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DESIGN THINKING

Design Thinking

What is it?

Design thinking is a methodology used to solve complex problems and find useful solutions. In relation to education, this is a creative process where students generate new ideas for further development and evaluate these based on criteria to help them design meaningful solutions to problems posed. This type of thinking is often used to help promote creative thinking, teamwork and have students take responsibility for their own learning.

Australian Curriculum definition

Design thinking


Use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning.
Source: Australian Curriculum: Technologies glossary 

RESOURCES

Learn more about it


The NMC Horizon Report: 2015 K–12 edition

The NMC Horizon Report: 2015 K–12 edition

This reports highlights the emerging emphasis on 'deep learning approaches', including project-based learning and collaborative learning.

Young programmers: Think playgrounds, not playpens

Young programmers: Think playgrounds, not playpens

This TED Talk compares 'playground' versus 'playpen' models of learning and demonstrates how creative expression can help very young learners become creators, not just consumers, of technology.

Rubik's Cube: A question, waiting to be answered

Rubik's Cube: A question, waiting to be answered

This 2-minute video focuses on the need for inventors and the type of thinking required.

Importance of STEM

Importance of STEM

This 3-minute video focuses on the importance of skills such as problem-solving, innovation and creativity.

Unpacking the curriculum: Ten key concepts

Use this 4-minute video to understand the ten key concepts that underpin the design and content of the Australian Curriculum: Digital Technologies.

Creating digital solutions: Investigating and defining

This 5-minute video explores the first of the skills related to solving problems computationally: those of investigating and defining the problem. Find out more about what is expected at each level of the curriculum in order to begin to create digital solutions.

Creating digital solutions: Generating and designing (algorithms)

This 8-minute video explores the second of the skills related to solving problems computationally: those of generating and defining algorithms. Find out more about what is expected at each level of the curriculum in order to begin to create digital solutions.

From STEM to STEAM: Young artists can become engineers, too

From STEM to STEAM: Young artists can become engineers, too

This personal article encourages teachers and parents to think outside the box when considering STEM projects.

Macquarie ICT Innovations Centre

Macquarie ICT Innovations Centre

MacICT provides professional learning for teachers on the integration of information and communication technologies (ICT) in teaching and learning.

LESSON IDEAS

How to teach it





CASE STUDIES


Dallas Brooks Community Primary School

Maker movement, years 5–6 

Yahl Primary School

Scratch and spelling


Mildura West Primary School

Coding at Mildura West Primary School

Noarlunga Downs Primary School

Understanding algorithms through baking

St Aidan's Anglican Girls' School

Learning digital technologies outside of the traditional classroom

Matthew Flinders Secondary College

Creating new learning programs


Naracoorte High School

Programming interactive music

Curriculum links


Level F - 2:

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

Level 3 - 4:

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input(ACTDIP011)

Level 5 - 6:

Design a user interface for a digital system(ACTDIP018)

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Level 7 - 8:

Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)

Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)

Level 9 - 10:

Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics(ACTDIP039)

Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)

Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise(ACTDIP042)

Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)