#dtk12chat Archive
Please join us for a weekly conversation about design thinking in K12 education. We will have a variety of moderators with a wide range and depth of design thinking experiences. Each week, we will connect the dots to the design thinking methodology and how it can and will play a bigger role in today’s K12 educational arena.
Wednesday February 17, 2016
Joseph teacher-librarian Houston area TX
Chris in Atlanta, life-hack: setting all my clocks a few min. fast (but varied amounts) so I arrive early or on time
Q1: How would you define a constraint? What's another word for it?
Dvora, Educational Therapist/curriculum designer from Los Angeles
in CA, excited about sharing ideas with enthusiastic community of educators! (and for too-rare rain in SoCal)
Ellen in SF Bay Area. Sorta in and out tonight.
Peeps Mary via ATL Life Hack: smelling BS of others by reading their lips & watching their actions :)
Peeps Mary via ATL Life Hack: smelling BS of others by reading their lips & watching their actions :)
Reagan from Medicine Hat. Excited to make the cha tonight.
What up! Kaleb, SoCal. Fav life hack: Having spa days when I have super late meetings!
A1) constraints (or characteristics, properties,...) are "what is wanted in a satisfactory solution" for a problem.
A1: Problem finding can be a way to frame constraints.
Just joining from Cambridge, MA!
A1 a constraint is a slight limitations that should be blown away
A1: parameter or framework?
A1 anything that creates a limitation. I think of time
A1 it is when students give you that confused face
A1 a constraint is like a cube & you are stuck inside… Stop wining about it & go from there Another word: opportunity It
A1: constraint=Inner city, no dollars, & almost no teacher, parent or student has ever seen a school that works-that's constraint
For all the burgeoning design thinkers out there, is starting up now- jump in! cc
A1: restricter plate, wall, plastic thing in the top of a whiskey handle, govenor
A1 My Ss have Learning Disabilities, but they also bring huge talents to balance things out
That limitation can also be a source of creativity depending on how we frame it.
lifehack: turning DT on unsuspecting small children! Does wonders for tantrums!
A1: Constraints are: borders, boundaries, limits, frames, containers, necessary, essential, fun!
A1) constraints = the desired goal-properties you will want in a satisfactory (or ideal?) solution for a problem.
Tony from Charlottesville VA joining in, though currently tweeting from Oxford, AL
Constraints can be cultural, academic, grounded in beliefs and fears
Eric you are right of course but sometimes within that constraint creative solutions can develop.
A1 Constraints are like sandboxes. Helps to focus where we can play
you should have an entire lesson on how turn around a tantrum
A1: yes and 4 DThinkers it's also an opportunity 2 cr8 a 'work-around,' a more cr8ive way.
Welcome to Tony Why Ox, AL? are you still playing in albemarle spaces?
A1: Love these definitions of "constraints!" Funny, I never noticed I dropped "constraints" from the version of DT I use...hmm.
that would make a fun youtube tutorial
none of that was bad-my reality has taught me to be incredibly creative. All those constraints are still opportunities
Q2: Think of a time when constraints positively affected your teaching/learning. Share the context and results.
"like a cube & you are stuck inside" reminds me of classic mime routine showing they're inside a cube!
I have worked in a high poverty school so I can relate to the weight of that constraint for sure.
I think of constraints as an Uber positive in DT When U are faced with wide open spaces, your mind can just go on 4ever
A2 right now, I have 2 Ss, 8 and 10, who have memory problems, and the solutions are wide open, I have no idea what to do
A1) Constraints = Parameters. Boundaries. Edges. "Givens." Tension providers. Springboards.
Q2: Recently, we investigated an issue of gentrification in Oakland. We used a "slice" to get a flavor of the issues. 1/2
A2: The constraint of a parent council unable to fundraise led to community partnerships to design learning opportunities.
Q2: We:
Consulted w/ local experts,
Interviewed community members, and walked away with a deep appreciation of the complexities
A2 2 many 2 name…when do teachers not work under constraints? Time, space, Powers@Be, Politics, , resources, culture, schedule
how does look in city planning?
I would love to learn more about that project.
A2 we find several times when student want to make robots that aren't connected 2 computers and have to switch tools
A2: space for makerspace was a bit of a challenging constraint.
Fantastically! Check out or in San Diego
Totally! I use "principles" which also guide. Am weighing the difference as I reflect on folks' definitions here.
I like the term edges. It is a great way to move from constraints to possibilities.
It was really cool, profound and deeply meaningful issue for the people of Oakland.
A2 first thought football conditioning w/limited weights; getting kids see possibility in a new fb program SGTH 2006
A2: Time is a frequent constraint; my Ss are forced to produce under it. the result is a starting point for future iterations
A1) or can have constraints on process: e.g. time deadline, limits on budget or available knowledge or technology.
Just received the wrong sensor for one of my robotics projects. Constraint + opportunity
Agreed- constraints feel like the ropes around a wrestling ring- something to push off of & get running
A2: I find that when I give folks *less* time, and sometimes even less materials, for prototyping they often do better!
A2: Constraints on writing clarify thought. Tweets are an example :)
Any thoughts as to why? https://t.co/VCJjNekNGs
A2: I find that when I give folks *less* time, and sometimes even less materials, for prototyping they often do better!
What happened next? Or what will happen next? :-)
I I love that- so often the limiting constraints become incredible opportunities
that might be a great way to help Ss who have expressive written language difficulties
true. Almost creates more freedom. Know it can't be perfect so just do it.
Q3: How do constraints develop a learner’s creative confidence?
A2: If people challenge themselves to do a lot with a little, it's not just a faster experiment—it's a more sustainable solution.
for example, Haiku is easy to write because the constraints are so clear and the length is short
they moved from hummingbird to arduino. Then they hit the constraint of text programming
Fixed computer lab in library + Design by non-library "experts"
One of the reasons I'm dreading any talks around the 10k character count! https://t.co/YKKe94wzNG
A2: Constraints on writing clarify thought. Tweets are an example :)
"why" if "less time... less materials... they often do better" --> fascinating psychology?
Yes! And they act from their gut and heart, which have internalized a lot of their insight, rather than over-thinking.
agree. also ppl learn more about how to fix/adjust later on based on prev. experience
interested 2 know more about difficulties. Constraints could provide feeling of safety 4 these Ss.
A3 GuardRails provide safety & confidence that they wont falloff the cliff Constraints serve this purpose Protection 2 take risks
A3 if the constraint is time if forces them to action. No paralysis by analysis Which leads to creativity
I love that aspect of time for making ppl get more iterations. The more mistakes made early, the sooner they can learn
structure is crucial, plus choices for expression
Folks have been answering with lots of great reasons! Spurs creativity, acting from gut/heart, worrying less.
A3: Constraints can act like scaffolds and provide quick wins.
they were excited that they got it to work on something new
Absolutely! A bias towards action! https://t.co/BqBfRkdNor
A3 if the constraint is time if forces them to action. No paralysis by analysis Which leads to creativity
When students experience success they are more likely to strive for it.
Having to change the code & work out something with the Arduino for another output.
I wonder who I might recruit to come with me to such an event?
A3) IMO the constraints provide context- what's available, what's expected. Thankfully, they almost never define what's possible.
Series of small successes!
Got it… had to deal with that at one point… Thankfully they found a new space 4 her
Agreed. Love seeing the reasons others are sharing, and recognizing my own thoughts in there.
I am going to go ahead and tread into territory and give that a
Absolutely - especially when *they* get to define success!
Also, when it's not about the prescribed mode that is expected
Let's see...trouble makers, rebel rousers, anarchists, defectors, creators and MAKERS!! :)
And a great place they did find!
I knew you were lurking :)
Thanks for sharing this. I love open source approach to learning.
My Ss are using my office. We call it "Make Tank" It is a very small tank.
it's the kid in the Emperor's New Clothes story
I have a group of students trying to make an airplane with an arduino
Found that the new sensor is much more accurate BUT I need another output port
Nice Post some Pics when U have a chance Who needs an office? 4 2 yrs I was forced 2 carry a bag
A3: Constraints are Real & Authentic. Ss can smell T-created scenarios.
woooooot! Missing in the name of w tonight to all
Q4: How can REMOVING a constraint help a student reach new heights or insights in the design thinking process? Share a story.
Gotta bail! Time to platy with my kid! Peace
Q3 "If you can make it there, you can make it anywhere;"success w/constraint offers a greater sense of "portable" accomplishment.
I suspect feedback loops play a role in this.
Bring us back some chimichangas! :-)
Gotta Bail! Gotta Play with my Kid! Peace
A4 Removing constraints in brainstorming (not initially but after a few min) unleashes creative juice Encourages Wild Ideas
Big birdwalk... We'll be doing a guerilla-style live from on 3/19!!
if short time -> "from gut/heart, worry less" creative, AND incubation useful, alternate short/long times?
I'm with you. I'm trying to help my son with his video game design project.
Time constraints sometimes help us prioritize
A4: by removing the constraint of not having outside experts/authentic audience
Totally. Have to have kids exposed to that sort of feedback to help them realize it isn't about them. Build resilience.
A4 a constraint 4 Ss fear of failure; DT removes fear by promoting fail fast fail often that can be liberating to Ss & Ts
This is a good example. Helps people set tactical implementation aside and push the boundaries.
Sorry I was late everyone. My battery died and I lost track of time.😜
Q4:So often constraints Ss assume are from *people*. It is SO freeing when they probe those constraints & see folks are FOR them.
No apologies necessary! Welcome!
Very true I can’t think of a time failing enters the convo or “making a mistake"
kind of like when they put that tourniquet on your arm and remove it when taking blood
no worries. Glad u r here!
A4: experiencing constraints w/Ss in an authentic scenario helps them not feel like constraints
what a great visual and Yes And
They have to sign up for times but it also makes me able to help Ss in more one-on-one
a3: creative friction btwn chaos and constraints, who gets to define the parameters is the big question? https://t.co/sbDZai09FM
Q3: How do constraints develop a learner’s creative confidence?
"success w/constraint" --> more "portable"? interesting strategy to promote transfers of .
Is there a concern about what those experts will have to say?
Interesting. Incubation to me is realizing u need to stop thinking for awhile to invite "illumination"...
I LOVE that question! Who gets to define the constraints? The user? The designer? The students? The teacher? Other?
Excellent point. If we are not mindful of this some of the best bits of inquiry can done by the teacher.
A4: This has been a challenge. Too often I feel like they are missing an important element by my removing a part of a step.
no concern; I am making an assumption that NOT having enough access to experts is a constraint.
A4 when a student move past a constraint, they can find new ideas
"time constraints" --> must "prioritize" is useful skill in life, making quick process-decisions.
Stay tuned for an upcoming question! It has this very theme!
Love this! It's actually HARDER in some ways, yet WAY more compelling, to set their OWN constraints!
A4: Often I try to remove the elements of the design process that are similar to something in conventional instruction.
removes some of fear. "If I can do it this way, then w/o constraints I'd b even better." https://t.co/rBJ5pN19I9
Q3: How do constraints develop a learner’s creative confidence?
So some of your constraints are related to a process, instead of some limits on a resource. Yes?
Q5: How can ADDING a constraint help a student reach new heights or insights in the design thinking process? Share a story.
A4: Also giving younger Ss tools to express themselves that don't require writing. Tap into Show, Don't Tell.
I agree. I am a big believer that the best innovation comes from turning constraints into strengths
a4: letting students feel the power of their own “looking”, letting them take this as long and deep as they need to develop AAEC
sometimes constraints bring up sense of "I can't make it worse" bringing us to "what have i got to lose"
missing u 2. Seem 2 miss u on stuff. I'm not traveling 2 much. We'll have 2 catch up. U going 2
AAEC? aesthetic, affective, ethical connection
But I agree! It comes down to following flow & knowing "diminishing returns"-some short spans, some long.
Have to bounce out early, - it's been awesome learning w/you! Will look out for the great insights of the next 20 min+ :-)
This is a big part of our prgrm design. For instance in Kinder, every project theme is around storytelling
A5: creativity w/no constraints= dreams with no plans; ex. How do you make the service product/serv. Better AND cheaper.
A5. Ss come up with the most creative ideas through constraints. One S used motors as wheels when we ran out of wheels for bots.
Would love to hear more about these.
A4) removing constraint --> new possibilities for Solution (or Process) so the change could stimulate creativity.
A5 give the constraints there are no bad ideas it could open them up to greater brainstorms.Can't use BUT or no =share all ideas
Yes! Did my first on-paper DT "compass" with my 4-year-old last night and her drawings created the turns in her insight!
when in elem school, every project is based around a book
A5: adding constraints helps Ss develop "work around" skills. starts w/big idea and refines through DT process
Wondering if seeding can be done. For example when I taught math, I taught a concept in the unit before it was needed.
yes, and "stop thinking for awhile" is process-option if mix short & long time-constraints.
As a librarian, I can appreciate that.
Lots of rich connections to be found from an imagination that has already been sparked!
We use the SeeSaw app A LOT. They love it and Ps get a copy of their artifact.
& we're just starting experiments with physical movement for discovery/development in all phases for kids(big & small :)
as a library person I appreciate your appreciation of the tweet
have a gr8 nite. Thx 4 joining!!
all@projects start in their imagination
Say more about "stop thinking for a while". I would like to know if I'm interpreting that correctly.
The only problem is the lack of continuation in upper grades. I mainly get K/1st Ss. Trying to cram it in.
do you ever rematch Machuyver and realize how many task that don't work
As a library person that appreciates library people that tweet, I appreciate that! :-)
Q6: When students take on a design challenge, how do you help them identify the constraints for themselves?
Oooh, don't know that one. Will check it out! Thank you!
I really wanted them to work, but they don't
prototyping to stop a bomb. Ingenious
Yes. They can draw, record message notes, record over their drawing, make videos & Comment on each other's work.
dammit Jim I'm a T not a fix-it girl!
ok prototyping to escape 3 dudes with guns
A6 Ask them Qs How might that work? Connect to the User? Show me the points of your solution
A6: Most of the time it is about reminding Ss of the end user. What do they want/need not what do u want/need? > Constraint in DT
Whoa! Whoa! What did I do? ;-)
what are the advantages of See Saw vs. a Kidblog account?
On that first question, does it follow with something like: "Do you have that?"?
Asking the right Q is a great way to help Ss realize constraints themselves.
A6: revisit Empathy. how well do we know our user? most of the time they uncover constraints naturally
A6 point out what might already exist; share its not about yr needs but user needs; don't jump to conclusions or solutions
Follow up: Do you help them work around those constraints by remove some? ?
Or "who is this for?" Ask this A LOT with my K Ss. "Does (your enduser) like/want that?"
A6: bring it back 2 user. Does this meet user's need?
Q7: What are the biggest constraints you’re facing now - any context is fairgame. How are you creatively working through them?
I help by asking questions with multiple solutions to get them to think
A6: Hmm, I don't find they must define constraints right away; as they discover/empathize they learn what constraints may exist.
Or let them learn their mistake later through S & Enduser feedback.
Not sure if that is a Q I’d start with I want to hear them connect their ideas back 2 their Users (repeatedly)
A6- love seeng so many responses around needs of user and all comes back 2 empathy!
I believe constraints are a gift to push innovation for the educator and students. See a constraint, ❤️ a constraint
great Q! i want to say no, and just let them .but w/ younger Ss i help them get over it so they can dive deeper
A7: TIME, TIME, & falling into the trap of expecting Ss to be near the level last yr's Ss were at the end of the yr.
A7 My 10 yr old Student asking for "harder" work, but isn't meeting current learning targets
A7 spreading my self thin; reacting instead of proactive. I need to stop & breathe. Then plan a better method
Dang! Super windy and kinda raining.
