understandings so far?

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Posted by Liz Eckert | Posted in INF536 | Posted on August 21, 2014

I’m struggling to figure out my first article/literature piece to use in my review. I know that once I get the first article figured out, the rest should come a lot easier; at least they have in the past for me.

I figured I start by jotting down some notes & understanding of design theory so far and then theories of learning. It might help, might not but at least I’d be trying to start.

Design theory

I think I’m still a fair bit confused about this, particularly when you throw in design thinking into the mix and they’re not interchangeable.

Readings that I already have a vague understanding about

The C-K one (the known-knowns, known-unknowns, unknown-unknowns). Still not a 100% clear on this one. I’m not sure I even will be. I probably need to include this one although I’m not sure that it’s not design thinking instead of theory.

Back to Module 1, I think for a few of the theory readings.

Theories of learning

Constructivist, Behaviourist, and there’s a newer one … (I can’t remember now if I saw it in INF530 or INF536)

References:

Hatchuel, A., Le Masson, P., & Weil, B. (2004). CK theory in practice: lessons from industrial applications. In DS 32: Proceedings of DESIGN 2004, the 8th International Design Conference, Dubrovnik, Croatia.http://www.designsociety.org/download-publication/19760/c-k_theory_in_practice_lessons_from_industrial_applications

immersion notes

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Posted by Liz Eckert | Posted in INF536 | Posted on August 16, 2014

Liz Eckert’s scenario = getting to assembly with building works  blue coded notes from group members

http://thinkspace.csu.edu.au/lizeckert/2014/08/05/inf536-blog-task-2-2/= immersion task notes

 

Problems/challenges

  • getting ~700 students (5 year levels) to gym – narrow walkway past tech studies; long walk around edge of oval (access gym via builder’s gate)

  • notification of student names involved in assembly – dance & music.

  • settling students at start of assembly – leaders at front not sure about something/ looked like something wasn’t quite right/ready

  • messy ending to assembly – exchange group left, band started playing (not typical in past assemblies) and SEHS students started chatting/moving in seats to prepare to leave (none stood) as no clear instruction to remain while band played.

Things to follow up still

  • take photos of Gloucester Ave route (yrs 8,10, 11) to show what this route looks like (done 12/8)

    • talking to staff this week who took the Gloucester Ave route, students were pushed out to the footpath outside of the school and some of these chose to walk on the roadway.

    • There was also a bottleneck at the corner entering the gym (near the SEAL classroom)

  • what relief teachers get in their daily folder especially for assembly procedures

  • where is lone pine? (near corner of gym, between hill & yard doors; discovered by asking staff member who has been at SEHS longer than I have 12/8/14)

  • Home group locations

    • Yr 12 in FPU (above library) Yr 11 upstairs wing 2 & 3

    • Yr 10 upstairs wing 1 Yr 9 upstairs wing 3

    • Yr 8 downstairs wing 1

 

Possible solutions: – main challenge getting students to gym

  • split yr levels to access gym via oval & past Tech Studies This is a good idea – access to gym via a fairly direct route from home room.  Split according to home room location, rather than year level?

    • currently Oval = Yr 9 & 12, Tech Studies = Yr 8, 10,11

is this the best split of year levels?

Yr 8 = 128         Yr 9 = 127        Yr 10 = 146       Yr 11 = 152     Yr 12 = 113 SEAL = 21

Oval = 240 students

Tech Studies = 572 students

  • consider best entry to gym?

  • Currently Yr 9 & 12s by oval/yard & Yr 8, 10 &11 by hill

Maybe consider

    • hill Yr 8s & 12s maybe; yard Yr 10 & 11 oval Yr 9s & 8s?

  • would it be better to split by door entry for seating and therefore closest gym entry route?  I think it would.

    • Yr 8s = hill door = gym via tech  (yr8 at back of 2 sections, maybe better to come from Hill door)

    • Yr 9s = oval door = gym via oval

    • Yr 10s = yard door = gym via oval OR tech

    • Yr 11s = yard door = gym via oval OR tech

    • Yr 12s = hill door = gym via Tech

    • So options:

      • Yrs 8, 10, 12 via Tech (387 students) Yrs 9, 11 via Oval (279 students)

      • Yr 8 & 12 via Tech (241) Yrs 9-11 via Oval (425)

possible new routes

possible new routes

  • possible new routes on map.might need to re-draw maps so Yr 10/11 alternatives are clearer

    Good idea to indicate route on map – maybe these could be displayed in home rooms? and casual teacher folders?  

comments near photos

walkway between Tech Studies & Gloucester Ave. Two people can walk through but not easily carrying chairs

walkway between Tech Studies & Gloucester Ave. Two people can walk through but not easily carrying chairs

walkway between Tech Studies & Gloucester Ave. Two people can walk through but not easily carrying chairs this definitely looks like a single file access route

 

2014-08-12 15.35.27End of walkway between Tech Studies & Gloucester Ave heading towards steep ramps.

 

Steep ramps from near kitchens up to Music

Steep ramps from near kitchens up to Music

Steep ramps from near kitchens up to Music Are there people with disabilities who would not be able to use these access ramps?

Between Music (left) and SEAL (right, in last building, top of photo); top of ramps

Between Music (left) and SEAL (right, in last building, top of photo); top of ramps

Between last row of buildings (SEAL at far end of red/brown buildings) & north carpark. Gate from carpark to school is next to where photo was taken. Blue building is the gym.

Between last row of buildings (SEAL at far end of red/brown buildings) & north carpark. Gate from carpark to school is next to where photo was taken. Blue building is the gym.

Walkway down to gym; north carpark is to the right of photo, SEAL classroom behind photo. Hill Door is to the right; Yard door is past blue fencing to the left.

Walkway down to gym; north carpark is to the right of photo, SEAL classroom behind photo. Hill Door is to the right; Yard door is past blue fencing to the left.

  • Restricted access to the gym via the oval. Students and teachers must pass through the builder’s gate which the builders have authorised with consultation of principal during set times,mostly for assemblies. The builder’s gate is approximated on the school map.

Photos etc as per design brief – no additional comments on these photos

I came across this helpful link after reading Margaret and Heather’s blogs:  http://dschool.stanford.edu/wp-content/uploads/2012/05/HMW-METHODCARD.pdf

which I am using to help me ideate.  It might help you too?

Blog #3: Design Brief

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Posted by Liz Eckert | Posted in INF536, required blog tasks | Posted on August 15, 2014

Design brief:

To facilitate the best/smoothest/quickest/easiest movement from home group classrooms to the gym for chaired assemblies. This is to be a temporary solution/s for Terms 3 & 4, 2014, Stage 1 of building works, with adjustments to be made for Stage 2 of the building works in Terms 1 & 2, 2015. Building works are to be completed by the beginning of Term 3, 2015.

Background Information:

Chaired assemblies require students to bring their chair to the gym from their home group room. SEHS is a Yr 8 – 12 school, with an alternative program (SEAL) offered for some disengaged students in Yr 10 & 11 to engage them in a learning program. Chaired assemblies occur at least once a term, sometimes more depending on international visiting groups, often study tours from Japan, China, Thailand and Indonesia.

Original planning for movement of students to the gym was Yr 9 & 11 students to walk along the edge of the oval, across the builders gate area and into the assembly via the oval door, a single door entry. The Yr 8, 10, 12 & SEAL students were to move past Tech Studies and enter via the Hill door, a double door entry. However, this did not go to plan with the entry of the Yr 9 & 11s into the gym and there was some slowness to the start of the assembly because of the groups selected for the routes. The Yr 8, 10, 12 & SEAL groups also ended up spilling on the the road, not just the footpath, which was unsafe.

Building Zone 1

Building Zone  Stage 1

 

Assembly seating in the gym

Assembly seating in the gym

 

Constraints:

  • Narrow access past Tech Studies with 2 steep ramps near the music suite. One of these ramps was not designed for standard disabled access as the angle is very steep. The other ramp is closer to required standard but is still quite steep.

tech studies route images

tech studies route images

  • Restricted access to the gym via the oval. Students and teachers must pass through the builder’s gate which the builders have authorised with consultation of principal during set times,mostly for assemblies. The builder’s gate is approximated on the school map.
oval route images

oval route images

 

 Considerations:

  • The number of students in each year level. This has been recorded on the school map. This impacts on how many students need to access the gym via narrow walkways and doors.
  • Home Group locations also need to be considered as to ease of route to use.
  • Fortunately, given some of the steep ramps and narrow walkways, SEHS does not have any students or staff using wheelchairs.

Prototyping:

  • consider possible combinations of year levels and their routes to the gym based on their seating locations in the gym.

Yr 8s = hill door = gym via Tech Studies

Yr 9s = oval door = gym via Oval

Yr 10s = yard door = gym via Oval OR Tech Studies

Yr 11s = yard door = gym via Oval OR Tech Studies

Yr 12s = hill door = gym via Tech Studies

SEAL = hill door = gym via Tech Studies

OPTION 1: Yr 8/10/12/SEAL via Tech Studies (408 students); Yr 9/11 via Oval (279 students)

OPTION 2: Yr 8/12/SEAL via Tech Studies (262 students); Yr9/10/11 via Oval (425 students)

Route Option 1: Yr 8/10/12/SEAL via Tech Studies, Yr 9/11 via Oval

Route Option 1: Yr 8/10/12/SEAL via Tech Studies, Yr 9/11 via Oval

Route Option 2: Yr 8/12/SEAL via Tech Studies, Yr 9/10/11 via Oval

Route Option 2: Yr 8/12/SEAL via Tech Studies, Yr 9/10/11 via Oval

  •  Consider staggering the time of  leaving home group rooms to allow a staggered entrance to the gym.

Implementation:

Try Option 2 in practice at next whole school assembly with the staggered leaving of home groups at a third whole school assembly (if required). Trialling Option 2 in practice would allow a comparison of student safety along Gloucester Avenue to Option 1 which has been trialled.

 

The process of this design brief has been based on

Gardiner, E. (2013). Changing behaviour by design: Combining behavioural science with design-thinking to help organisations tackle big social issues. Design Council & Warwick Business School. Retrieved from:https://www.designcouncil.org.uk/sites/default/files/asset/document/Changing%20behaviour%20by%
20design.pdf

Comments on other blogs:

Yvette – bakery cafe http://thinkspace.csu.edu.au/yvette/2014/08/15/assessment-3-design-brief/#comment-12

Shannon – children’s hospital library http://thinkspace.csu.edu.au/shannonsthoughts/2014/08/15/blog-post-3-design-brief/#comment-25

Rochelle – childcare drop off http://thinkspace.csu.edu.au/rmasaoka/2014/08/16/design-brief-blog-post-3/#comment-25

Ben – summer camp bus http://thinkspace.csu.edu.au/bend/2014/08/17/a-transport-space-design-brief/#comment-3

Service Design Thinking

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Posted by Liz Eckert | Posted in INF536 | Posted on August 8, 2014

Things I want to remember from Module 3.4 Design beyond designers

From: http://digital.csu.edu.au/inf536/module-3-studio-teaching-and-space-design/3-4-design-beyond-designers/

This Is Service Design Thinking:

  1. It’s User-Centric: services are experienced through the customer’s eyes first and foremost. Those customers can sometimes be internal customers.

  2. It’s co-creative, involving all those who have a stake in the service, including customers

  3. Sequencing shows that all activities and actions undertaken are interrelated, not acting in silos

  4. Evidencing makes those actions visible, understandable by anyone who might be touched by the service.

  5. It’s Holistic, taking into account the world around the service. The service does not operate in isolation of other services, products and environments.

 

Summary of Meinel and Leifer (2013)

  1. The Human Rule: All Design Activity is Ultimately Social in Nature. Never Go Hunting Alone. (co-creative and user-centric)

  2. The Ambiguity Rule: Design Thinkers Must Preserve Ambiguity. Never Go Home Empty Handed. (break down silos and act in a holistic manner, but adds emphasis on not defining one’s solution too early, before one has had the chance to investigate the concept fully)

  3. The Re-Design Rule: All Design Is Re-Design. Take the Big Idea Home. It Has Been Done Before. (Sequencing and Evidencing, in order to keep track of assumptions)

  4. The Tangible Rule: Make Ideas Tangible. Facilitate Human Communication. (Evidencing)

I think I tend to try for the human rule & the re-design rule. However, I need to work a bit more on the evidencing idea, particularly when I switch things around in the library, without really telling anyone why I’m doing something. I tend to tell people when they’ve asked why I’ve shifted things around. (usually prototyping an idea to fix an issue for me in the layout/usage of the library.)

INF536 Blog Task #2

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Posted by Liz Eckert | Posted in INF536, required blog tasks | Posted on August 5, 2014

Observation task

While not a weekly or daily occurrence, I experienced our full school awards assembly this morning (and our welcome assembly to Japanese exchange student group). This term was the first full school assembly that we had during our building works. These are due to finish June 2015.

Typically on a Monday morning, I do not have a home group to work with as I’m part time. Usually I have a Yr 8 group Wednesdays & Thursdays. This morning when I got to school, I discovered that I’d be having a Yr 9 home group before supervising them in assembly, so that made me consider how things were presented about our new route for assembly as I didn’t normally have the Yr 9s and there was a student teacher attached to this home group. I was one of 8 home group relief teachers for today. I think this helped me to remember to observe/immerse myself in the experience. Assembly ended up being  around 45 min rather than the 30 min anticipated on the running sheet. Often these assemblies go later than one lesson.

Reminders about assembly & to check emails re today’s routes to the gym & awards winners were on the staff whiteboard near the staff entrance (not the front entrance).

Email to staff re routes to gym:

Hi everyone,

 More new territory for us! The (chaired) assembly gives us the chance to try out (partial) circumnavigation of the building site.

 The plan is to have Year 12 and Year 9 students approach across the oval and cross the worksite road and enter the gym from the single door on the western side.

 Years 8, 10 and 11 will access via the passageway on the eastern side of Tech and along the footpath on Gloucester Avenue and then into the gym by the double doors on the eastern side.

 We may also choose to use the southern door and will triage students at the Lone Pine if we follow this option.

 Hope this works! Please supervise students closely during this operation (and during the assembly).

 Cheers,

 

For me this was slightly confusing as I don’t know where the lone pine is (I know there is one on site but no one’s actually told/shown me where it is)

Map of school site – map was edited by me from the yard duty areas map in the staff information folder that we receive at the beginning of the year. Not sure if relief teachers have this in their folder/information for the day.

SEHS map to gym

SEHS map to gym during building works

Note: The walkway at the top of the school (near bus 2 yard duty) is narrow,  single file near workshops/conference centre/kitchens. This would be quite tight when carrying chairs. (I didn’t experience this trip to the gym with chairs; I have with just Yr 8s & no chairs for a year level activity in home group/student development (extended home group).)

Plan was for Yr 9 & 12s to enter the gym via the oval door. However, when we got to the gym, we entered via the yard door. Leaving we left via the oval door (which we were supposed to enter through). The oval door is a single doorway whereas the yard & hill doors are double doors. My class followed the Yr 12s who were entering via the yard doors. The band was playing when we got to the gym which may explain why students didn’t want to go in the oval door.  (Edited to add – we used to have Yr 10-12s enter via Yard door and Yr 8-9 via Hill door; map taken from staff handbook)

Assembly seating plan in gym with entry doors labelled

Assembly seating plan in gym with entry doors labelled

Teachers were given the running sheet for assembly in home group pigeon holes.

I made some notes on this sheet as well as in my note/sketch pad.

agenda running sheet and my notes

agenda running sheet and my notes

my notes about assembly

my notes about assembly

A few shots of students leaving the gym. The first two show the narrow walkway to the yard doors that students entered by.

students leaving assembly through oval door

students leaving assembly through oval door

students leaving assembly through oval door

students leaving assembly through oval door

 

students walking past fencing

students walking past fencing towards “gate”

 

leaving assembly 4 after the "gate" is crossed

leaving assembly after the “gate” is crossed

 

leaving assembly past the back of the canteen towards the main buildings in the distance
leaving assembly past the back of the canteen towards the main buildings in the distance

 

Comments on other blogs:

http://thinkspace.csu.edu.au/ngaireb/2014/08/03/blog-task-2-observation/#comment-13

http://thinkspace.csu.edu.au/jesoods5/2014/08/05/blog-task-2/#comment-15

http://thinkspace.csu.edu.au/jerry/2014/08/08/inf536-blog-task-2/#comment-29

Facing up to Mackintosh

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Posted by Liz Eckert | Posted in INF536 | Posted on August 2, 2014

Response to task

When asked “What should an art school building provide?”, Muriel Gray in the excerpt above provides what might be reframed as a Design Brief, using the existing Mackintosh Building at the Glasgow School of Art as an example. How would you answer the equivalent question for your own learning setting? What should an elementary school space provide? What should an insurance company building provide for its learners? What should a university provide?

And beyond the physical space, what is the role of other actors and elements in helping learners learn beyond their existing capacities?

Excerpt link

My question for my learning setting would be: What should a secondary school (library) space provide?

  • access to wider internet – not just a school intranet
  • access to information (print or electronic)
  • teachers & staff who act as facilitators to learning
  • inspiring yet not being too broad in the inspiration or too confining of possibilities
  • not being too narrow in expectations of student/teacher possibilities
  • space to think/ponder new knowledge/ideas
  • space to discuss and develop deeper understanding of concepts/skills
  • welcoming of all
  • not intimidating
  • space to help others learn, student to student, student to teacher, teacher to student, teacher to teacher
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