Project-Based Learning at Nu Vu
https://cambridge.nuvustudio.com/
Creative problem-solving can only be taught by the apprenticeship model, in which one engages in a series of design challenges. You cannot learn it just by reading about it.
Normally, students learn skills and knowledge K-16( BS degree) and do not do creative problem-solving until graduate school or when ‘real life’ begins. This is not very effective if our goal is to produce creative problem-solvers.
An instructor has a critical role of providing feedback on each iteration of design. Feedback cannot be just technical—‘how do I do this?’- but should engage with the student’s ideas and thought-process in making design decisions. Kids are not used to actual discussion of their ideas versus technical feedback alone.
Providing different ways of seeing is key, and developing the ability to synthesize feedback to making design decisions.
The onus is on the student to present their way of seeing the world.
A key part of NuVu’s methodology is that students daily document and reflect upon ( with words, photos, and video) their design decisions during the day. These are posted daily to the shared website, for others to view and give feedback.
Normally, students learn skills and knowledge K-16( BS degree) and do not do creative problem-solving until graduate school or when ‘real life’ begins. This is not very effective if our goal is to produce creative problem-solvers.
An instructor has a critical role of providing feedback on each iteration of design. Feedback cannot be just technical—‘how do I do this?’- but should engage with the student’s ideas and thought-process in making design decisions. Kids are not used to actual discussion of their ideas versus technical feedback alone.
Providing different ways of seeing is key, and developing the ability to synthesize feedback to making design decisions.
The onus is on the student to present their way of seeing the world.
A key part of NuVu’s methodology is that students daily document and reflect upon ( with words, photos, and video) their design decisions during the day. These are posted daily to the shared website, for others to view and give feedback.
NU-VU PROJECT-BASED LEARNING OUTLINE:
1. Overview of Project Based Learning
2. Initial design challenge: Disability/Ability- a one-day version of a complete PBL cycle
What is a disability?
3. Project Start: present a driving question which is (1) constrained enough to be manageable, yet open-ended enough to encourage a multiplicity of solutions (2) defines who is responsible (3) defines the end product and(4) audience- for example:
4. Conduct initial user interviews- see Design Thinking methodology- human-centered design
6. Brainstorm Possible Ideas:
7. Sketch Model/Paper Prototype of Design
8. Project Work
9. Tutorials
11. Documenting projects
See Presentation Examples at https://cambridge.nuvustudio.com/discover#/c/project
12. Presentation of Learning/Exhibition includes live portion + video, blogs, etc. +
Presentation( Nu-Vu Format)
Presentation Video: http://pbskids.org/designsquad/video/kid-engineer-design-presentation/
1. Overview of Project Based Learning
- PBL Methodology
- Examples of past projects.
2. Initial design challenge: Disability/Ability- a one-day version of a complete PBL cycle
What is a disability?
- Video: This Bike has MS https://youtu.be/yYYrJyGItvU
- https://www.newscientist.com/article/dn26589-what-its-like-to-have-parkinsons-for-15-minutes/
- Students pair up. Each team creates a disability/handicapping device, which they inflict/bless another team with.
This team then needs to come up with a solution to living with the disability. - Using 'low-res' materials( Cardboard and tape, etc) each group will create a solution to the disability they have been given
- Deliverables: Pencil Sketch; 'low-res' prototype; 1 minute group presentation; individual reflection
- Alternate: Design a tool to help an artist who has MS hold a pencil or brush- see http://steamcurriculum.weebly.com/arthritic-pencil-holder.html
- https://cambridge.nuvustudio.com/studios/innovation-camp-for-educators-2016-session-2/#tab-disable-enabl
- https://cambridge.nuvustudio.com/studios/innovation-camp-for-educators-2016-session-1/assignment#tab-update-url
3. Project Start: present a driving question which is (1) constrained enough to be manageable, yet open-ended enough to encourage a multiplicity of solutions (2) defines who is responsible (3) defines the end product and(4) audience- for example:
- With your partner, design a solution for a disability for someone in your life
- Create a video that expresses the fears and concerns of teenagers
- Design Squad: http://pbskids.org/designsquad/projects/
- See Nu-Vu Studios( https://cambridge.nuvustudio.com/discover )-
4. Conduct initial user interviews- see Design Thinking methodology- human-centered design
- Deliverables: user interviews
- Deliverables: Individual journal entries documenting research into precedents; collect images, URLs, etc.
6. Brainstorm Possible Ideas:
- With a partner, each pitch 3 possible projects or ideas
- Deliverables: Three Ideas presentation( 2 minutes per group, 40 seconds per idea); sketches of each idea
- What are your precedents?
- Present ideas to the larger group for comment and discussion
- Choose one project to work on
- Consolidate teams with similar projects
7. Sketch Model/Paper Prototype of Design
- Deliverable: 'Low-Res' Paper Prototype/Storyboard; journal entry with photo
- Order materials
8. Project Work
- Teams work on projects/identify needed skills
9. Tutorials
- Instructional presentations/exercises on digital tools, such as:
- Rhino software for 2D design
- Fusion 360 for 3D printing
- Using the lasercutter
- 3D Printing
- Arduino electronics
- Using the photobooth
- Using the sewing machine
- Note: presentations are not intended as being exhaustive, but enough to guide follow-up learning with coaches on an as-needed basis.
- Keep Engineering Design Notebook( paper and online journal)
- Once a day, each group presents 1 minute check-in to larger group for comment/desk critique- Students need to get used to reflecting and modifying their design decisions— ‘Nu Vu is the place where ideas get crushed’—i.e., you need to be willing to change your ideas.
11. Documenting projects
See Presentation Examples at https://cambridge.nuvustudio.com/discover#/c/project
12. Presentation of Learning/Exhibition includes live portion + video, blogs, etc. +
Presentation( Nu-Vu Format)
Presentation Video: http://pbskids.org/designsquad/video/kid-engineer-design-presentation/