We were tasked by St. Joseph’s Institution Junior (SJIJ) to organise a Design Thinking workshop for 260 students. The workshop was scheduled to run over 3 days, with a limited budget that allowed us to mobilise only 3 facilitators from our end. Additionally, 10 educators were onboarded the program as co-facilitators who had little to no prior experience in Design Thinking.
To effectively approach this challenge, we began by conducting a teacher-training session before the workshop. This session provided teachers with a comprehensive guidebook, clearly defined roles and responsibilities, and an overview of the activities that would be carried out during the workshop.
Our primary objective was to immerse the students in the development process (hands-on approach). We planned and conducted the research and synthesis stages using the customised toolkits we developed. These toolkits were designed to help the students understand the concepts of these stages while gathering the necessary information to meet their challenge objectives.
Given the large number of students, we knew we had to assign them something that would spark their enthusiasm and interest. We decided to focus on toys, which proved to be an engaging and relatable theme for the students.
Simplicity
When planning for students to engage in Design Thinking activities, it is important that we tailor the approach to their age and level of understanding. Simplicity in problem-solving tasks is essential. We specially designed the tasks given to the students to be relatable, engaging and structured to capture their interest and maintain their attention throughout the process. Additionally, clear instructions and guidance through the use of toolkits and presentation slides should be provided to ensure students understand the steps involved in the Design Thinking process.
We presented the students of SJIJ with an exciting challenge of designing toys and games. This leverages their intrinsic motivation to play. By tapping into their enthusiasm for play, students were not only motivated to actively participate in the Design Thinking process but also deeply engaged in generating creative ideas and innovative solutions.
By simplifying problems and providing appropriate support, students were able to develop their critical thinking, problem-solving and creativity skills in a meaningful and enjoyable way.
Free Exploration versus Structured Guidance
There are times when we aim to foster an environment of exploration and autonomy, especially when students exhibit initiative in tackling tasks independently. Allowing them the freedom to explore encourages ownership of the problem-solving process and stimulates their creativity. However, there are also moments when guidance and structure are necessary to ensure students stay on track and understand the steps involved in Design Thinking.
During the planning phase, we analyse the complexity of the problem and tasks, the students’ prior knowledge and skills, and the learning objectives to identify areas where students can explore freely and where structured guidance is required. Throughout the program, we continuously observe students’ progress and adjust our approach accordingly, carefully deciding when to let them explore and when to provide support.
Given that SJIJ involves primary school students and had a larger number of participants, we opted for structured guidance for most of the toolkits and slides presented. Depending on the situation, younger students often benefit from more detailed instructions and clear frameworks to help them grasp new concepts effectively. Additionally, having more students (240 in total) meant a higher demand for organised facilitation to maintain engagement and manage the group effectively.
There were moments where we allowed the students to explore independently, particularly during the ideation and prototyping phases. During these phases, we observed their enthusiasm and willingness to navigate on their own.
This deliberate balance between fostering autonomy and providing guidance ensures that students are empowered to think critically, innovate, and problem-solve effectively within the framework of Design Thinking.
Serious Play
By framing the design challenge around creating sustainable toys, it allows us to integrate elements of play into the Design Thinking process. This playful approach facilitated learning and creativity, allowing students to work collaboratively, negotiate design decisions, and engage in hands-on testing. By “playing” during prototyping, students could explore ideas freely, ideate quickly, and learn from their mistakes in a dynamic environment.
Infusing fun into the Design Thinking process establishes an environment where students feel encouraged to explore, experiment, and embrace the inherent uncertainties of creativity and innovation. This strategy not only made the process enjoyable but also deepened their understanding and enhanced their problem-solving abilities.
Challenges faced during the Design Hackathon at SJIJ
Managing noise levels posed a challenge due to the enthusiastic participation of the students, which was delightful to see. However, it is important to ensure the students’ attention, especially when explaining activities or tasks to them. The educators’ active participation throughout the program played a crucial role in mitigating this challenge. They helped maintain appropriate noise levels as necessary, thereby ensuring a conducive environment for collaboration and concentration.
Another challenge faced was the short attention span of some students, leading to difficulties in keeping up especially during the synthesis phase. To overcome this obstacle, we adopted a proactive approach by regularly engaging with the students, reiterating our explanations, and providing additional support when needed.
Lastly, technical issues arose when students encountered difficulties while using their iPads for certain activities. This highlighted the importance of considering alternative tools and materials to ensure smooth execution of the activities. It is necessary to always incorporate backup plans, such as providing paper and pen for certain tasks, to mitigate the impact of technical issues.
The Design Thinking Workshop at SJIJ was an enriching experience that showcased how Design Thinking can be taught through play. Despite facing challenges such as noise levels, short attention spans, and technical issues, our collaborative efforts with educators and proactive engagement with students ensured a successful and impactful event.
Facilitating over 260 students, we guided them through the playful exploration of designing sustainable toys. This approach not only encouraged the students to think innovatively but also taught them valuable lessons in resilience, adaptability, and teamwork.
As we reflect on this experience, we are inspired by the enthusiasm and ingenuity displayed by the students of SJIJ, reaffirming the importance of nurturing creativity and fostering a culture of innovation in education.
For more information about the Design Thinking workshop at SJIJ, please contact us at info@designsojourn.com. Click on this link to learn more about the Design Hackathon conducted with the secondary school students from Fairfield Methodist Secondary School.
Learning by Design is an initiative organised by Design Singapore Council which aims to develop confidence in students in applying Design Thinking to real-world issues. Furthermore, educators and parents can also benefit in gaining a deeper understanding on how Design Thinking can help in solving problems.
