{"id":645,"date":"2017-12-12T09:44:26","date_gmt":"2017-12-12T16:44:26","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/?p=645"},"modified":"2017-12-12T09:44:26","modified_gmt":"2017-12-12T16:44:26","slug":"assessingdlearning","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/assessingdlearning\/","title":{"rendered":"Assessing d.learning: Capturing the journey of becoming a design thinker"},"content":{"rendered":"<p>Below are my annotations for <a href=\"https:\/\/link-springer-com.ezproxy.royalroads.ca\/chapter\/10.1007\/978-3-642-31991-4_2\">Assessing<\/a><a href=\"https:\/\/link-springer-com.ezproxy.royalroads.ca\/chapter\/10.1007\/978-3-642-31991-4_2\"> d. learning<\/a><a href=\"https:\/\/link-springer-com.ezproxy.royalroads.ca\/chapter\/10.1007\/978-3-642-31991-4_2\">\u00a0<\/a>by Goldman et al. (2012).<\/p>\n<h3>Introduction and background<\/h3>\n<p>Research question: &#8220;How can we understand what is learned in design thinking classes, and how might assessments contribute to that process in authentic and helpful ways?&#8221; (p.14)<\/p>\n<h3>From mindsets to mindshifts<\/h3>\n<p>Definition of mindshift: &#8220;active shifts that students are making &#8230;&#8221; and &#8220;re-synthesis and reorientation of their worldviews, routes, and propensities in problem-solving&#8221; (p. 15)<\/p>\n<p>Consider fixed versus growth mindset<\/p>\n<ul>\n<li>Question: how is a growth mindset different from a mindshift?<\/li>\n<li>Answer: they are very similar; a mindshift is &#8220;the active process of developing a mindset&#8221; (p. 22)<\/li>\n<\/ul>\n<p>Four key mindshifts:<\/p>\n<ol>\n<li>Human-centred &#8211; &#8220;focus on empathy for others&#8221; (p. 16); consider needs of other people, not your own needs<\/li>\n<li>Experimental &#8211; &#8220;everything may be considered a prototype&#8221; (p. 17); be prepared to evolve your ideas<\/li>\n<li>Collaborative &#8211; collaboration is needed for problem-solving<\/li>\n<li>Metacognitive &#8211; being aware of what stage you are in when in the design thinking process<\/li>\n<\/ol>\n<h3>Needs<\/h3>\n<ul>\n<li>Students need subject matter knowledge and skill to innovate<\/li>\n<li>21st century skills = cultural shift, what skills are needed to succeed today<\/li>\n<li>Current assessment methods are lacking; new assessment\/metrics needed to measure 21st century skills &#8212; see Silva (2008) for details<\/li>\n<\/ul>\n<h3>Theoretical perspectives<\/h3>\n<p>This section talked about a number of theoretical perspectives but lacked structure and focus for me to make sense of them in any meaningful way. Three key points stood out:<\/p>\n<ul>\n<li>Design thinking = problem solving &#8211; this finally clicked for me<\/li>\n<li>&#8220;based in experiential and sociocognitive view of learning&#8221; (p.19)<\/li>\n<li>Constructionism (Papert) &#8211; people learn by creating tangible outputs of ideas<\/li>\n<\/ul>\n<h3>Research methods and analysis<\/h3>\n<p>This section described activities taken to iterate the assessment tool prototypes discussed in the next section. It would be worth revisiting if I were ever to create a similar research study, but otherwise could be skipped over.<\/p>\n<h3>Assessment tool prototypes<\/h3>\n<p>Four assessment tool prototypes were developed:<\/p>\n<ol>\n<li>The reflective assessment rubric &#8211; includes mindshifts listed above; three levels of expertise; related skills (interviewing, prototyping, synthesis, persistence, resilience, adaptability, risk-taking, brainstorming, bias toward action, storytelling, process vocabulary, collaboration); outcome: rubric is inappropriate for assessing mindshifts<\/li>\n<li>The windaboolah experiment task &#8211; performance based task; students were asked to participate in a design challenge, to design an ambiguous, made-up item with specific criteria; this allowed for assessment of human-centred mindshifts based on level of experience with design thinking<\/li>\n<li>The designing twenty-first century learning spaces task &#8211; reflection based task; assesses human-centred mindshifts; requires guidelines for scoring responses<\/li>\n<li>The assessment dashboard &#8211; visual online dashboard to document learning progress as it happens and over time, including relevant skills, process stages, portfolio of work<\/li>\n<\/ol>\n<p>I&#8217;m not sure I would use any of these activities or assessment tool prototypes in my own work. They lack the rigor and practicality my clients would expect of an assessment tool.<\/p>\n<h3>Summary and discussion<\/h3>\n<p>The majority of the paper and therefore this section focused on human-centred mindshifts. I would have liked to learn more about the other mindshifts identified as well.<\/p>\n<h4>References<\/h4>\n<p>Goldman, S. et al. (2012). <a class=\"external\" href=\"https:\/\/link-springer-com.ezproxy.royalroads.ca\/chapter\/10.1007\/978-3-642-31991-4_2\" target=\"_blank\" rel=\"noopener\">Assessing d.learning: Capturing the journey of becoming a design thinker<\/a>. In H. Plattner, C. Meinel &amp; L. Leifer (eds). <i>Design thinking research: Understanding innovation<\/i>. (pp. 13-33). Berlin: Springer.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Below are my annotations for Assessing d. learning\u00a0by Goldman et al. (2012). Introduction and background Research question: &#8220;How can we understand what is learned in design thinking classes, and how might assessments contribute to that process in authentic and helpful ways?&#8221; (p.14) From mindsets to mindshifts Definition of mindshift: &#8220;active shifts that students are making [&hellip;]<\/p>\n","protected":false},"author":63,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[7,1],"tags":[],"class_list":["post-645","post","type-post","status-publish","format-standard","hentry","category-lrnt524","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/posts\/645","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/users\/63"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/comments?post=645"}],"version-history":[{"count":6,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/posts\/645\/revisions"}],"predecessor-version":[{"id":653,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/posts\/645\/revisions\/653"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/media?parent=645"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/categories?post=645"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0019\/wp-json\/wp\/v2\/tags?post=645"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}