Jobs 2050 Learning Process

The Design Learning Process at a Glance
Based on student learning needs and context, the following steps are flexible in terms of the order in which they occur throughout the process.

STEP 1  |  Explore

STEP 2  |  Describe

STEP 3  |  Explain

STEP 4  |  Demonstrate

Sensory Exercise

Students engage in a Year 2050 playful learning experience to explore key terms and concepts, along with essential skills

PRE-Assessment

Facilitator assesses learners’ level of understanding of key terms and concepts—followed by guided inquiry and open dialogue (scored, not graded)

Problem Statement

Teams discover and state real-world problem that is relevant, doable, with accessible resources—aimed to prepare learners for careers not yet invented and support balanced ecosystems of Kansas City's industrial and economic future

Define Challenge

Students transpose problem statement into a human-centered design project—intent with purpose, creative, innovation design solution

Ask Critical Question

Teams craft guiding question embedded in divergent thinking within Job 2050 challenge

Sort Habits of Mind

Students observe context along with needs and wants of high school students, employers, high school teachers, and college educators

Select Perspective

Teams narrow project scope via career (art, design, the humanities, science, technology, engineering, math)

Select Pathway

Students target area of interest (home, work, learning, health, community, mobility, play, agriculture, environment)

Consider Upcycling Resource(s)

Teams select upcycle resources and materials (reused materials such as: food cans, plastic bags, paper envelopes, clothing, hangers, boxes, etc.)

Engage Experts

Students prepare initial plan and roadmap, then engage in open dialogue with global design partners to gain greater understandings

Check Assumptions

Teams consider next steps and adjustments needed to ensure that industry and economy in Kansas City will benefit

Make Sense of Findings, Consider Alternatives

Students sort through most important information gathered from open dialogue with global partners via brainstorming “how might we...?” questions -- teams consider alternatives using divergent thinking

Identify Criteria, Embed Feedback Loops

Students set clear criteria as indicators of success as aligned with embedded checkpoints of design decisions (patterns & trends of jobs today, future, past; entrepreneurship scenarios; balanced future ecosystem solutions)

Conduct Formative Assessments

Facilitator assesses learners’ level of readiness to apply and transfer key concepts and skills (scored, not graded)

Create Plan of Action

Teams finalize roadmap into plan of action including final form of design, resources, key implementation timing, and direction of Kansas City desired outcomes

Iterate Design Solutions

Students join March 1 event at 1pm to collaborate with entrepreneur professionals, teachers, designers and college students -- engage in speed dating, visualizations of top solutions, and develop final design concept prototype

Forms of Design Solutions

Art: 2D or 3D Expression Design

Design : Product, Communication, Experience, or Service Design

Humanities: Human-Centered Design within Current, Trajectory, or Retrospective Context

Science: Physical or Natural System Design

Technology : Software System Design

Engineering : Structural System Design

Math: Mathematical Model Design

Prepare Presentation

Teams prepare to deliver a presentation to entrepreneur jury panel -- produce storyboard or 3-minute video


 

 

 

STEP 5  |  Evaluate

 

 

 

Final Presentations, Jury Process

- Teams present to jury panel
- Jury process takes place
- Students prepare for open dialogue

Open Dialogue

Moderated whole group discussion and makes sense of five prompts:
- improvements
- changes
- new questions
- next steps
- impact

POST-Assessment, Jury Announcement

- Students take POST-assessment
- Jury panel announce final outcomes


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Doris Wells-Papanek,
Feb 5, 2014, 10:07 AM