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 |
Open Dialogue Moderated whole group discussion and makes sense of five prompts: |
POST-Assessment, Jury Announcement - Students take POST-assessment |
|
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.