Young Makers and the Design Disposition: Connected Learning, Innovation, and Relevant Making

• In Event: Innovating Through (Online) Games to Improve Educational Outcomes

Abstract

Purpose
It is widely recognized that among the competencies that students must master in the 21st century none may be more important than what the Partnership for 21st Century Skills refers to as “learning and innovation skills.” More specifically, how do young people learn how to engage in idea creation techniques; ask questions that lead to better solutions; and communicate effectively across different modalities? In this demonstration we address the question what does the application of innovation skills look like in an educational setting?

Methods and data sources
During a three week project with high school students from the Austin metropolitan area, our research team from the University of Texas created a real world-based design challenge that connected all of the research, ideation work, design, prototyping, and iterative processes of students to one essential question: is the pervasiveness of sugar creating a toxic food environment? The design process that students participated in was inspired by two factors. First, the escalating rates of childhood obesity in the U.S. and, second, the desire to create an environment for inquiring, learning, playing, and making that supports the development of 21st century skills that prepare students for future classrooms, workplaces, and civic spheres.

Conclusions
After conducting research across a variety of food environments—home, school, and neighborhood—students designed and produced an iBook that documented their findings, demonstrated their digital making skills, and expressed their voices. Around the world nations are asking what are the skills, competencies, and dispositions that students need to succeed in the 21st century? Crucial to the design process was the desire to create an environment that encouraged students to exercise curiosity, design and make for impact, and expand their repertoire of digital literacy skills. While our design process focused on many of the skills that are consistently recognized such as critical thinking, problem solving, and collaboration we placed a particular emphasis on creativity and innovation as well as media production and technology skills.

Mastering the ability to communicate in the digital age must be regarded as a high order thinking and doing skill that all students should be able to demonstrate some degree of proficiency in. Indeed, students must be competent in a mix of literacies, traditional and new. In addition to mastering written and oral forms of communication, students were expected to express critical thinking perspectives and insights through the design and production of digital media artifacts including, for example, digital photos, animation, graphic art, interactive maps, podcasts, video, and memes. During the demonstration section of the session, we will share a copy of the iBook as well as findings from a report that documents the key takeaways from the pilot project.

Authors

• S. Craig Watkins, The University of Texas - Austin

• Andres Lombana Bermudez, University of Texas, Austin