Welcome
Design Thinking <> STEM Education
While we wait for everyone to arrive, get ready:
Your name
(pronouns)
(optional: pronunciation).
A tidbit about yourself…
What is your favorite noodle dish?
Get to know your partner.
Start by sharing:
Check if you have a workbook, sharpies, pens, and post-its.
WE HAVE 1 MINUTE TO
WATCH A VIDEO ABOUT…
Getting started!
You’ll hear brief introductions from your facilitators:
Dr. Helen Tran
Dr. Marcus Drover
Abigail Clapperton
Land acknowledgement
“I (we) wish to acknowledge this land on which the University
of Toronto operates. For thousands of years, it has been the
traditional land of the Huron-Wendat, the Seneca, and the
Mississaugas of the Credit. Today, this meeting place is still the
home to many Indigenous people from across Turtle Island and
we are grateful to have the opportunity to work on this land.”
Artist: Trevor Angus, Gitxsan
WE HAVE 1 MINUTE TO PREVIEW…
What you’ll
learn today
Design thinking workflow
You’ll learn about the five stages of design thinking. Then, you will go through the design thinking process on the topics: inclusive classroom, knowledge transfer, and case studies. Tools to implement each stage of design thinking will be highlighted.
Active learning strategies
You’ll learn some specific active learning strategies along the way! Take note of which ones can be potentially adopted in your class.
Technology for learning
Our learning environments are dynamic, evolving with the exponentially changing world. Reliable and established modes of communicating becomes more powerful when coupled with recent technological tools.
WE HAVE 1 MINUTE TO PREVIEW…
What you’ll
learn today
Design thinking workflow
You’ll learn about the five stages of design thinking. Then, you will go through the design thinking process on the topics: inclusive classroom, knowledge transfer, and case studies. Tools to implement each stage of design thinking will be highlighted.
Active learning strategies
You’ll learn some specific active learning strategies along the way! Take note of which ones can be potentially adopted in your class.
Technology for learning
Our learning environments are dynamic, evolving with the exponentially changing world. Reliable and established modes of communicating becomes more powerful when coupled with recent technological tools.
Hey, facilitators!
These bars are here to help you manage time. The top bar is the full recommended time, and the bottom bar will progress differently for each slide.
WE HAVE 1 MINUTE TO PREVIEW…
How you’ll
learn today
Work solo!
You will watch videos, listen to instructors, self-reflect, and write down your thoughts individually. You will also share your thoughts verbally and physically via active learning strategies.
Learn from others
You will hear from experts in design thinking and accessibility. You’ll also hear from your peers!
Work partnered up!
Your partner is your portal to develop human-centered ideas. They will provide feedback to help you prototype your ideas.
Your partner will change for every module.
WE HAVE 1 MINUTE TO PREVIEW…
When you’ll
learn today
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
WE HAVE 1 MINUTE TO SEE…
Who you’ll
learn with
today
University of Windsor
Susanna Vu
Angela Awada
Nastaran Yousefi
McMaster University
Mokhamed Ranne
Western University
Carolina Vega
Waterloo University
Daniel Afzal
Queen’s University
Viveka Kulkarni
Rachel Shum
University of Toronto &
Cynthia Suarez
Mike West
York University &
Ali McKnight
Nayanthara Asok
Dusty Cadwallader
University of Ottawa
Jacky Deng
Samira Behroozi
Ryerson University
Lavinia Trifoi
These are the students who will be featured in the videos today. They participated in the workshop at U of T.
WE HAVE 8 MINUTES TO
WATCH A VIDEO ABOUT…
What is design thinking
You’ll hear from students about the design thinking framework, particularly human-centered design and empathy.
WE HAVE 2 MINUTES
TO LEARN ABOUT…
Stokes
What are stokes?
A stoke is an activity that can serve as an ice-breaker and warm-up to build immediate connections within a team.
Stokes should be brief and engaging.
Why do we need stokes?
Stokes encourage people to step out of their comfort zones and can be used to improve group dynamics and foster creativity.
Stokes are great transition tools and can energize a group and encourage a new mindset when starting a new project.
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WE HAVE 2 MINUTES
TO LEARN ABOUT…
Stokes
What are stokes?
A stoke is an activity that can serve as an ice-breaker or warm-up to build connections within a team.
Stokes should be brief and engaging.
Why do we need stokes?
Stokes encourage people to step out of their comfort zones and can be used to improve group dynamics and foster creativity.
Stokes are great transition tools and can be used to energize a group and encourage a new mindset when starting a new project.
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Hey, everybody!
This indicates the page number in your workbook where you can find a blank page to write your thoughts or relevant articles.
WE HAVE 5 MINUTES
TO PLAY…
Sound ball!
We will pass an imaginary ball around to introduce ourselves.
MORE INSTRUCTIONS
Person A:
Makes a fun sound and
throws an imaginary ball,
sits down.
EVERYONE STANDS UP
if you are capable
Person A introduces themselves,
then points at Person B
Person B:
Catches the ball and
repeats the fun sound,
introduces themselves,
throws an imaginary ball with a new sound,
sits down.
Repeats until
everyone sits down
WE HAVE 2 MINUTES TO …
Learn
from
others
How did that stoke make you feel?
Hey, facilitators!
wait until three hands are raised before hearing answers.
1
Hey, facilitators!
wait until three hands are raised before hearing answers.
1
WE HAVE 2 MINUTES TO …
Learn
from
others
How did that stoke make you feel?
active learning strategy: three hands, three voices
active learning strategies will be highlighted here.
WE HAVE 1 MINUTE TO …
Learn
from
others
How did that stoke make you feel?
You may have felt a little uncomfortable or silly. Good. Good designers are comfortable being uncomfortable.
You may have felt like you weren’t ready. Good. Good designers start before they’re ready. Remember how that feels, you’ll be feeling it again.
You may have felt that this activity is not serious and not usually done in STEM courses. Good. Good teachers draw inspiration from other disciplines.
You may feel more connected to your peers. Good. Good teachers know who is in the room with them.
active learning strategy: three hands, three voices
Text adapted from: https://dschool.stanford.edu/resources/dschool-starter-kit. CC BY-NC-SA 4.0.
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
We will now jump into design thinking modules!
WE HAVE 2 MINUTES TO …
Learn
from
others
Why is diversity important in science, technology, engineering and mathematics?
active learning strategy: new hands, new voices
Hey, facilitators!
wait for three new hands before hearing answers.
2
WE HAVE 2 MINUTES TO …
Learn
from
others
Why is diversity important in
science, technology, engineering
and mathematics?
Diversity drives innovation.
Diversity and universal design positively impacts us all.
Different perspectives and knowledge processing modes, which are both influenced by identification with particular groups (such as gender, socioeconomic status, age, ethnicity, sexual orientation, culture), allow us to effectively solve new and complex problems.
active learning strategy: QR codes
check out the article by scanning the QR code with your camera.
3
WE HAVE 5 MINUTES TO
WATCH A VIDEO ABOUT…
"The Matilda Effect"
The Matilda effect is a term coined by Margaret W. Rossiter in 1993.
active learning strategy: pause procedure
share your thoughts with your partner.
WE HAVE 2 MINUTES TO SEE …
Scientific journals accepting changes
Consider using the term “Watson-Crick-Franklin”
WE HAVE 2 MINUTES TO …
Think
about curb cuts
Many of us have unknowingly used curb cuts.
You may have conveniently used them at crosswalks with your bike/scooter, grocery cart, or stroller. Even smaller pets benefit from a curb cut!
50 years ago, curb cuts did not exist.
The Rolling Quads (UC Berkeley) were activists that helped redefine access for wheelchair users.
Members include Ed Roberts, Hale Zukas, and Deborah Kaplan.
active learning strategy: news story, podcast
Listen to a podcast about curb cuts on 99% Invisible:
WE HAVE 5 MINUTES TO
WATCH A VIDEO ABOUT HOW…
Inclusion fosters student learning
You’ll hear from Kate Welsh, a white settler, queer-disabled community activist, feminist, artist and educator.
WE HAVE 5 MINUTES TO …
Work
solo!
active learning strategy: space saturation
How do we instill a sense of belonging in the classroom?
Reflect and write down each idea.
Write the prompt on the whiteboard!
12
2C
WE HAVE 2 MINUTES TO …
Work
solo!
How do we instill a sense of belonging in the classroom?
active learning strategy: space saturation
you just wrote
ideas on post-its
add your idea to
the whiteboard
12
WE HAVE 5 MINUTES TO …
Learn
from
others
How do we instill a sense of belonging in the classroom?
active learning strategy: space saturation
check out your
peers’ ideas
find an idea that resonates with you
take one post-it
back to your desk
12
WE HAVE 5 MINUTES TO …
Work partnered
up!
Listen to your partner’s favorite idea for instilling a sense of belonging.
active learning strategy:
I like, I wish, what if…
Give your partner feedback. Say:
I like…
I wish…
What if…
WE HAVE 5 MINUTES TO …
Learn
from
others
active learning strategy: new hands, new voices
How do we instill a sense of belonging in the classroom?
Share your parner’s idea and what you like, wish, what if
Hey, facilitators!
wait for three new hands before hearing answers.
WE HAVE 2 MINUTES TO …
Learn
from
others
active learning strategy: new hands, new voices
How do we instill a sense of belonging in the classroom?
Include Scientific Spotlights as a homework assignment.
Pause 5 seconds after asking a question to allow more thinking time.
Integrate culturally diverse and relevant real-world examples.
Use praise with caution to avoid inadvertently discouraging participation.
Have students write value-affirmations to reflect on their core values.
…
WE HAVE 5 MINUTES TO …
Work
solo!
We are wrapping up our second module!
active learning strategy: reflective journals
Write down your reflections:
One strategy I can implement in 1 minute is…
One strategy I can implement in 5 minutes is…
A student-centered strategy is…
An instructor-centered strategy is…
13
WE HAVE 5 MINUTES TO REFLECT ON THE…
Design thinking process
EMPATHY
Hearing Kate Welsh’s and your peers’ perspectives on why diversity is important.
DEFINE
We defined the prompt as: how do we instill a sense of belonging in the classroom?
IDEATE
We brainstormed ideas collectively.
PROTOTYPE
We improved our ideas with feedback using “I like, I wish, what if...”
TEST
… now implement this in your classrooms!
46
WE HAVE 5 MINUTES TO REFLECT ON THE…
Design thinking process
EMPATHY
Hearing Kate Welsh’s and your peers’ perspectives on why diversity is important.
DEFINE
We defined the prompt as: how do we instill a sense of belonging in the classroom?
IDEATE
We brainstormed ideas collectively.
PROTOTYPE
We improved our ideas with feedback using “I like, I wish, what if...”
TEST
… now implement this in your classrooms!
These stages are iterative! For example, sometimes, what we learn in the test stage will encourage us to ideate again.
46
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
Break time!
Be back in 15 minutes.
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
Welcome back!
Let’s continue…
WE HAVE 4 MINUTES TO …
Work
solo!
Consider this question:
Should the grading system be eliminated to improve student learning?
Write down your stance.
Beyond answering the question, write down specific points to support your stance.
15
WE HAVE 4 MINUTES TO …
Work
solo!
Now, write down specific points to support the opposite stance.
Even though this is not the perspective you personally agree with, write down specific points to support the opposite stance.
16
WE HAVE 6 MINUTES TO …
Learn
from
others
active learning strategies:
barometer method,
retrospective pre-post evaluation
Draw the scale on the whiteboard.
Write your name on two post-its and add your pre-post stance to the whiteboard.
WE HAVE 5 MINUTES TO …
Conduct empathy interviews
active learning strategy: interviews
Interview your partner to understand their pre- and post-reflection stance.
5 min
When interviewing…
Ask why.
Don’t say “usually”.
Encourage stories.
Look for inconsistencies.
Pay attention to nonverbal cues.
Don’t be afraid of silence.
Don’t suggest answers.
WE HAVE 5 MINUTES TO …
Conduct empathy interviews
active learning strategy: interviews
Interview your partner to understand their pre- and post-reflection stance.
Now repeat! Find another person to interview in the room!
5 min
When interviewing…
Ask why.
Don’t say “usually”.
Encourage stories.
Look for inconsistencies.
Pay attention to nonverbal cues.
Don’t be afraid of silence.
Don’t suggest answers.
5 min
WE HAVE 5 MINUTES TO …
Conduct empathy interviews
active learning strategy: interviews
Interview your partner to understand their pre- and post-reflection stance.
Now repeat! Find another person to interview in the room!
5 min
When interviewing…
Ask why.
Don’t say “usually”.
Encourage stories.
Look for inconsistencies.
Pay attention to nonverbal cues.
Don’t be afraid of silence.
Don’t suggest answers.
5 min
5 min
WE HAVE 2 MINUTES TO …
Learn
from
others!
Empathy interviews allow us to understand the user, which in this case is the learner.
You can conduct empathy interviews with your students to understand their learning in your classroom.
Ask for feedback through student (office) hours, anonymous surveys,
in-person polls, etc.
When interviewing…
Ask why.
Don’t say “usually”.
Encourage stories.
Look for inconsistencies.
Pay attention to nonverbal cues.
Don’t be afraid of silence.
Don’t suggest answers.
WE HAVE 2 MINUTES TO …
Work
solo!
Move your post-stance post-it below the scale if your perspective changed!
Write down a new perspective that you learned from this module.
Grade nothing
Grade
everything
Pre
Post
We are wrapping up our third module!
Did your post-stance change after the interviews?
17
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
Lunch time!
Be back in 60 minutes.
Welcome back!
Let’s continue…
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
Blind contour portraits look something like this.
MORE INSTRUCTIONS
WE HAVE 5 MINUTES TO…
Draw a blind contour portrait
Get to know your new partner by
doing a quick “stoke” with them.
Take out the blank sheet of paper on page 19 in your workbook
draw a portrait of your partner, looking directly at them and not your paper.
do not lift your pen while you draw.
draw each other at the same time.
19
WE HAVE 5 MINUTES TO…
Share
our
work!
Hang up your portrait on the designated area with tape!
Indicate an area to tape up drawings.
WE HAVE 5 MINUTES TO …
Work
solo!
What are examples of student requests you have encountered/anticipated?
reflect and write each idea on a post-it
add your idea to
the whiteboard
Write the question on a whiteboard.
20
WE HAVE 6 MINUTES TO …
Work
solo!
Reflect and write down each idea on a post-it.
Add it to the whiteboard.
What are examples of student requests you have encountered/anticipated?
active learning strategy: space saturation
Write the question on a whiteboard.
WE HAVE 5 MINUTES TO …
Learn
from
others
What are examples of student requests you have encountered/anticipated?
Read a few ideas aloud from the whiteboard.
Below are key words for universal human needs to keep in mind while ideating.
WE HAVE 2 MINUTES TO
LEARN ABOUT…
Universal (Human) Needs
accepted
accepting
accomplished
acknowledged
admired
alive
amused
appreciated
appreciative
approved of
attention
capable
challenged
clear (not confused)
competent
confident
developed
educated
empowered
focused
forgiven
forgiving
free
fulfilled
grown or growing
happy
heard
helped
helpful
important
in control
included
independent
interested
knowledgeable
listened to
respected
safe
satisfied
secure
significant
successful
supported
treated fairly
understanding
understood
useful
valued
loved
needed
noticed
open
optimistic
privacy
productive
protected
proud
reassured
recognized
relaxed
worthy
21
WE HAVE 7 MINUTES TO …
Work
solo!
active learning strategy: 2x2 matrix, How might we…
reflect and write each idea on a post-it.
place it on the whiteboard within the quadrant.
draw the 2x2 matrix on the whiteboard.
WE HAVE 5 MINUTES TO …
Learn
from
others
How might we help students succeed in the classroom?
Read a few ideas aloud from the whiteboard.
active learning strategy: 2x2 matrix, How might we…
low time
high time
high effort
low effort
active learning strategy: 2x2 matrix, How might we…
WE HAVE 7 MINUTES TO …
Learn
from
others
Let’s hear from the participants at the workshop.
WE HAVE 2 MINUTES TO THINK ABOUT…
Prototyping + Testing
in your classroom
Now that you’ve ideated strategies to help students succeed in the classroom, you will need to prototype and test in your classroom!
To gauge the effectiveness of each strategy, consider surveys:
Start-stop-continue: Ask students what they want you to start, stop, and continue doing.
Provide a multiple choice questionnaire of specific topics.
Consider making the surveys anonymous to increase student participation and candidness.
22
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
Break time!
Be back in 10 minutes.
Module 1
20-30 min
Module 2
50-60 min
Module 3
20-30 min
Module 5
30-40 min
Wrap-up
10-20 min
Break
15 min
Lunch
60 min
Module 4
20-30 min
Break
10 min
Welcome back!
Let’s continue…
WE HAVE 2 MINUTES TO
WATCH A VIDEO AND…
Learn about case studies
Case studies are a mechanism for students to connect teaching concepts with the real world.
active learning strategy:
case studies
WE HAVE 2 MINUTES TO
LEARN ABOUT…
Case studies in Chemistry
Science education research has shown that solving case studies helps students to develop higher-order analytical skills while discovering the usefulness of conceptual knowledge in solving real-world problems.
active learning strategy:
case studies
24
WE HAVE 5 MINUTES TO LEARN ABOUT ONE CASE STUDY…
Both excerpts from:
J. Chem. Educ. 2019, 96, 2528−2531
The learning goals for this case are to
24
WE HAVE 5 MINUTES TO LEARN ABOUT ANOTHER CASE STUDY…
The learning goals for this case are to
Both excerpts from:
J. Chem. Educ. 2019, 96, 2528−2531
24
WE HAVE 13 MINUTES TO
WATCH A VIDEO AND…
Learn about Three Sisters
A case study: The Three Sisters is an indigenous method for agricultural engineering.
active learning strategy:
concept maps
Create a concept map for chemistry questions
25
WE HAVE 5 MINUTES TO …
Work partnered
up!
Discuss your ideas with your partner for this case study.
active learning strategy:
think-pair-share
write down your collective ideas and be ready to share one example!
27
WE HAVE 5 MINUTES TO …
Learn
from
others
What are Chemistry concepts that can be taught with Three Sisters as a scaffold?
Hey, facilitators!
Ask to hear from each group.
WE HAVE 12 MINUTES TO…
Work
solo!
Reframe each question:
How is this a homework assignment?
How is this an exam question?
What experimental data can I use?
What reported literature can I use?
…
active learning strategy:
constraints
28
WE HAVE 2 MINUTES TO …
Learn
About resources
Inspiration for case studies can come from news
stories, online content (TikToks, YouTube videos, Twitter), history, anecdotes, etc. Check out:
UC Riverside Department of Chemistry Case Study Collection
https://chem.ucr.edu/curricular-materials/case-studies
McGraw Hill Education Environmental Science Case Studies Library
http://www.mhhe.com/Enviro-Sci/CaseStudyLibrary/
BioQUEST Investigative Case Based Learning
http://bioquest.org/icbl/cases.php
Case It! Molecular Biology Simulations for Case-Based Learning in Biology
http://www.caseitproject.org/
Enduring Legacies: Native Case Studies
http://nativecases.evergreen.edu/collection/a-z
National Center for Case Study Teaching in Science
https://www.nccsts.org/register.php
Not sure where to start? Check out these case studies for inspiration.
29
WE HAVE 5 MINUTES TO REFLECT ON THE…
Design thinking process
EMPATHY
Engage with “the user” to get a deeper understanding of their needs
DEFINE
Come up with an actionable human-centered problem statement
IDEATE
Generate potential solutions for the problem identified in Define stage
PROTOTYPE
Test out the functionality of your ideas from the Ideate stage
TEST
Allow “the user” to test your prototypes and provide feedback
46
WE HAVE 5 MINUTES TO…
Hear the impact of design thinking
Unfortunately, no French subtitles available for this video.
WE HAVE 2 MINUTES TO REFLECT ON…
Active
learning
strategies
39
WE HAVE 5 MINUTES TO REFLECT ON…
Active
learning
strategies
Pause procedure
I like I wish What if
Retrospective pre-post evaluation
How might we…
Constraints
Think pair share
3 hands 3 voices
New hands, new voices
2x2 matrix
QR codes
Space saturation
Barometer method
Concept maps
Interviews
Podcast
News stories
Case
studies
Reflective
journals
41
WE HAVE 5 MINUTES TO
WATCH A VIDEO ABOUT…
Being careful with
active learning
Using active learning strategies is not an automatic way to improve belonging and learning.
This video is linked to The Office official YouTube page: https://www.youtube.com/watch?v=9Ht_GI2zOxo. Unfortunately, no French subtitles available for this video.
This workshop was funded by:
This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.
Except where otherwise noted, content on this presentation is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Thank you to those who provided feedback, help, and inspiration:
Prof. Christine Le
Prof. Marcus Drover
Prof. Jason Bazylek
Mitchell Souliere-Lamb
Julia Allworth
Shankeri Vijaykumar
Amal Yusuf
Marcus Lomboy
Kate Welsh
Azalea Uva
Angela Lin
Jon Babi
Octavi Semonin
Stanford d.school Starter Kit
WE HAVE 1 MINUTE TO…
CLAP!
Clap together!
Increase the speed
of clapping!
Thank you for participating!
Adapted from: https://dschool.stanford.edu/resources/dschool-starter-kit. CC BY-NC-SA 4.0.