Archives For education

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Here’s the commencement speech I gave at UC Berkeley’s Graduate School of Information in 2010. It’s been adapted a bit for length, but my advice to you is the same: start designing your life.

I am a designer and I was trained at an educational institution very different from this. I was trained to play a very specific role as a designer of the products we surround ourselves with.

I was taught to use my skills to create products that are more attractive, easier to use, and more desirable—and I spent the first several years of my career doing exactly that. The only problem was that most of those products were obsolete within a few months or years and most are now occupying landfill.

But I was fortunate. I discovered that I could apply those same design skills to many kinds of problems. Problems that, if solved, might have greater impact on the world. The gulf between what you have learnt here and what you experience over the next thirty or so years likely will be even greater for you than it was for me. There is not much you can do to change that. Perhaps there is something you can do to prepare for it. My friend Dan Pink talks about this problem in his book The Adventures of Johnny Bunko.

He talks about being ‘mindful’ as a strategy for reaching the right balance between actively affecting your future without trying to achieve a futile level of control. I think that mindfulness is at the heart of design, and that’s why I think it is possible to design a life.

I am not going to paint some beautiful detailed picture of a perfect life that you might wish for. Designers sometimes do that. We create a perfect picture of a possible future. We hide it under a metaphorical black cloth and “ta-da!” we pull off the cloth and expect the audience to swoon in wonder. We then expect our clients to go and perfectly execute our vision. And while it may be possible to approach the design of a car or a house that way, it certainly isn’t appropriate when designing one’s life. But I think the principles of design thinking might help you create a life that is more rewarding, interesting, creative, and perhaps more meaningful.

Here are few things you might think about:

Don’t ask what. Ask why.

We have a habit of accepting the challenges that get put in front of us—the latest school assignment, the next business project. Designers have a habit of being awkward on this subject. They ask, why is this even the right question?

They do this because they have learnt there is nothing more frustrating than pouring one’s creativity into doing a great job of answering the wrong question. So invest plenty of time in getting to the right question before you invest your creative energies in finding solutions.

Open your eyes.

We spend most of our lives not noticing the important things. I am sure there are many of us here whose partners regularly accuse us of that! The more familiar we are with a situation the more we take it for granted and in the process miss the opportunity for insight and inspiration, never mind enjoyment.

Good design thinkers observe. Great design thinkers observe the ordinary and in that ordinariness find great insight. Try getting into the habit of stopping once a day to look at an action or an artifact as though you are a detective at a crime scene. Why are manhole covers round? Why do I dress this way to go to work? How do I know how far back to stand from the person in front of me in line? What would it be like to be colorblind?

You will be shocked how inspirational it is to look carefully at mundane things.

Make it visual.

Record your observations and ideas visually, even if it is just a rough sketch or a photo on your phone. Being visual allows us to look at a problem differently than if we rely only on words or numbers.

Pictures put things in context. They show what else is going on. They show the whole idea. Drawing forces you to make decisions about what you want to happen. Don’t worry if you think you can’t draw. Do it anyway.

Build on the ideas of others.

Leonardo da Vinci’s sketch books are full not just of his own ideas but those of other inventors and engineers. He used them as the starting point for his own thinking. Picasso was famous for happily using the work of his fellow painters as genesis for his own masterpieces.

Great ideas evolve. They do not spring fully formed from the minds of geniuses. No matter what your professors might have implied about their own work! Creativity is a social activity and you should feel no hesitancy in standing on the shoulders of others. Just remember to give them credit where it is due.

Demand options.

Just as it is too easy to accept the questions that get put in front of you, so it is far too easy to accept the first solutions you come up with. Design thinkers seek out options, multiple solutions that can compete with each other. Design is a Darwinian process and diversity always creates the strongest ideas. Don’t stop until you have explored at least three ideas you would be excited by.

Balance your portfolio.

One of the most satisfying things about design is that the results are tangible. Something exists at the end of the process that did not exist before. If you chose to apply design thinking to your activities as you go forward then remember to document the process as it unfolds. Preserve those pictures and sketches you use to inspire and create. Keep videos, prototypes, whatever it is that shows how you think.

Assembled as a portfolio, this material will document a process of growth and record the impact of many minds. This will be invaluable not just in the prosaic drumbeat of performance reviews and job interviews, but in your own reflection on your life or when you try to explain to your friends, parents, or perhaps kids, what it is you really do. It is easier to feel proud of your contribution when you have a record of it.

I wish you the best of fortune as you leave here and embark on the task of designing your lives.

(Posted also on my LinkedIn Thought Leader blog)

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It was good to see a strong focus on education at Davos this year. One session at the Annual Meeting that I particularly enjoyed discussed the addition of creative and artistic education to the traditional STEM (science, technology, engineering and math) agenda. John MaedaCarol BeckerJustine Cassell and Tomas Saraceno made a compelling case for the benefits of cross-fertilization between arts and sciences.

Artist Tomas Saraceno showed an inspiring example of how science can help art achieve its creative goals and, along the way, create new science. Carol Becker, Dean of the School of the Arts at Columbia University, talked about how the arts helps develop, what she calls, the “particularity” of the person. The idea of individuality and unique creative contribution would seem to have a role in both the arts and the sciences.

The overall conclusion from the session was that creativity has an essential role to play in education, whether for the purposes of enhancing technical innovation or for creating well-rounded graduates who can truly contribute to society.

For more thoughts on why design is a perfect lens through which to look at the tensions in education, read my World Economic Forum post here.

(Posted also on my LinkedIn Thought Leader blog)

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A few months ago education expert Sandy Speicher was kind enough to share her thoughts with me on the question: What’s different when you look at the world ofeducation through the lens of design?

Today I’m proud to share the newly relaunched Design Thinking for Educators toolkit. This toolkit supports teachers in using design thinking tools to become agents of change in their classrooms, schools, and communities by designing more effective curriculum, spaces, tools, and systems. Created in partnership with educators, the toolkit includes real-world classroom experiences and an accompanying workbook to help teachers determine which challenges to address.

Please share this free toolkit with educators in your network, and tell us: What’s your favorite tool in the new Design Thinking for Educators Toolkit?

(Posted also on my LinkedIn Thought Leader blog)

A Design Lens on Education

November 13, 2012 — 9 Comments

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“Education provides the foundation of our global possibilities. We design this well, and the whole world changes.”

I agree wholeheartedly with this statement from Sandy Speicher, one of the few people I know who is well qualified to have a perspective on both design and education. Her journey has taken her from graphic designer to college professor to education designer to education expert. Sandy now leads the education practice at IDEO.

Recently I asked Sandy to share her thoughts on design thinking in education. Here’s an excerpt: Continue Reading…

I got the chance to talk on NPR last year about ideas to deal with the jobs crisis. My perspective then, as it is now, was that education is the key. I don’t just mean a good high school education, which is obviously critical. I mean having the right set of educational choices when it comes to training for employment. One way to encourage this is by re-energizing apprenticeships, which have largely faded away over the last few decades in America. Why have apprenticeships faded away? I think it is because they have failed to keep up with many of the new fields that offer the best employment opportunities. I question why there are not more apprenticeships available in software development or design or even entrepreneurship. These disciplines, amongst many others, are ones that benefit from hands-on learning rather than conventional teaching. Universities are not necessarily the best place to train for these skills—in countries like Germany, a combination of training in the workplace with some supplementary college attendance has proven to be a very successful model.

Apprenticeship represents a mutual commitment between trainees and employers and ultimately benefits both. The retreat of apprenticeship has coincided with a change in attitude of many employers away from investing in the education of their workforce, toward an expectation that the education system should ‘manufacture’ the right ‘product’ for them to employ. I believe that if employers recommitted to the idea of apprenticeship they would reap significant rewards not only in terms of better trained employees, but also a less transactional, more purposeful workplace with significantly higher engagement and loyalty.

I recently came across a startup that, in the absence of a resurgence of apprenticeship, is letting prospective employees take matters into their own hands and train themselves before applying for a job. LearnUp, founded by Alexis Ringwald and Kenny Ma, lets employers post the training materials they usually use once they have employed someone. Applicants can then ‘learn up’ on the job before they apply, making them more competitive as applicants and reducing training time for employers. Companies like Whole FoodsKPMG, and Gap already have training programs available there. This seems like a great example of an innovative educational model that can reduce the skills gap and give those looking for employment a better shot at getting the jobs they want. What other innovative models exist for reducing the skills gap?

(posted also on my LinkedIn Thought Leader blog)