Karen Wagner Nielsen - Innovation Didactics at Oerestad Gymnasium -
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This document describes innovative didactics used at Oerestad Gymnasium based on the Index Compass model. The Index Compass is used to guide students through innovation projects addressing real-world issues in four phases: prepare, perceive, prototype, and produce. Examples provided include projects on financial crises and future cities. The goal is for students to develop skills in creativity, innovation, and addressing global challenges. The model emphasizes using theory and knowledge to inform prototypes and solutions. Challenges include the extensive preparation time needed and that this approach requires students to take ownership of their learning without direct answers from teachers.
Karen Wagner Nielsen - Innovation Didactics at Oerestad Gymnasium -
- 1. Innovative didactics at Oerestad Gymnasium based on the Index Compass
- 2. Overview - What is innovative learning? Why innovative learning? - Presentation of The Index Compass - Examples of realized educational programs: - The Financial Crisis (social science) - The Future City (nature geography and Danish)
- 3. Innovative learning - Projects - Developing creative and innovative skills - The Students as project Managers - Less strictly structured but still organized
- 5. Examples of the questions dealt with in innovative projects - Health - Sustainability - Growing Cities - Food Supplies
- 6. Why do we do that? - Becoming global participants in the society - becoming change-makers - Facing global challenges that exist in the era of globalisation and will persist in the future - Creating value for other people - Creativity and innovation are essential skills in our future society
- 7. From global to local - Global innovation means solutions for the entire planet - it is a lot to process - Local innovation is far easier to develop
- 8. Radical / incremental Radical innovation Developing new solution never seen before meeting completely new user´s need Incremental innovation Far easier - using existing innovation and just refining it a bit more
- 10. Or projects inside the school-organization - How to make the food in the canteen sustainable? - How to instegate a serious and sober debate among the students on the social media?
- 11. Index Design to Improve Life Education: The Compass - To guide the students through the process of innovation - The Compass offers a scafollded method Four phases: - PREPARE - PERCEIVE - PROTOTYPE - PRODUCE
- 13. Professionalism - not kindergarden - Innovation has to be based on theory and knowledge - The students need a lot of knowledge in order to be able to create solutions - It’s a good idea to organize theory-courses ahead of the project period - Innovation activities require detailed long-term planning
- 14. Generation Debt - Social science - Problem: A lot of young people are borrowing money in the bank to afford a high level of consumption Challenge: How to prevent and minimize debt among young people?
- 15. Why do we have a young generation with a huge private financial debt? Theory: -Financial crisis -Household debts -The economical circuit -Economical goals -GNP -Financial politics -Deregulation
- 16. Perceive-phase Before the innovative project: 6 lessons studying theory (research, analyze, acquiring knowledge)
- 17. The target user - focus on the target group Important to relate challenges to target group needs in order to narrow the scope of the problem and make sure that the design solution meet the need of the users.
- 18. Personas - target groups
- 19. Antropological methods: observation/ interviews
- 20. Knowledge-mapping / project plan What are we gonna find out? Articles to read? Where to researche? Whom are we asking? Inside the team: Who is responable for which tasks? Time-schedule Notes / Important
- 22. Prototype phase
- 23. Prototype phase - kick-off-brainstorming
- 24. Prototyping: Apps, campaigns, websites, events, pamflets, games etc.
- 26. Produce: Branding the product
- 28. Across curricular project: The future city
- 29. The future city Choose and examine a case which contains a problem related to future urban planning Subjects -Danish (branding, convincing, communication) -Nature geography (sustainabilities, food suplies, urban heat, rubbish disposal, air pollution, urban planning)
- 30. Open space - prepare phase picture
- 32. Perceive-phase - Reading - Analyzing - Interviewing - Observating
- 33. Sum-up (feedback/ feedforward) Important that the groups meet after each phase, present the results of their work and give feedback or feedforward to another group as well as the teacher is giving the students feedback. It is crucial that it isn’t an exam or at test, but that the feedforward is directed to what can be improved in the next phase.
- 34. A student exam-project PERCEIVE-PHASE The topics The greenhouse-effect (nature geography) - The advantages of bikecycle-riding (nature geography) - The disadvantages of going by car (nature geography) - Analyzing an existing Danish bike-campaign “Biking to Work” (Danish)
- 35. The innovative part of the project - How can we take advantage from earlier bike-campaigns in order to create a campaign that will improve bicycling radically in the city of Copenhagen?
- 39. SUM UP - advantages - It is a way to motivate less engaged or perhaps less academic students - It is a funny and varied way of learning - The students have ownership to their projects - The students learn to collaborate and built on others ideas - The students are studying a topic in depth
- 40. SUM UP - challenges - It takes a long time to prepare a detailed innovative programme - The teacher will have to be very acurate and precise in her instructions - Two educational facilitators provide a better programme and result - The teacher doesn’t know the answers - It’s a demanding way of learning because there are no routines / no fill in the blanks