Makerspaces, Design Thinking und SeriousPlay: Workshop
1.
2. Mein Hintergrund
Association for the
Advancement of Computing in
Education (AACE): 1981
gegründet, Konferenzen,
Journals, Blog (AACE Review).
UNC: Research 1 Universität (wie
z.B. Yale)
School of Government: 12 000
Lernende pro Jahr,
(Erwachsenenbildung), plus
Master of Public Adminstration
6. Play BasedLearning(InnovatingPedagogy 2019)
• “Learning can be playful, wonderful, a
way of understanding and making
sense of the world”.
• Lernen als freudiges Erlebnis
• Raum fuer Spiel & Zufall
• Jonathan Haidt: Fangen, Raufen und
Rollenspiele sind wichtig
• Unstrukturiertes Spiel lehrt
Kooperation, Konflikt, Nachgeben,
Gewinnen, Verlieren
https://podcasts.apple.com/us/podcast/honestly-with-bari-weiss/id1570872415?i=1000557220618
7. Lego SeriousPlay (LSP)
• 1992: Kjelk Kirk Kristiansen CEO von
LEGO
• “The solution is always in the room”
• Kooperation mit IMD Business School
• 2001: Lego Serious Play Launch
• 2010: LEGO Serious Play wird als
Open Source frei verfügbar
8. ‘Everybody has a voice
withthis tool, which is why
I like it so muchbecause
everybody's equal
irrespective of who they
are’.
WelcheProblemeaddressiertLSP?
• 80/20 Problem
• Stattdessen: 100/100
• ‘Leading to Unlock’
• Wissen im Raum
• Systemeigenschaften
• Ziele von Individuum ond
Organisation
• Gewohnhte Denkmuster
durchbrechen
https://uncch.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=176
4d350-a77c-45ac-bf2e-ae5600ff32f5
9. Lego SeriousPlay Regeln
• 4 Schritte: Challenge, Build, Share,
Reflect
• Präsentation mit Fokus auf das Modell,
Person tritt zurück
• 100/100: ‚Everybody builds, everybody
shares‘
• Jedes Modell wird respektiert.
10. Ihre Aufgabe:Ein Turn in 5 Minuten
• Bauen Sie einen
Turm, der Ihnen
gefällt.
• Es ist IHR Turm.
• Sie entscheiden
Form, Farbe, Größe,
etc.
11. Wo SindSie?Wieist dieAussicht?
• Nehmen Sie einen Block (oder
eine Figur) und verorten Sie sich
auf Ihrem Turm.
• Wo sind Sie am richtigen Platz?
• Denken Sie sich an Ihren Platz im
Turm. Schauen Sie auf die
vergangene Woche zurück / in die
ferne Zukunft, auf morgen, in ihre
nähere oder weitere Umgebung...
• Was ist etwas Gutes, die Sie von
Ihrem Turm aus sehen?
13. Was habenSiegelernt?
“The process of creating is very liberating. That’s why it’s
called serious play. If our brain thinks that weare playing,
then all our differences, allthethingsthatwe say to
ourselves, they come down and our subconscious mind
begins to to work.”
14. CriticalDesign Thinking: Positionality
Wedon't actually seesometimes how
ourposition will affect the way that
we proposesolutions orwedon't
always seehow ourposition might be
similar ordifferent to the people that
weareworking with.
Lesley-Ann Noelle, 2022
https://uncch.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=41f
8db2b-2000-44a9-bb5e-ae7200c9e2f8
19. February2020: NC MakerspaceTour
Elon University
David Boehringer
Universität Stuttgart
Duke University
University of North Carolina at Chapel Hill NC State
Stefanie Panke
UNC Chapel Hill
20. ‘Maker culture is seen as having the potential to contribute to
a more participatory approach to learning and create new
pathways into topics that will make them more alive and
relevant to learners. It is seen as drawing on successful
models of learning present in the workplace and everyday
life’.
Makerspacesin Education, 2013,2018
‘The question of how to renovate or
repurpose classrooms to meet the needs of
the future continues to be addressed
through makerspaces.’
‘A renewed emphasis on tangible
innovations and inventions has brought
makerspaces to the forefront of academic
priorities’.
21. ShannonMersand(2021): TheState ofMakerspace
Research
It is clear from the existing literature that there are wide
disparities in the types of makerspaces as far as setting,
materials, components, and equipment. There are also
differences in the background and training of participants,
both those who manage the makerspace, and those who
use the space. There are also disparities in how the space
is used in regard to content, purpose, and structure of
activities, all of which ultimately leads to differences in
intended and unintended outcomes. The current state of
makerspace research indicates that there is a focus on
exploring makerspaces in workshops and community
spaces, PreK-12 classrooms, universities, public and
academic libraries, and museums.
Mersand, S. (2021). The State of Makerspace Research: a Review of
the Literature. TechTrends 65, 174–186.
140 Artikel
22. Making,Makerspaces& MakerPedagogy
Chip Bobbert, 2022
Karen van der Moolen, 2018 Michael Vaughn, 2022
An ecosystem of people, tools and products
- from training programs to grant programs,
just one small part is the physical space
itself.
‘It’s okay to not know. I am your
teacher, but I don’t have any clue how
to answer your question. And that is
okay, we’ll work it out together’.
Making is creating
any object, physical
or virtual, that holds
value to someone.
Makerspaces
provide tools,
supplies and a
community of
knowledge.
23. ‘A cure for maladaptiveperfectionism:Exposure Therapy for
Failure’(Vaughn,2022)
https://uncch.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=dc7fad80-8097-48cd-8dde-ae5600fe8ca1&start=1332.534542
‘Students are failing to learn.
By that I don’t mean they
aren’t passing their classes.
They are. But, they are not
learning how to learn, they
are learning how to navigate
a system of education’.
24. Studierendehabenverlerntzu lernen - und Lehrende
vielleichtauch?
• Mathe ist nicht so mein Ding.
• Ich habe zwei linke Hände.
• Das ist interessiert mich eh nicht so.
• Ich hatte mich ja auch nicht vorbereitet.
• Wie kann ich meine Note aufbessern?
• Das brauch ich später sowieso nicht.
• Die Studenten sind so empfindlich.
• Ich hab auch noch was anderes zu tun.
• Das habe ich immer so gemacht.
• Ich fühle mich persönlich angegriffen.
?
25. Liebeserklärungoder Schlussstrich –10 Minuten
?
Ziehen Sie ein Herz.
Broken Hearts Club:
Gebrochene Herzen
machen mit der Lehre
(oder dem Studium) an der
FH Schluss.
Happy Hearts Club: Ganze
Herzen verfassen einen
Liebesbrief an die Lehre
(oder das Studium) an der
FH.
26. Grit (AngelaDuckworth et al. 2007,2009)
The gritty individual approaches achievement as a marathon; his or her
advantage is stamina. Whereas disappointment or boredom signals to others
that it is time to change trajectory and cut losses, the gritty individual stays the
course (Duckworth et al. 2007, p. 1087).
https://freakonomics.com/podcast/how-to-get-more-grit-in-your-life/
=Perseverance + Passion
‘Fähigkeit langfristige Ziele mit
Begeisterung und Beharrlichkeit zu
verfolgen’
27. UNC MakerBeispiele
Laser Cutter : Laptop
holder
3D Printing:
Puzzle Pieces Laser Cutter:
Cart
Vinyl Sticker:
Old Well
Pooja Patel (University of North Carolina at Chapel Hill), B.A. Economics, minor in Statistics
and Analytics.
28. Entspannung, Spass, Interesse:SocialEmotional Learning
Take & Make Kits, Elon University
https://www.elon.edu/u/fa/technology/makerhub/events-calendar/take-make/
Make & Take Workshops, Scrap
Exchange
Introductory
project at
BEAM UNC
Makerspace
Screen Printing Events
29. ‘Allowing for productivefailure ina nurturing environment’
Seasoned makers learn a new skill: Sewing
Workshop (example by Michael Vaughn)
Students learning about LEGO Serious Play (without
Lego bricks), by Anat Shabi
30. ‘A stage for Creativity’
ENGL 307, Marianne Gingher, English and
Comparative Literature, UNC Chapel Hill
Zines (Dropbox & Zine Kit), AppState
The Scrap Exchange,
https://scrapexchange.org/
Podcast Studio, Digital
Makerspace, UNC Wilmington
31. ‘An appreciationfor bluecollarwork and traditionalskills’
Chip Bobbert, CoLab
Digital Fabrication
Architect, Sr. Analyst
Duke University, 2020 visit
notes
‘It allows people who have never built
anything to actuallyunderstand the
production process and supply chain. It
teaches them appreciation of blue collar
skills.What it takes to make something’.
32. ‘An invitationto serendipitousdiscoveryand connection’
Chip Bobbert, 2022 podcast https://sites.duke.edu/thisengineeringlife/2022/03/16/s5e03-chip-bobbert-the-colab/
Informaland voluntary: If
you see people in theCoLab,
it isbecause they want tobe
there. There is no
assignment, no curriculum.
33. ‘An opportunity tocreateinterestin STEM’
Cardboard Record Players, Wells Library
Makerspace, Indiana University
Wearable Tech Workshops, NC State
University
Enbroidered Maps,
Wells Library
Makerspace,
Indiana University
Smart Gloves, AACE 2018
36. ;Tactileteaching tools’ MINTKonzeptezum Anfassen
Polar explorations model, Carol Arnosti,
Marine Science, UNC Chapel Hill
A 3D printed crab with unique
adaptations designed by a MASC/BIOL
student, Alecia Septer, Marine Science,
UNC Chapel Hill
Melissa Ramirez, Claire Gordy,
Microbiology ‘Tactile Teaching Tools’,
NC State University
3D-printed amino acids with Braille
labels, Claire Gordy, NC State
University
37. 3D Printing / Lasercutting: Instructables
https://www.instructables.com/
38. 3D Printing / Lasercutting Resources: Thingiverse
https://www.thingiverse.com/
39. ‘A catalystfor (social)entrepreneurship’
‘Duke students partner with engineers at Makerere
University in Uganda to convert a shipping container
to create into a makerspace prototype’
Elon Kickbox: (literally) a box, stuffed with guidance, resources and a
$300 Visa gift card to help you make your idea a reality
41. Hochschulenund FachhochschulenmitMakerspaces
63%
37%
Makerspaces in Universities
With Makerspace Without Makerspace
Webseitenrecherche (Suchanfrage Homepage) an 86 Hochschulen und 70 Fachhochschulen, 4. Quartal
2021
39%
61%
Makerspaces in Applied Sciences Universities
With Makerspace Without Makerspace
43. Bilden Sie Gruppen. Erarbeiten Sie eine Studierenden-
Persona ODER (Studierende) eine Professoren-Persona.
Welche Lehr-Lernprobleme hat die Persona?
Was traut Ihre Figur sich (nicht) zu?
Wie wurde / wird die Pandemie erlebt?
‘Whether you think
youcan or you think
you can’t, you’re
probablyright’.
Personas(10 Minuten)
44.
45. Was
Please take five minutes to write down projects you have been working
on during the past 2-6 weeks
Eine spielerische Problemlösungsmethode, die speziell auf komplexe Probleme (wicked problems) ausgelegt ist
Merkmale
• Analyse, Synthese, abweichende Meinungen, Domänen
und Disziplinen übergreifend
• Skizzieren, Prototypen und Modelle basteln, narrative
Methoden (Brown, 2009)
• Beschränkungen als Inspiration (Brown, 2009)
• Weniger geeignet einen "quick fix” hervorzubringen,
stattdessen integrative Ansätze, nicht unbedingt
ausgereifte Idee (Buchanan, 1992)
Was ist DesignThinking?
Eine spielerische Problemlösungsmethode, die speziell auf komplexe Probleme (wicked
problems) ausgelegt ist
46. “Even on a cursory inspection, just
what design thinkingis supposed
to be is not well understood,
either by the public or those who
claim to practice it”.
Kimbell,2011
Design Thinking –Einflussreiche Publikationenin 2009
47. Designerly Thinking vs. Design Thinking
(Johansson‐ Sköldberg et al., 2013)
designerly thinking
Wissenschaftlicher Diskurs
Analyse von Design-
Praktiken
Ethnografische Methoden
design thinking
Designkompentenz und
Designtechniken ausserhalb
der Design-Disziplinen
vs
.
48. o ‘Wicked Problems’ werden durch Ansätze wie ’Fail Fast’
adressiert
o Erfolg ist graduell und wird durch wiederholtes Scheitern und
Experimentieren angepeilt
o Mindsets und Tools die einen davor bewahren ‘die richtige Sicht’
oder ‘die optimale Lösung’ zu finden.
o Bedürfnisse im Mittelpunkt
o Offen für neue Interpretationen
o Ergebnisorientiert
Moderationsprozess & gedankliche
Haltung (von Thienen et al., 2014)
49. Design Thinking For Education: Special
Issue
https://www.degruyter.com/view/journals/edu/1/1/edu.1.issue-1.xml
50. Panke, S. (2019). Design
Thinking in Education:
Perspectives, Opportunities
and Challenges. Open
Education Studies, 1(1), 281-
281-306.
https://doi.org/10.1515/ed
u-2019-0022
p.302
LiteratureReview:Panke(2019): 167 Artikel
51. Potenzial
o Tacit experiences
o Increased empathy
o Reduced cognitive bias
o Playful learning
o Flow/verve
o Inter/Meta-disciplinary Collaboration
o Productive failure/resilience
o Surprising, delightful solutions
o Creative confidence
52. Grenzen
o Lack of creative confidence
o Teamwork conflicts
o Anxiety and frustration
o Shallow ideas
o Idea creation over evaluation
o Lack of long-term impact
o Misalignment between learning content and design thinking
process
o Creative Overconfidence
53. Design Thinking im Instructional Design
Bereich
Website Redesign Workshops
o School of Government
(2013/14)
o Carolina MPA Website
Redesign (2016)
o Center for Faculty Excellence
(2017)
o Center for Public Leadership
and Governance (2018)
o Development Finance Initiative
(2019)
Designing Web Apps / Tools
Designing Courses
o Public Executive
Leadership Academy
course design workshop
series (2017)
o CPLG Redesign 2022
56. o FH Kempten
o 2 Tage
o Workshop
Thema: Social
Media
o 32 Teilnehmer
Social Media for Public Health Students
(2019)
57. o 15 Teilnehmer
o Thema Inklusion
und
Stadtentwicklung
in einer alternden
und diversen
Gesellschaft
o Architekten,
Planer, Studenten
o 2 Runden
Forschungswerkstatt TeWoGe Februar
2018
59. Lernraumg estlatung& agile Curricula
(2019)
http://www.learntechlib.org/
p/211093/
o 2 Tage
o 15 Teilnehmer
60. Lehrkonzepte: Inside the (Zoom) Box
(2020)
o 2 Tage
o 17 Teilnehmer
o Zoom
o Studierende in
Gruppen zu
Hause
61. Johns Hopkins University 2021: Design Thinking for
Education
o asynchron
o 8 Teilnehmer
o Studierende in
Gruppen
(ebenfalls
asynchron)
o Master of
Education
o Materialien und
Diskussion in
Blackboard
62. Asian Universityfor Women2022: : DesignThinking for
Education
o Synchron
o Zoom
o 22
Teilnehmerinnen,
20 aus
Afghanistan
o Master of
Education
o 10
Gastvortragende
https://designthinking.web.unc.edu/
65. • Bilden Sie Design-Paare.
• Arbeiten Sie mit jemandem, der eine
andere Perspektive hat.
• Sie lösen ein Unterrichtsproblem. Ein
Partner schildert das Problem, der andere
notiert wichtige Punkte.
• Sie sammeln Ideen, stellen diese einander
vor, und geben wechselseitig Feedback.
• Eine Idee wird weiterverfolgt, ein Prototyp
erstellt, und präsentiert.
Und nun sind Sie dran! Design Thinking
Cycle
66. Problemdefinition: 14
Minuten
(7 Minuten pro Person)
Welches Lehr-/ Lernproblem, welche pädagogische Herausforderung wollen Sie lösen?
Making-Lehrziele?
z.B. Grit,
Entrepreneurship,
Interesse an MINT,
Wie sind Studierenden? Was sind Barrieren? Was Interessen?
Beschreiben Sie die Lernkultur und Lernumgebung. Welche anderen Kontextfaktoren spielen eine Rolle?
Wie wurde das Material
in der Vergangenheit
unterrichtet?
a
Veranstaltung / Fach
67. Ideenfindung &
Feedback,
16 Minuten
Ihre Herausforderung in einem Satz:
Feedback:
10 Minuten, 4 Ideen, Zeichnung, Stichpunkte,
5 Minuten pro Partner fur
Prasentation und Feedback.
68. Iteration: Basierend auf dem Feedback ihres Partners,
entwickeln Sie eine Idee weiter, 2 Minuten
Skizzen, Notizen, Planung
69. Prototyping und Test (18 Minutes)
Basteln Sie einen Prototypen zu Ihrer Idee (10 Minuten).
Stellen Sie Ihr Modell Ihrem Design-Partner vor und erhalten Sie Feedback (4 Minuten pro Person).
Was ueberzeugt? Was sind problematische Aspekte?
Was laesst sich verbessern? Was sind offene Fragen?
70. Evaluate critically: Failure as an option
If things donot
fail, youare not
innovating
enough.
Experienceis the
name everyone
gives to their
mistakes.
Elon Musk Oscar Wilde
KritischeEvaluationstatt lähmendemPerfektionismus
We used the personas approach as a narrative tool to give workshop participants an authentic glimpse into the everyday life of people living in a prototypical neighborhood. Personas are an immersive way for bringing abstract target group information to life through the presence of a specific, fictional personality (Junior & Filgueiras, 2005). Acting as a “projection screen”, personas aid in identifying needs and possible behavioral patterns (Panke, Gaiser & Werner, 2007).
After a brief overview of statistical data on typical demographics in a German neighborhood, participants worked in teams of 3, and designed 1-2 portraits, that outlined characteristics of each persona.
We used the personas approach as a narrative tool to give workshop participants an authentic glimpse into the everyday life of people living in a prototypical neighborhood. Personas are an immersive way for bringing abstract target group information to life through the presence of a specific, fictional personality (Junior & Filgueiras, 2005). Acting as a “projection screen”, personas aid in identifying needs and possible behavioral patterns (Panke, Gaiser & Werner, 2007).
After a brief overview of statistical data on typical demographics in a German neighborhood, participants worked in teams of 3, and designed 1-2 portraits, that outlined characteristics of each persona.
In February 2018 the authors of this article were involved in a design thinking workshop at Muenster University of Applied Sciences (Germany) in the roles of facilitator and participant. Our case study analysis reflects both perspectives, and uses evaluation results to further illuminate how the workshop structure fostered creativity and empathy. A central aspect of the research cluster 'participation and well-being' at the Münster University of Applied Sciences is to seek ideas of how to develop the living quarters and neighborhoods in Germany cities. Despite the predominantly excellent digital infrastructure, the excellent health care and manifold assisted living offers in Germany, the potential of inclusion, equal co-existence and social coherence are not sufficiently supported.
In 2005, the Hasso-Plattner-Institute of Design at Stanford University in California began to teach Design Thinking to engineering students. The philosophy behind this venture was the conviction that it is possible to train engineers and scientists to become innovators.
In 2005, the Hasso-Plattner-Institute of Design at Stanford University in California began to teach Design Thinking to engineering students. The philosophy behind this venture was the conviction that it is possible to train engineers and scientists to become innovators.