design thinking and metacognition: An accessible way to cultivate thinkers","type":"article-journal","volume":"8"},"uris":[""]}],"mendeley":{"formattedCitation":"(Soleas, 2015)","plainTextFormattedCitation":"(Soleas, 2015)","previouslyFormattedCitation":"(Soleas, 2015)"},"properties":{"noteIndex":0},"schema":""}(Soleas, 2015). “As students become design thinkers, they emerge with significant changes in their approaches to problem solving and to new challenges. They start to develop a sense of resiliency”ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Goldman","given":"Shelley","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Carroll","given":"Maureen P","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kabayadondo","given":"Zandile","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cavagnaro","given":"Leticia Britos","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Royalty","given":"Adam","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Roth","given":"Bernard","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kwek","given":"Swee Hong","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kim","given":"Jain","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Design Thinking Research: Measuring Performance in Context","editor":[{"dropping-particle":"","family":"Plattner","given":"Hasso","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Meinel","given":"Christoph","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Leifer","given":"Larry","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2012"]]},"page":"13-33","publisher":"Springer","title":"Assessing d.learning: Capturing the journey of becoming a design thinker","type":"chapter"},"locator":"14","uris":[""]}],"mendeley":{"formattedCitation":"(Goldman et al., 2012, p. 14)","plainTextFormattedCitation":"(Goldman et al., 2012, p. 14)","previouslyFormattedCitation":"(Goldman et al., 2012, p. 14)"},"properties":{"noteIndex":0},"schema":""}(Goldman et al., 2012, p. 14). Design thinking, subsequently, encourages students to develop at what Brown ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5437/08956308X5503003","ISBN":"9780262680677","ISSN":"00178012","PMID":"18605031","abstract":"In the past, design has most often occurred fairly far downstream in the development process and has focused on making new products aesthetically attractive or enhancing brand perception through smart, evocative advertising. Today, as innovation's terrain expands to encompass human-centered processes and services as well as products, companies are asking designers to create ideas rather than to simply dress them up. Brown, the CEO and president of the innovation and design firm IDEO, is a leading proponent of design thinking-a method of meeting people's needs and desires in a technologically feasible and strategically viable way. In this article he offers several intriguing examples of the discipline at work. One involves a collaboration between frontline employees from health care provider Kaiser Permanente and Brown's firm to reengineer nursing-staff shift changes at four Kaiser hospitals. Close observation of actual shift changes, combined with brainstorming and rapid prototyping, produced new procedures and software that radically streamlined information exchange between shifts. The result was more time for nursing, better-informed patient care, and a happier nursing staff. Another involves the Japanese bicycle components manufacturer Shimano, which worked with IDEO to learn why 90% of American adults don't ride bikes. The interdisciplinary project team discovered that intimidating retail experiences, the complexity and cost of sophisticated bikes, and the danger of cycling on heavily trafficked roads had overshadowed people's happy memories of childhood biking. So the team created a brand concept-\"Coasting\"-to describe a whole new category of biking and developed new in-store retailing strategies, a public relations campaign to identify safe places to cycle, and a reference design to inspire designers at the companies that went on to manufacture Coasting bikes.","author":[{"dropping-particle":"","family":"Brown","given":"Tim","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Harvard Business Review","id":"ITEM-1","issue":"6","issued":{"date-parts":[["2008"]]},"note":"A Design Thinker's Personality Profile Tim Brown\nEmpathy - imaging world from mutiple perspectives; 'people first'\nIntegrative thinking - ability to see all the aspect to a problem, even the contradictory\nOptimism - believe that at least one potential solution is better than existing alternative\nExperimentalism - pose questions and explore contraints in creative ways\nCollaboration","page":"252","title":"Design thinking","type":"article-journal","volume":"86"},"uris":[""]}],"mendeley":{"formattedCitation":"(T. Brown, 2008)","manualFormatting":"(2008)","plainTextFormattedCitation":"(T. Brown, 2008)","previouslyFormattedCitation":"(T. Brown, 2008)"},"properties":{"noteIndex":0},"schema":""}(2008) describes as a “design thinker’s personality profile”, which includes characteristics of empathy, integrative thinking, optimism, experimentalism, and collaboration; all skills educators hope to instill in their students (p. 3). Design-based interdisciplinary activities encourage all students, but particularly middle-schoolers, to build confidence, empathy and active problem solving skills, while encouraging students to utilize their imaginations ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1111/j.1476-8070.2010.01632.x","ISBN":"9781605584034","ISSN":"14768062","PMID":"48584675","abstract":"Abstract\\nThe purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K-12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom?","author":[{"dropping-particle":"","family":"Carroll","given":"Maureen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Goldman","given":"Shelley","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Britos","given":"Leticia","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Koh","given":"Jaime","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Royalty","given":"Adam","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hornstein","given":"Michael","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Art and Design Education","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2010"]]},"note":"The focus of this article and research is using design thinking to build confidence, empathy and encourage active problem solving, while helping students to continue to use their imaginations, which often fades as student progresses through school. Three key questions framed the study: \n"How did students express their understanding of design thinking in classroom activities? How did affective elements impact design thinking in the classroom envirnoment? How does design thinking connected to academic standards adn content learning in the classroom?" (38)\nResearchers based their conclusions from focused observations of a group of 24 students from a grade 7 class in a semi-urban, public charter school in the San Francisco Bay Area. Adults involved included their teacher, two university design school staff members, two graduate student instructors, and graduate students who were utilized as small-group coaches. Design thinking was used to teach students about geography. Data collected included field notes, audio tapes, text and drawings produced by students. Three key themes emerged from their study. First, ‘Design as Exploring’, which highlighted the diverse aspect of the design thinking process. Second, ‘Design as Connecting’, where observers saw creative confidence in students and active collaboration throughout the process. Finally, ‘Design as Intersecting’, which is the relationship between design thinking and academic content. It is in the final theme that students were found to struggle the most; therefore, reinforcing the ideas that understanding the design thinking process at a younger age before infusing it with more complex problems. Even though this was the hardest part for students, in their key implications they state, "design thinking must be integrated into academic content. While it may stand alone, its power as a tool for learning comes in the ways it can support a diverse range of interdisciplinary academic content" (Carroll et al., 2010, p. 51). \n? \nAs I read this article, the clear connections to ADST where very apparent; however, I did note that I am only one person that does not have this many extra adults helping me! The authors also not that the small teacher/coach/student ration is not normal in all school; however, the general principles are applicable if design thinking is properly rolled out. The benefit of its ability to empower students in their own learning should be the focus, and design thinking allows them to be in control at the various stages of the process. In their conclusions, they point out that more research needs to be done into design thinking’s role in learning, and they conclude their article with a set of possible questions I could explore or tie to my initial thoughts and questions. Their questions can also help me refine my own focus moving forward. Also, their references list is extensive including Vygotsy's work on the sociognitive view of learning; therefore, a great reference point for me to find more articles in this key area of my interest. This article is also directly linked to the Bush et al. who also reference Standford Design THinking Framework, and the research at Stanford in this area. Furthermore, the article is full of amazing quotes to support my thoughts on how ADST (design thinking) can be implemented across the curriculum.","page":"37-53","title":"Destination, imagination and the fires within: Design Thinking in a middle school classroom","type":"article-journal","volume":"29"},"uris":[""]}],"mendeley":{"formattedCitation":"(Carroll et al., 2010)","plainTextFormattedCitation":"(Carroll et al., 2010)","previouslyFormattedCitation":"(Carroll et al., 2010)"},"properties":{"noteIndex":0},"schema":""}(Carroll et al., 2010). As a result of participating in design tasks, student engagement increases and students are supported in seeing the connections across subject areas ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"10949046","abstract":"To get more details, I asked a clarifying question: \"Will he need to pull the tuna up into the boat, or will he drag it behind?\" They told me he'd be dragging it.[...]we knew that any boat they would design would need to be able to go out into the water, and then pick up the tuna and drag it back.[...]while many groups made assumptions about Melody's wants (\"a voice,\" \"legs that work,\" \"to walk\"), some groups more deeply mined the text and included joining the Whiz Kids team (the quiz bowl team Melody wants to join) and a computer.[...]grade students study theme, which makes fables a nice literary genre to incorporate into making.Rather than simply recreating something they have seen, when students complete the full design process they come up with novel ideas.[...]they can articulate how their invention solves the problem, thus demonstrating their problem-solving skills.","author":[{"dropping-particle":"","family":"Blakemore","given":"Megan","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Knowledge Quest","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2018"]]},"note":"In the United States, the trend in recent years has been to create makerspaces in school libraries. The trend in this pairing, naturally leads to using makerspaces to connect maker culture and literacy. In this article, Blackmore outlines her experiences with using children's literature as part of the design process, specifically the problem scoping phase of the design process. Blackmore directly references and includes a link to Tufts University for Engineerings Novel Engineering project () where young students work through the design process tied to literacy. In the article, key research on problem scoping is outlined, including reference to qualitative research that concluded that when students were given a literary context, they engaged in problem scoping with greater interest. Blackmore notes that for students to more deeply practise their critical-thinking and problem-solving skills, they need to master problem scoping. She outlines some of the processes she has used including whole class brainstorming which the consider a hybrid approach to problem scoping, where students brainstorm group first with teacher directions, then break into smaller groups to do further problem scoping around the ideas generating in the group atmosphere. This can work with younger grades, like Grade 3 mentioned in this article, but is also a useful strategy for any teacher or grade new to design thinking and problem scoping. This supports my idea that, if we initially scaffold students through the pieces of the ADST model, like the problem defining stage, their subsequent success can only be higher. Once scaffolded through the process, students will then feel more comfortable with defining a problem the next time they are asked to do it. She points out how with practice student’s don't need the full group brainstorm, using an example with Grade 5’s solving problems for the main character in Sharon Draper’s novel Out of My Mind. (Blakemore, 2018) \nThe concepts in practice of what she outlines in this article directly tie to my research focus of utilizing the ADST language to frame learning in all subject areas. The idea that the younger we start with introducing design language to children, the more comfortable they become with the process through time. The utilization of literature in this article to help students practice problem scoping is a great, because literacy is the focus of learning from the time students enter education. Many school goals, including the goals at my current school are focused around literacy. Therefore, integrating literacy into the ADST model, specifically in the problem defining stage is an easy way to help scaffold teachers into using design thinking in their classrooms. In addition, in many design models, empathy is a key component to the design process. Teacher's frequently utilize literature to help students develop empahth skills, particularly at a primary level. In BC, library's have been remaking themselves as learning commons. Fusing makerspaces with libraries in the fashion outlined in this article, makes the learning commons experience even more authentic and real for students.","page":"66-69","title":"Problem scoping design thinking and close reading: Makerspaces in the school library","type":"article-journal","volume":"46"},"uris":[""]},{"id":"ITEM-2","itemData":{"author":[{"dropping-particle":"","family":"Bush","given":"Sarah B","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Karp","given":"Karen S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cox","given":"Richard","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cook","given":"Kristin Leigh","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Albanese","given":"Judith","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Karp","given":"Matthew","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Mathematics Teaching in the Middle School","id":"ITEM-2","issue":"4","issued":{"date-parts":[["2018"]]},"note":"Article relevance to my potential area of study which is: \n\nHow can I weave the ADST language through my practice, utilizing it as a lens through which I motivate students and colleagues to pursue their passions and enhance their learning experiences? How do the core competencies as outlined in the BC curriculum complement the ADST curriculum and how can the two combined enhance student’s engagement in learning tasks? \nHow can I help students access multiple modalities and opportunities through cross-curricular activities that incorporate Industrial Arts and ADST components?\n\nDesign Thinking Framework outlined here is like the ADST framework in the BC Curriculum for ADST: \nBC's new ADST curriculum outlines a design framework with similar stages, but it has 7 stages, with built in reflection opportunities along the way. The ADST curriculum is also cyclical, meaning that after the process, new questions may arise. Like the inquiry model of learning. \n\nThe stages of the ADST curriculum:\n1. Understanding context (Empathize with potential users)\n2. Defining \n3. Ideating\n4. Prototyping\n5. Testing\n6. Making\n7. Sharing \n\nCore Competencies:\n\nCommunication: ability for students to impart and exchange information; experiences; ideas etc. \n\nThinking: 'knowledge, skills and processes we associate with intellectual development'\nTwo main components - Critical Thinking &\nCreative Thinking\n\n\nPersonal and Social: ‘set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society’ \n\nGeneral questions that kept emerging from my annotations:\nWhy did they only showcase one case study?\nWhy this case study? Was it the most successful across the board?\nWhy not discuss one of the case studies that the students had trouble empathizing with?\nWas it okay in that case not to feel empathy? \nIs true empathy necessary in the Design Thinking Framework?\nWhy is there no sharing stage explicitly mentioned in the process? Having worked with middle schoolers - they love to share!\n\nOrange notes - general annotations / critiques / thoughts on the article \n\nYellow notes - ones where I draw specific connections to BC curriculum or reference BC curriculum\n\nGrey notes - Research they have utilized, and I have loaded into Mendeley and tagged for future reference \n\nQuote #1 - Blue \n"It is at the intersection of the Design Thinking Framework and transdisciplinary teaching that we believe provides a strong potential for powerful results - including increases in student interest and mathematical learning."(e2)\n\nThis quote ties to my direct vision when I first saw and read about the ADST curriculum in BC. I saw it less as its own curriculum, but more a way to frame how we approach traditional tasks in all subject areas. I also saw, that coupled with the core competencies, the two could be coming a common language from a young age in schools. Students would understand that all tasks can be refined and improved upon if they go through a design cycle. \n? \n? \n? Just like in applied design, when we write a story, we ideate or generate our ideas.? We then create the prototype – or first draft of our story.? Once our first draft is complete we test it out – by having others read it and give feedback.? That prototype then goes to the final stage where we make the final copy using the appropriate tools, and in this case it may be as simple as typing it up.? That final story is then shared and enjoyed by classmates, family members, perhaps a greater audience within the school. ?In the middle grades and higher, they can share this to the world, learning how to utilize digital environments in positive ways.? The application of the ADST language into a variety of subject areas also complements the weaving through of the core competencies.? The two together can help teachers embed a common language of growth mindset for students from K to 12.? The addition of these components to the curriculum provide a scope and sequence of learning for all students in the province, because these are the skills that are essential for success in school and in life. \n? \nIf they have familiarity with the language of the design process in traditional learning tasks, they should be able to transfer the process to more complex design tasks. However, the effectiveness, I hypothesize comes from a comfortability with the framework. If students are comfortable with the framework, then they will be more likely to persevere when they encounter problems. \n? \nIn the context of the case study they have shown here, middle school aged students at this stage are capable of amazing results with the right task and opportunity. The Design Thinking Framework allowed the teachers to structure the task into chunks of learning. Each stage overlaps and relies on each other, but the are distinct parts of the process. By breaking a task into the design process, there are built in explicit spots for them to reflect on where they have come and where they are going. Throughout the process they are communicating and collaborating. Although not explicitly mentioned I inferred that some of the outcomes from ELA had to have been included throughout. Students would have had to read text and make sense of it. When they shared their plans, they would have had to have written up their ideas and refined them in order to share them. \nThe possibility of the design thinking to weave together all the subject areas is very promising. Although they only showcase one example here, this example is very promising. In this specific case, they were able to demonstrate that students are capable of amazing things when the Design Thinking Framework and transdisciplinary teaching were partnered together. \n\nQuote #2 - Green \nNot necessarily to use to support further research, resonated with me because of the problematic nature of them selecting only one case study to highlight (more details in personal annotations green note)\n\nQuote #3 Purple - Connection to my current practice \nWorking with adolescents, I am consistently looking for ways to have students feel empathy towards the realities of our world. I like the possibility that design thinking can be one of those avenues through which they can truly feel empathy towards others. However, I also wonder if they are capable of true empathy at their age? Even adults struggle with empathy, and often empathy is confused wit sympathy. \n(more details in personal annotations, purple note)\n\nThe conclusions in this article are drawn from a variety of classroom settings over 5 years, where the group of researchers and teachers worked to engage students in mathematical learning through a transdisciplinary approached utilizing the Design Thinking Framework, which was developed by the Institute of Design at Stanford. The article highlights one particular design task where students at a rural Kentucky school designed a prosthetic for a Kidergartner. Key conclusions from their research included: empathy is hard for adolecents, teacher flexibility is a must, stages are messy, students must collaborate, and benefits of the Design Thinking Framework greatly outweigh the time involved in planning. The limitations are time, resources and training. Also the article only highlights one case study, it would have been benefitial to see more of the case studies they were involved in that led to their conclusions.","page":"e1 - e5","title":"Design Thinking Framework: Shaping powerful mathematics","type":"article-journal","volume":"23"},"uris":[""]},{"id":"ITEM-3","itemData":{"author":[{"dropping-particle":"","family":"Scheer","given":"Andrea","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Noweski","given":"Christine","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Meinel","given":"Christoph","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Design and Technology Education: An International Journal","id":"ITEM-3","issue":"3","issued":{"date-parts":[["2011"]]},"note":"In this article, the authors present an empirical study where they prove their hypothesis that a teacher would be more likely to repeat constructivist teaching in a real school scenario when applying the Design Thinking process. The article begins by outlining some of the history of constructivist learning, and Dewey’s problem-solving method. The researchers believe that Design Thinking can be more digestible for teachers than the abstract nature of Dewey’s problem-solving method. The empirical case study was with 125 10th grade high school students in Germany and a team of 12 teachers and coaches. Half the coaches were Dewey coaches and the other half were Design Thinking coaches, with all coaches chose being of similar character, briefed to ensure their knowledge level of methods would be equal. Students were divided into 22 teams of 5 to 6 students each to face a real-world challenge. Throughout the process, students, teachers, and coaches were asked to fill out quantitative questionnaires, that were then used to analyze and evaluate Design thinking as a teaching method in comparison to Dewey’s recommendations. Their findings showed that Design Thinking fostered metacognitive skills and competencies which explicitly let to motivation of both students and teachers in wanting to participate in more constructivist learning experiences. The researchers believe that, "Design Thinking can serve as the missing link between theoretical findings in pedagogy science and the actual practical realisation in schools." (p18) \n? \nThe limitations are that this is one study based from the self-perception of a small group of teachers. However, promising in that more research in the area could further prove that the Design Thinking will help teachers feel comfortable with a constructivist approach to teaching in the 21st Century. Furthermore, directly ties to how we can get teachers more comfortable with taking an interdisciplinary approach to teaching. Design Framework can help students in all subject areas, and this idea is echoed in other articles (Blakemore, 2018; Bush et al., 2018; Carroll et al., 2010), where student engagement in a Design Thinking model seems to be high and students are receptive to learning being framed in this manner. \nIn this article, there are several other key references to research in this area that will be useful as I move forward with this field of research. Specifically, how the Design Thinking model outlined in this article directly connects to the ADST model and how both fosters the core competencies of communication, critical thinking and creativity. \n? \nThey key steps in the Design Thinking model used in this article are: understand, observe, synthesis, ideate, prototype, and test, where students follow the steps in a cyclical and iterative nature.","page":"8-19","title":"Transforming constructivist learning into action: Design Thinking in education","type":"article-journal","volume":"17"},"uris":[""]},{"id":"ITEM-4","itemData":{"DOI":"10.7771/2157-9288.1072","abstract":"This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as developing STEM professionals with middle school students.","author":[{"dropping-particle":"","family":"Carroll","given":"Maureen","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Pre-College Engineering Education Research (J-PEER)","id":"ITEM-4","issue":"1","issued":{"date-parts":[["2014"]]},"note":""Deep and meaningful collaborati","page":"14-30","title":"Shoot for the moon! The mentors and the middle schoolers explore the intersection of design thinking and STEM","type":"article-journal","volume":"4"},"uris":[""]},{"id":"ITEM-5","itemData":{"DOI":"10.1111/j.1476-8070.2010.01632.x","ISBN":"9781605584034","ISSN":"14768062","PMID":"48584675","abstract":"Abstract\\nThe purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K-12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom?","author":[{"dropping-particle":"","family":"Carroll","given":"Maureen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Goldman","given":"Shelley","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Britos","given":"Leticia","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Koh","given":"Jaime","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Royalty","given":"Adam","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hornstein","given":"Michael","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Art and Design Education","id":"ITEM-5","issue":"1","issued":{"date-parts":[["2010"]]},"note":"The focus of this article and research is using design thinking to build confidence, empathy and encourage active problem solving, while helping students to continue to use their imaginations, which often fades as student progresses through school. Three key questions framed the study: \n"How did students express their understanding of design thinking in classroom activities? How did affective elements impact design thinking in the classroom envirnoment? How does design thinking connected to academic standards adn content learning in the classroom?" (38)\nResearchers based their conclusions from focused observations of a group of 24 students from a grade 7 class in a semi-urban, public charter school in the San Francisco Bay Area. Adults involved included their teacher, two university design school staff members, two graduate student instructors, and graduate students who were utilized as small-group coaches. Design thinking was used to teach students about geography. Data collected included field notes, audio tapes, text and drawings produced by students. Three key themes emerged from their study. First, ‘Design as Exploring’, which highlighted the diverse aspect of the design thinking process. Second, ‘Design as Connecting’, where observers saw creative confidence in students and active collaboration throughout the process. Finally, ‘Design as Intersecting’, which is the relationship between design thinking and academic content. It is in the final theme that students were found to struggle the most; therefore, reinforcing the ideas that understanding the design thinking process at a younger age before infusing it with more complex problems. Even though this was the hardest part for students, in their key implications they state, "design thinking must be integrated into academic content. While it may stand alone, its power as a tool for learning comes in the ways it can support a diverse range of interdisciplinary academic content" (Carroll et al., 2010, p. 51). \n? \nAs I read this article, the clear connections to ADST where very apparent; however, I did note that I am only one person that does not have this many extra adults helping me! The authors also not that the small teacher/coach/student ration is not normal in all school; however, the general principles are applicable if design thinking is properly rolled out. The benefit of its ability to empower students in their own learning should be the focus, and design thinking allows them to be in control at the various stages of the process. In their conclusions, they point out that more research needs to be done into design thinking’s role in learning, and they conclude their article with a set of possible questions I could explore or tie to my initial thoughts and questions. Their questions can also help me refine my own focus moving forward. Also, their references list is extensive including Vygotsy's work on the sociognitive view of learning; therefore, a great reference point for me to find more articles in this key area of my interest. This article is also directly linked to the Bush et al. who also reference Standford Design THinking Framework, and the research at Stanford in this area. Furthermore, the article is full of amazing quotes to support my thoughts on how ADST (design thinking) can be implemented across the curriculum.","page":"37-53","title":"Destination, imagination and the fires within: Design Thinking in a middle school classroom","type":"article-journal","volume":"29"},"uris":[""]}],"mendeley":{"formattedCitation":"(Blakemore, 2018; Bush et al., 2018; Carroll, 2014; Carroll et al., 2010; Scheer et al., 2011)","plainTextFormattedCitation":"(Blakemore, 2018; Bush et al., 2018; Carroll, 2014; Carroll et al., 2010; Scheer et al., 2011)","previouslyFormattedCitation":"(Blakemore, 2018; Bush et al., 2018; Carroll, 2014; Carroll et al., 2010; Scheer et al., 2011)"},"properties":{"noteIndex":0},"schema":""}(Blakemore, 2018; Bush et al., 2018; Carroll, 2014; Carroll et al., 2010; Scheer et al., 2011); furthermore, utilizing a design thinking framework allows teachers to get more comfortable with taking an interdisciplinary approach to teaching ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Scheer","given":"Andrea","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Noweski","given":"Christine","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Meinel","given":"Christoph","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Design and Technology Education: An International Journal","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2011"]]},"note":"In this article, the authors present an empirical study where they prove their hypothesis that a teacher would be more likely to repeat constructivist teaching in a real school scenario when applying the Design Thinking process. The article begins by outlining some of the history of constructivist learning, and Dewey’s problem-solving method. The researchers believe that Design Thinking can be more digestible for teachers than the abstract nature of Dewey’s problem-solving method. The empirical case study was with 125 10th grade high school students in Germany and a team of 12 teachers and coaches. Half the coaches were Dewey coaches and the other half were Design Thinking coaches, with all coaches chose being of similar character, briefed to ensure their knowledge level of methods would be equal. Students were divided into 22 teams of 5 to 6 students each to face a real-world challenge. Throughout the process, students, teachers, and coaches were asked to fill out quantitative questionnaires, that were then used to analyze and evaluate Design thinking as a teaching method in comparison to Dewey’s recommendations. Their findings showed that Design Thinking fostered metacognitive skills and competencies which explicitly let to motivation of both students and teachers in wanting to participate in more constructivist learning experiences. The researchers believe that, "Design Thinking can serve as the missing link between theoretical findings in pedagogy science and the actual practical realisation in schools." (p18) \n? \nThe limitations are that this is one study based from the self-perception of a small group of teachers. However, promising in that more research in the area could further prove that the Design Thinking will help teachers feel comfortable with a constructivist approach to teaching in the 21st Century. Furthermore, directly ties to how we can get teachers more comfortable with taking an interdisciplinary approach to teaching. Design Framework can help students in all subject areas, and this idea is echoed in other articles (Blakemore, 2018; Bush et al., 2018; Carroll et al., 2010), where student engagement in a Design Thinking model seems to be high and students are receptive to learning being framed in this manner. \nIn this article, there are several other key references to research in this area that will be useful as I move forward with this field of research. Specifically, how the Design Thinking model outlined in this article directly connects to the ADST model and how both fosters the core competencies of communication, critical thinking and creativity. \n? \nThey key steps in the Design Thinking model used in this article are: understand, observe, synthesis, ideate, prototype, and test, where students follow the steps in a cyclical and iterative nature.","page":"8-19","title":"Transforming constructivist learning into action: Design Thinking in education","type":"article-journal","volume":"17"},"uris":[""]},{"id":"ITEM-2","itemData":{"DOI":"10.12973/eurasia.2016.1538a","ISSN":"13058223","abstract":"The aim of this study was to investigate STEAM (Science, Technology, Engineering, Arts, and Mathematics) teacher education and to examine the successful conditions for its implementation. This study observed two leading schools that have actively participated in STEAM education since the initial stage of STEAM education in Korea. Through participant observation, we videotaped actual lessons, interviewed teachers, and collected their documents. The data analysis was carried out from a community of practice (CoP) perspective and the CoP dimensions were categorized as joint enterprise, mutual engagement, and shared repertoire. The results show that the two communities shared similar dimensions: open-mindedness and self-innovation as joint enterprise, reciprocal relationship and continuous role exchange as mutual engagement, and educational materials and abundant time as shared repertoire. This study gives some practical implications for teachers’ successful engagement with and for their competency in STEAM education. Keywords:","author":[{"dropping-particle":"","family":"Jho","given":"Hunkoog","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hong","given":"Oksu","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Song","given":"Jinwoong","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Eurasia Journal of Mathematics, Science and Technology Education","id":"ITEM-2","issue":"7","issued":{"date-parts":[["2016"]]},"note":". In Korea, there has been a movement towards utilizing STEAM education to increase students' interest in and understanding of science by linking it regularly to other disciplines, including the arts. Researchers initially identified that despite the increase in STEAM education efforts, the lack of materials, training, support, and opportunities to collaborate with other teachers were standing in the way of proper, sustainable implementation. The purpose of this study was to look at how STEAM teacher education led to better conditions for implementation of STEAM education in Korean schools. The researchers were government funded, and they utilized a case study approach, where they focused on two communities of teachers one from primary school and one from high school. Both communities of teachers were asked to work together to create and implement educational materials, which other teachers would eventually use in their classrooms. The research relied on participant observation, videotapes of actual lessons, documents produced during lessons, and interviews with teachers. Teachers in the communities were provided with at least 15 hours of online in-service training, with the option of further training opportunities. The key conclusions included the fact that when there is a community of teachers working together, it is easier to implement STEAM into schools. A key finding was that teacher's that choose to work together, need to make sure they develop a community that is open and allows teachers to talk freely in their opinions. As a community of teachers, it is easier to work through problems and find solutions. Finally, "to adapt to the rapid change in educational environment, teachers should hold an attitude of "self-innovation" and a community is helpful for teachers to be more innovative" (Jho, Hong, & Song, 2016, p. 1859). \n\nArticle connects to the idea that teacher's need support if they are going to take the initiative to implement interdisciplinary lessons in their classroom. They need time and support to feel comfortable with doing so. The ADST curriculum has been rolled out in BC, but the direct in-service opportunities have been limited. The true power of the curriculum's language to be connected to all the subjects in powerful cross curriculum learning opportunities. Furthermore; the research cited throughout this article will be useful for a further investigation on how to help teachers feel comfortable with adopting an interdisciplinary approach to teaching utilizing design thinking process.","page":"1843-1862","title":"An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective","type":"article-journal","volume":"12"},"uris":[""]}],"mendeley":{"formattedCitation":"(Jho, Hong, & Song, 2016; Scheer et al., 2011)","plainTextFormattedCitation":"(Jho, Hong, & Song, 2016; Scheer et al., 2011)","previouslyFormattedCitation":"(Jho, Hong, & Song, 2016; Scheer et al., 2011)"},"properties":{"noteIndex":0},"schema":""}(Jho, Hong, & Song, 2016; Scheer et al., 2011).When I first saw and read about the ADST curriculum in BC, I saw it less as its own curriculum, but more as a way to frame how we approach traditional tasks in all subject areas. Since it is based around the principles of design thinking, the curriculum itself can be used to create interdisciplinary learning opportunities. It is at the intersection of the design thinking and interdisciplinary teaching that a strong potential for powerful results in student learning and engagement can exist ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Bush","given":"Sarah B","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Karp","given":"Karen S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cox","given":"Richard","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cook","given":"Kristin Leigh","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Albanese","given":"Judith","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Karp","given":"Matthew","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Mathematics Teaching in the Middle School","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2018"]]},"note":"Article relevance to my potential area of study which is: \n\nHow can I weave the ADST language through my practice, utilizing it as a lens through which I motivate students and colleagues to pursue their passions and enhance their learning experiences? How do the core competencies as outlined in the BC curriculum complement the ADST curriculum and how can the two combined enhance student’s engagement in learning tasks? \nHow can I help students access multiple modalities and opportunities through cross-curricular activities that incorporate Industrial Arts and ADST components?\n\nDesign Thinking Framework outlined here is like the ADST framework in the BC Curriculum for ADST: \nBC's new ADST curriculum outlines a design framework with similar stages, but it has 7 stages, with built in reflection opportunities along the way. The ADST curriculum is also cyclical, meaning that after the process, new questions may arise. Like the inquiry model of learning. \n\nThe stages of the ADST curriculum:\n1. Understanding context (Empathize with potential users)\n2. Defining \n3. Ideating\n4. Prototyping\n5. Testing\n6. Making\n7. Sharing \n\nCore Competencies:\n\nCommunication: ability for students to impart and exchange information; experiences; ideas etc. \n\nThinking: 'knowledge, skills and processes we associate with intellectual development'\nTwo main components - Critical Thinking &\nCreative Thinking\n\n\nPersonal and Social: ‘set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society’ \n\nGeneral questions that kept emerging from my annotations:\nWhy did they only showcase one case study?\nWhy this case study? Was it the most successful across the board?\nWhy not discuss one of the case studies that the students had trouble empathizing with?\nWas it okay in that case not to feel empathy? \nIs true empathy necessary in the Design Thinking Framework?\nWhy is there no sharing stage explicitly mentioned in the process? Having worked with middle schoolers - they love to share!\n\nOrange notes - general annotations / critiques / thoughts on the article \n\nYellow notes - ones where I draw specific connections to BC curriculum or reference BC curriculum\n\nGrey notes - Research they have utilized, and I have loaded into Mendeley and tagged for future reference \n\nQuote #1 - Blue \n"It is at the intersection of the Design Thinking Framework and transdisciplinary teaching that we believe provides a strong potential for powerful results - including increases in student interest and mathematical learning."(e2)\n\nThis quote ties to my direct vision when I first saw and read about the ADST curriculum in BC. I saw it less as its own curriculum, but more a way to frame how we approach traditional tasks in all subject areas. I also saw, that coupled with the core competencies, the two could be coming a common language from a young age in schools. Students would understand that all tasks can be refined and improved upon if they go through a design cycle. \n? \n? \n? Just like in applied design, when we write a story, we ideate or generate our ideas.? We then create the prototype – or first draft of our story.? Once our first draft is complete we test it out – by having others read it and give feedback.? That prototype then goes to the final stage where we make the final copy using the appropriate tools, and in this case it may be as simple as typing it up.? That final story is then shared and enjoyed by classmates, family members, perhaps a greater audience within the school. ?In the middle grades and higher, they can share this to the world, learning how to utilize digital environments in positive ways.? The application of the ADST language into a variety of subject areas also complements the weaving through of the core competencies.? The two together can help teachers embed a common language of growth mindset for students from K to 12.? The addition of these components to the curriculum provide a scope and sequence of learning for all students in the province, because these are the skills that are essential for success in school and in life. \n? \nIf they have familiarity with the language of the design process in traditional learning tasks, they should be able to transfer the process to more complex design tasks. However, the effectiveness, I hypothesize comes from a comfortability with the framework. If students are comfortable with the framework, then they will be more likely to persevere when they encounter problems. \n? \nIn the context of the case study they have shown here, middle school aged students at this stage are capable of amazing results with the right task and opportunity. The Design Thinking Framework allowed the teachers to structure the task into chunks of learning. Each stage overlaps and relies on each other, but the are distinct parts of the process. By breaking a task into the design process, there are built in explicit spots for them to reflect on where they have come and where they are going. Throughout the process they are communicating and collaborating. Although not explicitly mentioned I inferred that some of the outcomes from ELA had to have been included throughout. Students would have had to read text and make sense of it. When they shared their plans, they would have had to have written up their ideas and refined them in order to share them. \nThe possibility of the design thinking to weave together all the subject areas is very promising. Although they only showcase one example here, this example is very promising. In this specific case, they were able to demonstrate that students are capable of amazing things when the Design Thinking Framework and transdisciplinary teaching were partnered together. \n\nQuote #2 - Green \nNot necessarily to use to support further research, resonated with me because of the problematic nature of them selecting only one case study to highlight (more details in personal annotations green note)\n\nQuote #3 Purple - Connection to my current practice \nWorking with adolescents, I am consistently looking for ways to have students feel empathy towards the realities of our world. I like the possibility that design thinking can be one of those avenues through which they can truly feel empathy towards others. However, I also wonder if they are capable of true empathy at their age? Even adults struggle with empathy, and often empathy is confused wit sympathy. \n(more details in personal annotations, purple note)\n\nThe conclusions in this article are drawn from a variety of classroom settings over 5 years, where the group of researchers and teachers worked to engage students in mathematical learning through a transdisciplinary approached utilizing the Design Thinking Framework, which was developed by the Institute of Design at Stanford. The article highlights one particular design task where students at a rural Kentucky school designed a prosthetic for a Kidergartner. Key conclusions from their research included: empathy is hard for adolecents, teacher flexibility is a must, stages are messy, students must collaborate, and benefits of the Design Thinking Framework greatly outweigh the time involved in planning. The limitations are time, resources and training. Also the article only highlights one case study, it would have been benefitial to see more of the case studies they were involved in that led to their conclusions.","page":"e1 - e5","title":"Design Thinking Framework: Shaping powerful mathematics","type":"article-journal","volume":"23"},"locator":"e2","uris":[""]}],"mendeley":{"formattedCitation":"(Bush et al., 2018, p. e2)","plainTextFormattedCitation":"(Bush et al., 2018, p. e2)","previouslyFormattedCitation":"(Bush et al., 2018, p. e2)"},"properties":{"noteIndex":0},"schema":""}(Bush et al., 2018, p. e2). Students are able to understand that all tasks can be refined and improved upon if they go through an iterative design cycle, that learning does not stop, it is a continuous journey of expanding upon our previous knowledge, skills, and experiences.Statement of the Issue Many students begin to disengage from learning and school during middle school, often demonstrating more negative attitudes towards learning coupled with a decrease in effort ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.3102/0002831214532515","abstract":"All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space. Her research interests include teachers' and students' perceptions of academic challenge and the development of motivation and emotions during challenging learning activities.","author":[{"dropping-particle":"","family":"Turner","given":"Julianne C","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Christensen","given":"Andrea","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kackar-Cam","given":"Hayal Z","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Trucano","given":"Meg","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Fulmer","given":"Sara M","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"American Educational Research Journal","id":"ITEM-1","issue":"6","issued":{"date-parts":[["2014"]]},"note":"Many students begin to disengage from learning and school during middle school, often demonstrating more negative attitudes towards learning coupled with a decrease in effort (Turner et al.). \nTurner et al (2014) conceptualize classroomsas systems that deveople through a partnership between teachers and studnets stating that "teachers can support students' perceptions of belongingness, competence, and autonomy and make content more meaningful through their instruction (p.1199). Ulitmately, meaningful instructional strategies help students co-develop learning opportunities where they are engage in the process.","page":"1195-1226","title":"Enhancing students' engagement: Report of a 3-year intervention with middle school teachers","type":"article-journal","volume":"51"},"uris":[""]}],"mendeley":{"formattedCitation":"(Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014)","plainTextFormattedCitation":"(Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014)","previouslyFormattedCitation":"(Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014)"},"properties":{"noteIndex":0},"schema":""}(Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014). Therefore, it is important that educators in middle school create an environment that is responsive to the changing needs of young adolescents, with an awareness of the social emotional needs of students during these critical years ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Brown","given":"Dave F.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Knowles","given":"Trudy","non-dropping-particle":"","parse-names":false,"suffix":""}],"edition":"Second","editor":[{"dropping-particle":"","family":"Luedeke","given":"Lisa","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2007"]]},"number-of-pages":"1-290","publisher":"Heinemann","publisher-place":"Portsmouth","title":"What every middle school teacher should know","type":"book"},"uris":[""]}],"mendeley":{"formattedCitation":"(D. F. Brown & Knowles, 2007)","plainTextFormattedCitation":"(D. F. Brown & Knowles, 2007)","previouslyFormattedCitation":"(D. F. Brown & Knowles, 2007)"},"properties":{"noteIndex":0},"schema":""}(D. F. Brown & Knowles, 2007). In middle school, students struggle with a myriad of social, physical, and emotional changes; consequently, teachers need to create learning opportunities that help them engage in and take ownership of their learning. ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1177/1053451214536039","ISSN":"15384810","abstract":"With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learning targets, how to collect and document evidence of their learning, and how to evaluate and clarify additional learning needs, leading to the ultimate goal of improving student achievement. This article (a) describes how promoting student ownership benefits students, (b) identifies some evidence-based practices that promote student ownership of learning, and (c) illustrates the important role student ownership plays in formative instructional practices. Expectations and accountability for student and teacher per-formance are increasing. With the widespread adoption of the Common Core State Standards, teachers must address the challenge of improving student achievement at the same time they are adjusting their curriculum, instruction, and class-room assessments. To make this shift successfully, it is more important than ever that teachers are able to (a) deconstruct academic standards into clear learning targets, (b) collect and document evidence of student learning, (c) analyze assess-ment results and provide students with effective feedback on their performance, and (d) promote student ownership of learning. With all that teachers are tasked with doing, they may overlook the importance of promoting student owner-ship of learning. However, when teachers take time to empower students by teaching them how to take an active role in their education and providing them opportunities to do so, student engagement contributes to the goal of improving student achievement. This article (a) describes how promot-ing student ownership can benefit students and (b) identifies evidence-based practices that promote student ownership of learning as part of formative instructional practices.","author":[{"dropping-particle":"","family":"Chan","given":"Paula E","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Graham-Day","given":"Kristall J","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ressa","given":"Virginia A","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Peters","given":"Mary T","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Konrad","given":"Moira","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Intervention in School and Clinic","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2014"]]},"note":"Chan et al (2014) note that in order for students to have ownership over their learning, they need to have clear learning targets because these provide clear expectations for performance; furthermore, students need to learn learn to track their progress, monitoring thier own expereinces, thus investing themselves in their own achievement and growth. Feedback is a key component of helping students internalize ownership over what to do next and how to do it better (Chan et al, 2014), and design thinking frameworks with their built in iteraction provide the perfect opportunitiy for studnets to feel control over their learning journey.","page":"105-113","title":"Beyond involvement: Promoting student ownership of learning in classrooms","type":"article-journal","volume":"50"},"uris":[""]}],"mendeley":{"formattedCitation":"(Chan, Graham-Day, Ressa, Peters, & Konrad, 2014)","manualFormatting":"Chan, Graham-Day, Ressa, Peters, & Konrad (2014)","plainTextFormattedCitation":"(Chan, Graham-Day, Ressa, Peters, & Konrad, 2014)","previouslyFormattedCitation":"(Chan, Graham-Day, Ressa, Peters, & Konrad, 2014)"},"properties":{"noteIndex":0},"schema":""}Chan, Graham-Day, Ressa, Peters, & Konrad (2014) note that in order for students to have ownership over their learning, they need to have clear learning targets because these provide clear expectations for performance; furthermore, students need to learn to track their progress, monitoring their own experiences, thus investing themselves in their own achievement and growth. Feedback is a key component of helping students internalize ownership over what to do next and how to do it better, ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1177/1053451214536039","ISSN":"15384810","abstract":"With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learning targets, how to collect and document evidence of their learning, and how to evaluate and clarify additional learning needs, leading to the ultimate goal of improving student achievement. This article (a) describes how promoting student ownership benefits students, (b) identifies some evidence-based practices that promote student ownership of learning, and (c) illustrates the important role student ownership plays in formative instructional practices. Expectations and accountability for student and teacher per-formance are increasing. With the widespread adoption of the Common Core State Standards, teachers must address the challenge of improving student achievement at the same time they are adjusting their curriculum, instruction, and class-room assessments. To make this shift successfully, it is more important than ever that teachers are able to (a) deconstruct academic standards into clear learning targets, (b) collect and document evidence of student learning, (c) analyze assess-ment results and provide students with effective feedback on their performance, and (d) promote student ownership of learning. With all that teachers are tasked with doing, they may overlook the importance of promoting student owner-ship of learning. However, when teachers take time to empower students by teaching them how to take an active role in their education and providing them opportunities to do so, student engagement contributes to the goal of improving student achievement. This article (a) describes how promot-ing student ownership can benefit students and (b) identifies evidence-based practices that promote student ownership of learning as part of formative instructional practices.","author":[{"dropping-particle":"","family":"Chan","given":"Paula E","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Graham-Day","given":"Kristall J","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ressa","given":"Virginia A","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Peters","given":"Mary T","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Konrad","given":"Moira","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Intervention in School and Clinic","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2014"]]},"note":"Chan et al (2014) note that in order for students to have ownership over their learning, they need to have clear learning targets because these provide clear expectations for performance; furthermore, students need to learn learn to track their progress, monitoring thier own expereinces, thus investing themselves in their own achievement and growth. Feedback is a key component of helping students internalize ownership over what to do next and how to do it better (Chan et al, 2014), and design thinking frameworks with their built in iteraction provide the perfect opportunitiy for studnets to feel control over their learning journey.","page":"105-113","title":"Beyond involvement: Promoting student ownership of learning in classrooms","type":"article-journal","volume":"50"},"uris":[""]}],"mendeley":{"formattedCitation":"(Chan et al., 2014)","plainTextFormattedCitation":"(Chan et al., 2014)","previouslyFormattedCitation":"(Chan et al., 2014)"},"properties":{"noteIndex":0},"schema":""}(Chan et al., 2014) and design thinking frameworks and the ADST curriculum, with their built in iteration processes, provide the perfect opportunity for students to establish control over their learning journey.Jho, Hong, & Song (2016) argue that teachers need time and support to feel comfortable and confident in implementing interdisciplinary lessons in their classroom. The ADST curriculum has been rolled out in British Columbia, but the direct in-service opportunities have been limited; subsequently, many teachers have struggled with how to implement the ADST curriculum confidently. As a result, they do ‘cookie-cutter’ assignments because there is a lack of mentoring and support on how to create true design opportunities. Teachers need to feel confident in producing meaningful learning opportunities that “empower children to see the whole picture and not feel like they are just following steps handed to them” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Martinez","given":"Sylvia Libow","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Stager","given":"Gary","non-dropping-particle":"","parse-names":false,"suffix":""}],"edition":"Second","id":"ITEM-1","issued":{"date-parts":[["2019"]]},"publisher":"Constructing Modern Knowledge Press","publisher-place":"Torrence","title":"Invent to learn: Making, tinkering, and engineering in the classroom","type":"book"},"locator":"51","uris":[""]}],"mendeley":{"formattedCitation":"(Martinez & Stager, 2019, p. 51)","manualFormatting":"(Martinez & Stager, 2013, p. 53)","plainTextFormattedCitation":"(Martinez & Stager, 2019, p. 51)","previouslyFormattedCitation":"(Martinez & Stager, 2013, p. 51)"},"properties":{"noteIndex":0},"schema":""}(Martinez & Stager, 2013, p. 53).Purpose The purpose of this paper is to examine the current landscape of design thinking in education and how it can positively impact learning in middle schools. Furthermore, I intend to provide relevant, practical ways in which middle school educators can implement design thinking activities for students in their schools.Inquiry ThesisThe interdisciplinary nature of design allows for students to participate in authentic learning opportunities that incorporate their passions and curiosities, which leads to my capstone inquiry:Does design thinking, with built-in iteration and collaboration, entice middle-schoolers to take ownership of their learning?Significance of the Study In our rapidly changing world, it has become more important than ever to ensure that the education system engages students in learning experiences that will be transferable into their futures. The significance of this paper is multifaceted for design thinking allows teachers and education leaders to rethink the way we present learning opportunities to middle school children. From my research, I believe that practical ways to implement exciting learning opportunities for middle school student will emerge. Through the utilization of design thinking, all stakeholders, including teachers, leaders, parents, and students, in the education system can see that through a simple reframing of how we view traditional tasks, students can become agents of their own learning. Ultimately, I hope that design thinking can become a common language in our schools from kindergarten to grade twelve. My hope is that students will understand that all tasks can be refined and improved upon if they go through a design cycle, and that learning does not stop at the end of a unit; we are always learning. The research I will present shows that the effectiveness of design thinking comes from establishing environments where students are comfortable with exercising their creativity whilst being encouraged to preserve when they encounter complications. Classrooms where the process is as important, if not more imperative than the product.Outline of the Remainder of the Paper In the subsequent sections of this paper I will outline the theory and history of design thinking and its permeation into educational settings. I will begin with defining key terms in design thinking as well as terminology around student ownership of learning. An extensive literature review will be completed, which will include looking at the history of the intersection of design thinking and education. Studies where design thinking has been implemented in middle and high school settings will be examined and discussed. Furthermore, literature around engagement and ownership of learning in a middle school context will be investigated. Finally, I will propose ways in educators can implement innovative, impactful design thinking activities in middle school.ReferencesADDIN Mendeley Bibliography CSL_BIBLIOGRAPHY Blakemore, M. (2018). Problem scoping design thinking and close reading: Makerspaces in the school library. Knowledge Quest, 46(4), 66–69.Brown, D. F., & Knowles, T. (2007). What every middle school teacher should know. (L. Luedeke, Ed.) (Second). Portsmouth: Heinemann.Brown, R., Condor, S., Mathews, A., Wade, G., Williams, J., Cheung, H. Y., … Cleary, M. (2013). Developing designer identity through reflection. Educational Technology, 53(3), 13–25. Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 252. Bush, S. B., Karp, K. S., Cox, R., Cook, K. L., Albanese, J., & Karp, M. (2018). Design Thinking Framework: Shaping powerful mathematics. Mathematics Teaching in the Middle School, 23(4), e1–e5.Carroll, M. (2014). Shoot for the moon! The mentors and the middle schoolers explore the intersection of design thinking and STEM. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 14–30. Carroll, M. (2015). Stretch, dream, and do-A 21st century design thinking & STEM journey. Journal of Research in STEM Education, 1(1), 59–70. Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination and the fires within: Design Thinking in a middle school classroom. International Journal of Art and Design Education, 29(1), 37–53. Chan, P. E., Graham-Day, K. J., Ressa, V. A., Peters, M. T., & Konrad, M. (2014). Beyond involvement: Promoting student ownership of learning in classrooms. Intervention in School and Clinic, 50(2), 105–113.Clayton, C. D., & Ardito, G. (2009). Teaching for ownership in middle school science classroom: Towards inquiry in an age of accountablity. Middle Grades Research Journal, 4(4), 53–80.Crouch, C., & Pearce, J. (2012). Doing Research in Design. Doing Research in Design. London: Berg. Davis, M. (1999). Design’s inherent interdisciplinarity: The arts in integrated curricula. Arts Education Policy Review, 101(1), 8–13.Davis, M., & Littlejohn, D. (2017). The culture of practice. In S. Goldman & Z. Kabayadondo (Eds.), Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms (pp. 20–36). New York: Routledge.Fried, R. L. (2001). The passionate learner: How teachers and parents can help children reclaim the joy of discovery. Boston: Beacon Press.Goldman, S., Carroll, M. P., Kabayadondo, Z., Cavagnaro, L. B., Royalty, A., Roth, B., … Kim, J. (2012). Assessing d.learning: Capturing the journey of becoming a design thinker. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research: Measuring Performance in Context (pp. 13–33). Heidelberg/New York: Springer.Goldman, S., & Kabayadondo, Z. (2017). Taking design thinking to school. In S. Goldman & Z. Kabayadondo (Eds.), Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms (pp. 3–19). New York: Routledge.Hsiao, Y.-P., & Liu, M. (2002). Middle school students as multimedia designers: A project-based learning approach. Journal of Interactive Learning Research, 13(4), 311–337. Jho, H., Hong, O., & Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1843–1862. Johnson, Z. (2017). Teachers as designers of context-adaptive learning experience. In S. Goldman & Z. Kabayadondo (Eds.), Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms (pp. 126–142). New York: Routledge.Martinez, S. L., & Stager, G. (2019). Invent to learn: Making, tinkering, and engineering in the classroom (Second). Torrence: Constructing Modern Knowledge Press.Scheer, A., Noweski, C., & Meinel, C. (2011). Transforming constructivist learning into action: Design Thinking in education. Design and Technology Education: An International Journal, 17(3), 8–19. Soleas, T. (2015). Integrating design thinking and metacognition: An accessible way to cultivate thinkers. Ubiquitous Learning: An International Journal, 8(4), 1–13. Spencer, J., & Juliani, A. J. (2016). Launch: Using design thinkint to boost creativity and bring out the maker in every student. San Diego: DaAve Burgess Consulting, Inc.Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing students’ engagement: Report of a 3-year intervention with middle school teachers. American Educational Research Journal, 51(6), 1195–1226. Nadine, this is outstanding work! Not only is this chapter close to being completed but you have also done great work in mapping out the scope of your entire project. Your review of material here in the introduction, by way of background and significance, is excellent. Each section here is comprehensive and complete, save for the additions you wish to add. You are off to a great project. Full marks for this chapter: 30/30.Your class presentation was also outstanding in content, depth and creativity. And your website is perhaps the best I’ve seen created by a student for class purposes, either here or at SFU; the sheer size of the site already is beyond impressive! While I realize the site houses more than the scope of the 511 course, I really like how you have consolidated everything into one site. Obviously, the site is serving you well.You clearly deserve full marks for all the work you have done in the course, so a 4.0 is really the only appropriate assessment, numerically speaking. And I want also to laud your generous and kind spirit in helping your classmates; this is the mark of true humanity. Finally, you brought a delicious wit and humor to the class, always welcome in any organization! It has been both a pleasure and an honour working with you! Please feel free to keep in touch should you have any questions or just wish for an ear to listen. –Charles ................
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