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Fairfield Methodist Secondary School – Design Hackathon

Project Scope

In our other case study, How We Empowered 260 Students with Design Thinking (SJIJ), we (Design Sojourn) discussed our experiences in designing, developing and facilitating a Design Hackathon for the students and educators of St. Joseph’s Institution Junior (SJIJ). In this case study, we will be sharing another Design Thinking program, this time conducted at Fairfield Methodist Secondary School (FMSS).

We (Design Sojourn) conceptualised a 7-day Design Hackathon for secondary students that spanned across several months. Unlike the 3-day Design Thinking Workshop at St. Joseph’s Institution Junior (SJIJ), the extended duration at FMSS allowed students more time for research, prototype development, testing and iteration. FMSS also used this opportunity to enhance students’ skills in prototype development by introducing them to a 3D modelling software, Autodesk Fusion 360.

In addition to the difference in program duration between the two schools, the Design Hackathon at FMSS was conducted as an after-school program, while at SJIJ, it took place during school hours.

Design Hackathon at Fairfield Methodist Secondary School

Relatable Experience

When designing the Hackathon for students at FMSS, we aimed to create a challenge that was both engaging and meaningful.  The students from FMSS were tasked with designing a sustainable product observed in everyday settings such as, in school, shopping malls, heartland shops, hawker centres, wet markets, and at home.

Students’ familiarity with these environments meant they could quickly relate to the challenges and bring personal insights to the table. Students are likely to have already observed various challenges or problems within these areas, either personally or through the experiences of those around them.

By addressing issues within these familiar environments, students were given the opportunity to tackle problems that have real-world contexts and implications. This not only made the challenge more engaging but also highlighted the importance and applicability of sustainable practices in everyday life.

Free Exploration versus Structured Guidance

Our approach to the FMSS Hackathon was designed to leverage the maturity and cognitive abilities of the secondary school students, providing them with the freedom to explore and innovate independently. Unlike our approach with the primary school students at SJIJ, which was more structured to suit their developmental stage. 

When students sought clarification or encountered challenges during the project, we used strategic questioning to encourage deeper thinking and problem-solving. Rather than providing direct answers, we prompted them to reflect on their goals, consider alternative approaches and evaluate the feasibility and impact of their ideas. Each deliverable element (e.g. toolkits, presentation slides, templates, etc.) provided to the students was designed to offer guidance without confining the students to a single approach, allowing for a broader exploration of ideas. By offering open-ended toolkits and promoting inquiry-based learning, we encouraged the FMSS students to take ownership of their projects, think critically, and teach adaptability to changing circumstances or unexpected challenges.

However, this approach may not be suited for some students who require more structured support. Hence, we maintain an active role in the process to observe and approach these students individually or in small groups offering tailored guidance and clarification as needed.

Pitching Ideas and Feedback

A pivotal activity during this Hackathon was the pitch presentation session, where students had the opportunity to showcase their ideas to peers and judges, including facilitators, educators and guests from Design Singapore Council.

The pitch presentation session served as a platform for students to refine their communication skills and articulate their ideas confidently. It was not a contest of ideas, rather it was a learning experience for students to learn from others and to provide suggestions to the presenting groups on how their ideas can be improved.

One of the highlights of the session was the feedback students received from judges and peers alike. This constructive criticism was not just about refining their projects, but also about fostering growth and encouraging students to think critically about their solutions. The interaction with judges from Design Singapore Council provided real-world insights and validation, reinforcing the importance of their innovative approaches.

Challenges faced during the Design Hackathon at FMSS

Organising the Design Hackathon at FMSS presented several challenges that require thoughtful strategies to overcome. These challenges encompassed logistical issues, student engagement, and aligning with school schedules.

One of the significant challenge was accommodating students’ other after-school commitments such as Co-Curricular Activities (CCAs) and tuition sessions. Conducting the sessions after school hours meant that some students were unable to participate consistently. This inconsistency posed a challenge in maintaining the momentum of the Hackathon project.

To address this issue, we implemented several strategies. We always began each session with a comprehensive recap for students who missed previous sessions. This ensured that everyone was up to speed with project developments. Additionally, we approached students individually to provide catch-up materials and guidance, helping them integrate back into the project smoothly. Looking forward, we recognise that conducting sessions during school hours could potentially mitigate these challenges, provided it aligns with the school’s curriculum and availability.

Another challenge was ensuring sustained motivation among students throughout the Hackathon. Factors contributing to this included fatigue from academic lessons during the day, involuntary participation for some students, and the extended duration of the program.

To combat motivational challenges, we recognised the importance of assessing students’ interest and commitment prior to the program. Conducting surveys or informal discussions beforehand could help identify and select participants who are genuinely enthusiastic about participating. This proactive approach would likely enhance overall engagement and commitment.

The challenges faced during this Design Hackathon underscored the importance of flexibility, proactive communication and strategic planning which we aim to continually refine. This is to ensure that all students and educators can fully benefit from enriching and impactful learning experiences in the future.

project OUTCOMES

The Design Hackathon at FMSS was a journey of growth, learning and empowerment. It equipped the students with essential skills in navigating challenges independently, nurtured a spirit of innovation and instilled a commitment to sustainable practices. 

Throughout the program, the 30 students who participated, showcased their creativity and problem-solving skills through developing their prototypes, pitching presentations, and receiving valuable feedback from judges and peers. This not only honed their communication skills but also validated their efforts in addressing real-world sustainability challenges.

The Design Hackathon exemplified the power of hands-on learning and collaborative problem-solving. It equipped students with essential skills for future endeavours while instilling a sense of responsibility towards creating a sustainable future. Moving forward, continuous improvement and adaptation will be key to enhancing the impact and inclusivity of such initiatives, ensuring that all students have the opportunity to contribute meaningfully to their communities and beyond. For more information about the Design Thinking programs we conducted at both FMSS and SJIJ, please contact us at info@designsojourn.com.

Status: Completed (May 2024)
 
Competence: Design Thinking, Curriculum Design

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