Category: Technology

Recently, my colleague Mark Barnett wrote What is Design Thinking and Why Is It So Popular.

Today, I explore what are the origins of Design Thinking (DT) and its application in the world of business. The idea of design thinking in product design, development, and innovation isn’t new but it’s now applicable in other business areas like communication and sales.  

This concept originally emerged as a way of educating engineers on how to creatively solve problems, as designers do. John E. Arnold, a professor of mechanical engineering at Stanford University was one of the first people to write about DT. In 1959, he wrote “Creative Engineering,” which established the four areas of design thinking. Design thinking evolved as a “way of thinking” in the fields of science, engineering, product development, and innovation. 

Emily Stevens describes Design Thinking “as both an ideology and a process that seeks to solve complex problems in a user-centric way.”

As companies grow, they get more complex and new problems develop. One of the challenges of a large company is employee retention. Recently, Design Thinking has shifted from being an innovative solution for customers to solving problems for the company’s employees. Companies have begun thinking about their employees as users too, which makes sense as employees are crucial internal stakeholders. This has given rise to a new term – Employee User Experience! 

An example of a company using Design Thinking to transform the employee experience is the Jewellery company, Pandora. The company recently put out a job advert for a UX Designer – Employee Experience. The description of the role states – “Applying UX design to support Pandora’s strategic ambition to employ the happiest, most empowered and digitally-enabled employees.”

For increasingly remote companies, empathizing with employees, understanding their challenges, and crafting work experiences that enable them is a priority. 

This ensures that the company understands its employees and their needs. It also leads to higher trust and performance, the positive by-product of which can be higher employee retention. 

Like in employee experience, another field within businesses that hasn’t received as much focused internal innovation is sales. Falon Fatemi at Forbes believes that Design Thinking is the Future of Sales and I agree with her. In the last year, my role at BSD Education has evolved from Learner Experience to Partnerships.

A major part of my job now is understanding and empathizing with educators, school leaders, business partners, and government officials. Deeply understanding their needs, concerns, challenges and then curating solutions for them. Sales and marketing are two fields that are perceived to have the lowest trust according to Hubspot.

Design Thinking alleviates this challenge and builds more trust. 

With sales, marketing teams have also begun embracing Design Thinking strategies and transforming their practice. This not only elevates the marketing output but also enables the sales teams in a company. Marketing teams no longer rely on gut instinct but spend time understanding their different potential users.

They do this by developing user personas and building small campaigns to test and measure the performance. Finally, they roll out large data-backed campaigns.

In this article Autodesk’s Director of UX shares how she combined her UX and Marketing background to solve a marketing problem at her company. She says, “While some marketing best practices prove to work time and again, we must also meet the unique needs of specific customers in order to drive significant business value. Professing to intuitively know those specifics is shortsighted; only once we go out and try to understand the challenges of our target audience can we truly accommodate their needs.”

We have seen Design Thinking evolve from its origins in engineering to product development and innovation to now molding the world of employee experience, sales, and marketing. As educators, giving students opportunities to develop their design thinking skills equips them to be prepared for the 21st Century work environment. 

Interested in learning more about how we help develop design thinking skills in students and how we use it in our professional work at BSD Education, do contact me at mq@bsd.education. 

As a millennial, my early experiences with technology were between the “analog” experience and the burgeoning technological revolution that we’re experiencing now.

I grew up at a time where you had only had access to the internet if someone wasn’t speaking on the phone (dial-up, anyone?), texting being more complicated than picking up a phone, and watching as social media went from online chat rooms to a legitimate channel for marketing.

It wasn’t that long ago that Facebook was just for college students, and now it’s a tech behemoth that every business needs to utilize.

But kids of today? Technology is eve威而鋼 rywhere, and they interact with technology more frequently at younger ages than any other generation in history.

They’ll never know a world without free WiFi, smartphones, and the power of Google in their pockets. All this before they’ve even reached school.

What are the benefits of being exposed to so many experiences with technology at such a young age? Many! Today, we’re sharing six gifts that we’ve seen in the students we work with every day.

They become more independent

Children today have infinite knowledge at their fingertips, always. Access to technology has dramatically impacted their education and their ability to learn. This is because the accessibility to that information has massively increased. These experiences with technology also means that they can follow up on their curiosity during lessons by exploring topics more in-depth independently.

Building community & social engagement

There’s no doubt that children need social interaction to develop and grow. But, in our modern age, this is no longer limited to physical bonding. Now children also need experiences with technology to virtually bond. This might be through participating in online discussions or finding friends that live across the world. These experiences lead to children feeling more connected than ever with technology.

Many summer camps and after-school programs encourage physical-virtual bonding in childhood with technology courses to teach kids new digital skills and offer them opportunities to engage with others while building more tech skills.

Digital literacy translates to more economic power

We’re experiencing a swelling gap between those with digital skills and those struggling to adapt to technological changes in our economy. Those who “upskilled,” innovated in their industries, and tried new things have learned how to adapt in turbulent times.

Children introduced to technology and digital skills learning at a younger age are more equipped for work soon.

Being more technically literate has prepared me to be adaptable, resilient, and curious about the world and career I’m in. There is no exception for children today, and the benefits of introducing children to more experiences with technology are countless.

Driven by technology, we see several opportunities for progress in the future of education in the coming decades.

Students and educators worldwide must be provided access to the training, devices, connectivity, and fundamental infrastructure. This access will be pivotal in making ubiquitous progress.

However, we cannot determine progress in education where similar changes potentially widen inequality and divide us globally.

Redefinition of Literacy to include Digital to Shape the Future of Education

It’s now more acceptable in discussions with, particularly formal educators, to emphasize the importance of the career relevance of education. That said, a significant part of career relevance in education connects to technology readiness. This preparation includes a comprehensive understanding of the real world’s tools, skills, mindsets, and technology methodologies.

Accenture recently stated: “86% of executives agree their organization must train its people to think like technologists – to use and customize technology solutions at the individual level, but without highly technical skills”.

A compelling case for foundational literacies of language and numeracy is to expand to include digital literacy, skills, and a competency palette of the technological and digital world we live in.

The Development of Pedagogical Technologies to Shape the Future of Education

In the last year, we have seen the greatest ever adoption of digital technologies within education.

However, many technologies center on the process and administration of education. Therefore, it ultimately corresponds to a literal digital reincarnation of the offline school, such as learning management systems and video communication tools. 

There remains a significant future opportunity in pedagogical technologies to shape the future of learning. These may or may not be enhanced by AI but critically maximizes students’ engagement, relevance, and personalization of learning. Teachers also have the confidence to effectively exercise the principles of teaching and learning within their knowledge comfort zones.

The next generation of pedagogical technologies can potentially harness the lessons and opportunities of virtual learning and drive student and professional knowledge. As new modalities of learning become increasingly commonplace, this will continue to occur.

The Technology of Assessment and Credentialing to Shape the Future of Education

The evolution of literacies and the proliferation of pedagogical technologies are necessary evolutions in shaping the future of education. However, they will be forever constrained unless the currently predominant system of assessment in education persists. 

As stated by MIT’s Playful Learning Lab: “To improve the whole system, we must have assessments that work well with all other components. In recent years there has been a push for instruction to become more student-centered and engaging, but we have not seen any attempt to transform assessment in these same ways. Unless we change how students are assessed in today’s education system, we won’t see a significant change in the system as a whole.”

Even systems of badging and micro-credential still essentially correspond to a summative model in their means of ultimate achievement.

Educational initiatives such as Credential As You Go and the Mastery Transcript Consortium will continue to move practice forward in time. The associated technologies will drive this phenomenon beyond the walls of traditional schools and universities and beyond the defined scope of existing ones with traditionally thought of educational pathways.

Technology can increase a revolution in assessment while unlocking freedom of a (technology-enhanced) pedagogy and a digital literacy included core educational mandate. Thus, there is a fascinating possibility to proliferate ubiquity of access and hopefully equity in all its corresponding opportunities for the future of education.

COVID-19 has metaphorically put us in self-driving cars traveling at the speed of light on superhighways. It goes without saying that the road has been a bit bumpy for many of us. Advancements in online learning have helped us manage the chaos and keep learning going, but at what cost?

Education has hurtled forward with the aim of equipping students and classrooms with the latest ed-tech gadgets and services.

Sherry Turkle, director of the MIT Initiative on Technology and Self, has been studying how students use technology and how technology affects the self and our ability to learn and communicate socially. In her research, Sherry says that “technology has become like a phantom limb, it is so much a part of them(students). These young people are among the first to grow up with an expectation of continuous connection: always on, and always on them.” 

Her research points out that as students use more technology, they have fewer social interactions and connections. This, she argues, is happening even before isolation and online learning are spurred from COVID-19. 

Fewer face-to-face interactions could have potentially devastating effects on a person’s ability to hold meaningful conversations and deepen social relationships.

Sherry explains that texting, instant messaging, and email are forms of communication that you can turn on or off at will. But in contrast, “life is a conversation, and you need places to have it. The virtual provides us with more spaces for these conversations, and these are enriching. But what makes the physical so precious is that it supports continuity differently; it doesn’t come and go and binds people to it. You can’t just log off or drop out.”

Online learning and digital communication aren’t going anywhere soon. So how do we find balance with the use of digital communication and maintain essential connections away from the screen? 

The past two years of learning online have certainly brought up many challenges. Still, it has also brought us many new opportunities to connect in ways that we hadn’t previously imagined. For example, how else could we have seen Yo-yo Ma deliver cello performances from his living room or watch Patrick Stewart read sonnets from his porch? 

Like most things in life, striking a balance is vital. In a recent survey, 165 college-level students were asked their preference for face-to-face classes going into the new school year. Overall, 29% of these students reported a strong preference for face-to-face attendance. 25% of the students stated they would prefer “some face-to-face” courses, and 46% said they would not attend face-to-face classes until the COVID-19 pandemic resolves. 

These results don’t represent all opinions, but it will require a balanced approach between face-to-face classes and online classes in the future.

One solution considered by schools is Blended Learning, which combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. While this is a viable solution, it presents unique challenges, especially when providing support and training for teachers. 

Blended Learning Researchers cite several basic requirements for implementing a thriving blended learning environment: 

1. Well trained teachers
2. Technological support
3. Flexibility in the system
4. Teachers with a wider outlook and positive approach towards change

BSD Education understands the need for balanced approaches to technology learning and provides solutions for schools. These include face-to-face learning, online or blended environments. So if you are looking for a comprehensive Digital Skills curriculum and platform, let us know how we can help.

In my home, we have six screens between two adults (two phones, two laptops, one iPad, and one TV), and our toddler has already figured out how to access the Spotify and YouTube app on our phones.

I don’t encourage early exposure, but admittedly with a slight feeling of guilt, we are also facing the fact that technology is (indeed) all around us.

Our everyday lives are closely intertwined and supported by technology. Thus making it impossible to create a “tech-free environment” for our children.

However, that is not something we should strive for because appropriate and moderated tech use can positively benefit your child or student’s development. All in all, it is also beneficial to keep the following advice by the Office of Education Technology, the USA, in mind:

“For children under the age of two, technology use in early learning settings is discouraged. However, families can use technology in active ways that promote relationship development, such as using video chatting software to talk to relatives, friends, and families they cannot see regularly. Parents who are interested in using media with their children can start around 18 months with high-quality content, but should always co-view content and use technology with their children.”

We shouldn’t look at screens and devices as “threats” but as vehicles for further bonding and learning. So here are three tips for introducing and facilitating tech use:

Use tech with purpose

When introducing technology to children, we should try to take time to explain what the function is. This applies at home and in the classroom: “Let’s use Spotify on the phone to listen to music!” “We can watch this video on the TV to learn how to dance!”, “Let’s use the iPad to play a sorting game!”, “Want to make coffee for daddy by using the coffee machine?”

By explaining the purpose of each device, your child/student will gradually understand that the tech around us are not toys; instead, they are valuable tools to ease our everyday lives or help us learn! 

Use it together!

Research shows that when young children actively interact with an adult, the digital material can become a powerful learning tool. Especially when devices are used to promote social bonding. A great example is when they communicate with family and friends who live in a different country. This also applies to older children and students too! Use the tech together to bond and create opportunities for communication.

Source: https://tech.ed.gov/earlylearning/principles/ 

The Three Cs

Each child, each family, classroom, and school is unique and should address tech use differently. An effective option is to observe your child/student’s interest and what engages them. Then make the decision that feels the most comfortable for you as a parent, teacher, or guardian. Lisa Guernsey, author of Screen Time: How Electronic Media—From Baby Videos to Educational Software—Affects Your Young Child, suggests referring to the Three C’s when facilitating tech use:

• Content—How does this help children learn, engage, express, imagine, or explore?
• Context—What kinds of social interactions (such as conversations with parents or peers) are happening before, during, and after the use of the technology? Does it complement, and not interrupt, children’s learning experiences and natural play patterns?
• The individual child—What does this child need right now to enhance his or her growth and development? Is this technology an appropriate match with this child’s needs, abilities, interests, and development stage?
  (Source: https://tech.ed.gov/earlylearning/principles/) 

There is more research comprehending the impact of tech on our students fully, but for now, we can lessen our guilt over technology use in early childhood. There can be some good in it.  

For more detail and research, I recommend checking out:

• Guiding Principles for Use of Technology with Early Learners (https://tech.ed.gov/earlylearning/principles/)

Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 (https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf)