The session was a good learning experience. As usual, we had to do a hands on activity which really proved to be worthwhile. I was impressed the way it was facilitated- I would rather call it, 'structured facilitation of a divergent, laterally thought provoking activity'. I liked the way I was receiving the signals from the facilitator to caution me about some of the caveats in this process. I thought this could be one of the processes which could be used in our classroom too.
The activity on Design Thinking Challenge starts with a handout for each participant and done in pairs. One, in turn, acts as a client and other as the 'designer'. Like any other investigation, the activity starts with a probing question, followed through with the steps of the design e.g. emphatising, defining, ideating, prototyping, testing, reflecting and finally, iterating. Immediately I could recall and relate to an important process a classroom teacher uses - formative assessment. Most enjoyable part was collecting 'qualitative' data for 'What's the story' which is a purposeful conversation between two people. Purpose for the designer was to collect information from the 'client', mainly based on empathy. This is to figure out what our clients desire or wish to possess (reminds me Steve Job showing off his first Iphone in 2007).
I was also surprised to see a discussion on probabilistic normal distribution curve with standard deviation highlighted (ref. Adoption of Innovation: Geoghegan, Moore and Rogers). It is interesting that the laggards and innovators-early adopters are positioned on the two opposing tails of the bell curve and both are one standard deviation away from the typical central value.
Today I will stop there!