1. Developing Innovators through Design Thinking and 3-D printing
Consumers to Creators!
Developing Innovators through Design Thinking and 3-D printing
Please join our Shared Google Doc!
@TeacherMcD

2. -You’re probably wondering how I’ve become such an expert in this field.
I’ve also received not only part 1 and part 2, but also my specialist Reading AQ course.
Before you start to complain to the organizers, let me make my point:

3. Laura- Clinical Educator in Emerg at Kingston Health Sciences Centre
Fraser- He’s 6!
Ella- 12, Competitive Dancer
Ben- Hockey, Karate, an insatiable thirst for life beginning at 5:30 am each morning!
If you’re thinking this might be the worst intro to a PD session ever, or this will be the worst PD session ever…here’s the point

5. Goals for our 1-hour Session
Intro to Tinkercad
Explore software together
Using Tinkercad for 3-D design (20 Min)
What are the steps in the process? How can these look in my classroom?
Collaboration- Google Doc
What is Design Thinking? (20 Min)
Quick overview of LaSalle I.S.S. Makerspace Project
Purchasing a 3D Printer
3-D Printing: Taking The First Steps
Wrap-up, questions, and Next Steps

9. Design Thinking first developed at Stanford University in the 80’s and 90’s. Adopted for businesses, universities, schools.
Been re-explained and tweaked

10. The Design Thinking Process- Not new; just a refocusing on skills that students in tomorrow’s world will need.
Innovation!

11. What happens in this step?
We find out about a problem.
We learn how the problem affects people through observations, interviews, research.

12. - A problem is discovered! (preferably by students)
- We discuss, survey, interview, gather some type of data about how our ‘audience’ is affected by this problem.
Problems often ‘suggested’ by the teacher
“Students keep losing their pencils! Pencil cases are boring and fall apart. Also, they usually aren’t very organized.”

13. How do we Define?
We create a point of view based on what we learned about our audience.

14. Students write, share, or otherwise REPRESENT a definition of the problem.
“Students need something to carry their pencils in that is portable, organized, and personalized!”
Problems often ‘suggested’ by the teacher

15. How do we Ideate?
We brainstorm ANY and ALL creative solutions to the problem.
WILD IDEAS SHOULD BE ENCOURAGED!

16. Wild ideas? That thing’ll never fly!

17. Students brainstorm ideas together
Students brainstorm ideas together. They might sketch, explain, act out, write about their ideas. They might use tools (i.e. recording software) to collect and keep their ideas.
“What if we designed a robot to carry pencils? Something that hooks to our backpacks?”
Problems often ‘suggested’ by the teacher

18. What’s Prototyping?
We construct a representation of one or more of our ideas.
THESE ARE ROUGH DRAFTS!

19. Students build, construct, write, record, or otherwise CREATE their idea.
Problems often ‘suggested’ by the teacher

20. How do we test?
We share our prototype with our audience.
We ask for feedback from our audience.

21. Students try out their design with their audience to see if it works, if it solved the problem(s), if it can still be improved in some way.
“Does the design of my new pencil case improve students’ lives? Are there parts that need changing?”
Problems often ‘suggested’ by the teacher

22. Consider processes that we already use
Consider processes that we already use. Design thinking really just a process for 21st century thinking.

23. U. S. Dept. of Labour forecasts 1. 4 million jobs in the I. T
U.S. Dept. of Labour forecasts 1.4 million jobs in the I.T. sector by 2020; only be able to fill a third of them
E.U. predicts to be short 825,000 people for I.T. jobs by 2020.