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Design thinking.

From June 2009's Harvard Business Review, Tim Brown takes a deep dive into the process of design thinking, its history, and how the human-centered process comes to life inside the walls of IDEO

IDEO CEO Tim Brown writes that design isn't just the beautiful wrapper that holds an idea—instead, it's an integrated process that can transform products, services, process, and even strategy

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Design Thinking in Education

Design Thinking is a mindset and approach to learning, collaboration, and problem solving. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design Thinking can be flexibly implemented; serving equally well as a framework for a course design or a roadmap for an activity or group project.

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Other Resources  There are dozens of ready-made activities, workbooks, and curricular guides available online. We suggest starting with the following:

Stanford — d.school  and the  The Bootcamp Bootleg IDEO — ' Design Thinking for Educators ' and the  Design ThinkingToolkit Business Innovation Factory —  'Teachers Design for Education'  and the TD4Ed Curriculum Research —  Design Thinking in Pedagogy  —  Luka, Ineta (2014). Design Thinking in Pedagogy. Journal of Education Culture and Society, No. 2, 63-74.

Teacher as Designer pp 151–153 Cite as

The Future of Design Thinking in Education: Challenges and Possibilities

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Barron, B., & Darling-Hammond, L., et al. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. In L. Darling-Hammond (Ed.), Powerful learning: What we know about teaching for understanding (pp. 11–70). San Francisco, CA: Jossey-Bass.

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IDEO. (2012). Design thinking for educators (2nd ed.) . https://designthinkingforeducators.com/toolkit/

Jordan, M. (2016). Teaching as designing: Preparing pre-service teachers for adaptive teaching. Theory into Practice, 55 (3), 197–206. https://doi.org/10.1080/00405841.2016.1176812 .

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Penuel, W. R., & Gallagher, L. P. (2009). Preparing teachers to design instruction for deep understanding in middle school earth science. Journal of the Learning Sciences, 18 (4), 461–508. https://doi.org/10.1080/10508400903191904 .

Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Education Research, 82 (3), 330–348. https://doi.org/10.3102/0034654312457429 .

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Design thinking in education

By joel adams,.

Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. Wherever they fall on the spectrum of scale – the challenges educators are confronted with are real, complex, and varied. And as such, they require new perspectives, new tools, and new approaches. Design Thinking is one of them. [1]

Design thinking (DT)  is quickly becoming the hip, hot, shiny new tool for educators. [2]  Which is strange if you think about it. After all, as a concept — or, depending on who you ask: a process, a mindset or even a way of life — DT can trace its origins to the heady world of late 1960s architects, urban planners and engineers.

After a detour through the esoteric high-tech orbits of guru-geniuses in Silicon Valley and some of the more creative spaces of the corporate world, design thinking has finally made its way to the classroom.

But what does design thinking offer us as educators? Is it just the newest buzzword on the ed-block or might it (just actually) help inform, change and shape our pedagogy in 2017?

Ask any design thinker where to begin and they will always say: start with people.

Design thinking is fundamentally a people-centered and people-oriented process that believes in the value and experiences of users. Think of any type of organization, product or space — from a business office to a website to a classroom. Each one of these “things” has users.

These are the people who click the links, post on the message boards, answer the phones, send the emails, hold and plan the meetings. Or, closer to home, users are the people who design the syllabi, choose the teaching materials, create the presentation and arrange the seats. In a classroom, the users are also the students who sit in those seats, complete the assignments and (hopefully!) listen to the presentations.

Design thinking asks us to consider the needs, experiences, ideas and challenges of all users. Once one of those challenges is identified design thinkers then work together to creatively envision, imagine, build, test and evolve possible solutions.

Some of that last bit points to some of the more established processes at the heart of design thinking. A few of those early tech gurus, engineers and design visionaries pooled their resources in the 1990s and founded IDEO. IDEO is a Palo Alto-based international consulting and design firm with roots in both business and education. [3]  They are also on the forefront of design thinking.

IDEO and its offshoots have developed a series of best practices for design thinking — a kind of DT toolbox — that can help the rest of us move from talking about the challenges we see to actually fixing them. [4]

Begin by listening. And looking. And asking questions.  Trust the users of any system to know their stuff.  Collect evidence, anecdotes, testimonials.  What do these users want?  What slows them down or trips them up during a particular process, activity or assignment.

Hopefully, you took some notes, made some outlines, snapped some pics.  Gather all of these stories, post-its and images together and work on defining a key challenge or problem for your users.  It can be a big problem or a little problem — but however you frame it, your problem should be defined in such a way as to allow multiple (sometimes seemingly contradictory) solutions.

This is a fancy term for brainstorming. As educators, we do this nearly everyday — both with ourselves and other teachers as well as with our students.  And you know the rules of brainstorming — every idea or possible solution should be collected, documented and explored.  Sometimes one idea can become the genesis for another.  Write them down, talk them out and see what sticks.

This is where design thinking really takes shape — literarily.  Now that you have all of these wonderful ideas it’s time to build, visualize and make some of them.  Prototyping is the process of taking an initial idea or solution and creating the minimally viable working version of that idea.  This can be a curricular model or map, a new seating arrangement or a just-barely-functional website.

No, not the scary multiple choice kind.  Testing is all about feeding your prototypes back into the system.  Let your users try out the possible solutions.  Do they work?  Was the initial challenge addressed?  Is this solution sustainable?  Does it meet the originally collected needs and desires of your users?  If so — great news!  If not … try another prototype, ideate some more, listen and look again.  And repeat.

Here at the IB, many of us — from program coordinators, curriculum managers, ed-tech developers and more — have been implementing some of design thinking’s best practices throughout the organization.  Over the next few months, we would like to share some of our DT stories with you.  But we would also like to hear from you as well.  Are you using design thinking in your schools, programmes and classrooms?  Send us your story and we will share it with the wider IB community.

[1] “Design Thinking « Design Thinking for Educators.” Design Thinking « Design Thinking for Educators. N.p., n.d. Web. 14 Mar. 2017.

[2] For instance, see “Design thinking.” Innovating Pedagogy 2016. N.p., n.d. Web. 14 Mar. 2017.

[3] For more about IDEO check out their website at https://www.ideo.com .

[4] In fact, IDEO has created an educator’s design toolkit located at https://designthinkingforeducators.com .  But IDEO isn’t the only DT game in town.  Check out how Google is implementing DT through its sprint structure at: http://www.gv.com/sprint/ .

Joel Adams is a DP Curriculum Manager for  Visual arts and information technology in a global society at the IB Global Centre, The Hague, Netherlands. Keep an eye out as more design thinking in educations posts are to follow. 

If you enjoyed this article, you may like to read about how IB World Schools are using design thinking to bring learning to life.

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Theatre Arts

After 25 years as teaching design, Loyce Arthur savors her final production in the Department of Theatre Arts

“One of my favorite parts of working on a show is during the fitting, when an actor puts on their costume,” Loyce Arthur says. “You can see the transformation in their body and their attitude as everything begins to connect. It’s an aha moment. I just love watching them change and become a character right before my eyes.”  

Loyce Arthur is an associate professor of Design in the Department of Theatre Arts, coordinator of the Certificate in Social Justice & Performing Arts, and the costume designer for the UI’s production of In the Red and Brown Water. She has designed costumes for over 100 productions throughout her career, both in the U.S. and abroad. She will be retiring from the University of Iowa theatre faculty after this production and semester.

Loyce was born in Philadelphia, but her family moved to Grenada in the West Indies when she was an infant. They came back to Philadelphia when she was ten and, eventually, she would earn her undergraduate degree from the University of Pennsylvania and her MFA degree from NYU.  

“I’d always been involved in theatre and done costumes, but I didn’t know it was a profession until college,” Arthur explains her early interest in design. “I was that kid who was making dioramas, figuring out what people were wearing or what they ate and where they lived. I just enjoyed the world building or world re-creation. I love storytelling, and what we wear contributes to that storytelling.”

After NYU, she designed costumes for the Philadelphia Theatre Caravan that would tour children’s theatre festivals and venues all over the Tri-State area. During ten years with that company, Arthur taught a costume design course at UPenn—beginning a rewarding teaching and professional career that led her to SUNY Stony Brook, around the world, and later brought her here to the University of Iowa.  

“One of the reasons I came to Iowa was because of the focus on the arts,” says Loyce, who joined the Iowa theatre faculty in 1998. “Here, the arts are seen as equal to other kinds of scholarship.”

At Iowa, she has created costumes for many shows including Reefer Madness, American Idiot, and The Magic Flute. “One memorable show has to be Metamorphoses,” Arthur says, recalling working on the production of Mary Zimmermann’s play with colleagues John Cameron (Professor Emeritus) and Bryon Winn (Professor of Design). “John directed, and Bryon built the set. We had a 40-foot pool in Thayer Theatre, which posed some interesting challenges in terms of costume design. We had actors emerging from and swimming in the pool, so the costumes had to work in and out of the water. It was such a fun project.”

“Loyce makes it look effortless,” Bryon Winn describes his experience working with Arthur, “she has such a command of visual languages, textures, fabrics, cultures, color and the human form. I’ve worked with Loyce for 25 years and you could not ask for a better colleague.”

Arthur has relished the opportunity to mentor young design students and cultivate their skills. “In the design department, we always say we can teach all the techniques,” Arthur explains, “but we can’t teach the spark. It’s so exciting when a student starts making creative leaps, putting ideas together in three-dimensional forms. I love watching them explore, persevere, and grow during their time here.”  

Arthur has also been active in the Iowa City arts community—for example, spearheading the Iowa City Carnival Community Engagement Project.  

The project began when Arthur was approached by the Stanley Museum of Art (then the UI Museum of Art) to do a faculty show. “I wanted to do it around Trinidadian and Brazilian-style Carnival,” says Loyce, who has done extensive research on Carnival traditions. In 2004 she presented her work on Trinidad Carnival at a symposium in Santiago de Cuba and she has researched carnival traditions in the UK, Toronto Canada, Rio de Janeiro Brazil, the Netherlands, Trinidad, and around the world.  

In June 2008, the museum and its contents were permanently evacuated during major flooding of the Iowa River, and plans for the faculty show had to be postponed.  

“I started thinking,” Arthur says, “Wouldn’t it be interesting to do a Carnival parade here?” She teamed up with Armando Duarte, a UI professor of dance and researcher of Brazilian popular culture, Andre Harrington, Professor in Costume Design at UC San Bernardino, and Carnival designers Clary Slangy from the UK and Jamie Cezario from Brazil, along with local artists and students.

“We didn’t want it to be a pageant. We needed to get the spirit of Carnival,” Arthur explains. “For me that spirit comes from creating these garments. So, it was important for us to bring the community together and make it a collective project. We came up with the perfect tagline—Iowans Become Works of Art.” Iowa City’s Carnival parade happened annually from 2013-2020 as part of the city’s Iowa Arts Festival.

In collaboration with Lisa Schlesinger, professor and co-director of the Iowa Playwrights Workshop, and Mary Beth Easley, associate professor of directing and chair of the Department of Theatre Arts, Arthur helped establish and now coordinates the UI Certificate in Social Justice and the Performing Arts. The certificate allows performing arts students the opportunity to learn methods and practices for social justice-focused and community engaged creative work, customizing their studies towards their own advocacy interests with the help and guidance of faculty mentors.  

“Working with Loyce is fantastic,” says Jason Vernon, a second-year student in theatre arts who is pursuing a certificate in social justice and performing arts. “She’s very receptive to my interests, but she also knows how to challenge me. She asks the questions I need to get to the next level or think about engagement through a wider lens.”

In the spring semester of 2024, Arthur created costumes for Tarell Alvin McCraney’s In the Red and Brown Water, directed by Caroline Clay, assistant professor of acting.  

“I’m so glad Caroline and I got the chance to work together before I leave,” Arthur says.

In the Red and Brown Water revolves around a young woman named Oya who has opportunity and aspirations, but because of circumstances she is not able to fulfill her promise. Arthur calls the story “a slice of life in an African American community, but it’s heightened because the playwright gives the characters the names of Orishas, or divine spirits, from the Yoruba religion.”  

“There are little things in the costumes that reference the Orishas but not in an overt way,” Arthur explains her approach to the costumes. “For me, the costumes are there to help the actor understand their character and, for the audience, the costumes help reinforce the character. We spend an hour and half looking at these characters, and the costumes can really contribute to the way the audience sees and relates to the story.”

In the Red and Brown Water will be Loyce’s final production as a faculty member in the Department of Theatre Arts before she embarks on her next adventure.  

“I’d consider the next phase more of a redirection than a retirement,” Arthur says about the next phase of her career.  

In July, she will travel to Mozambique for eight weeks as part of an eco-volunteering marine conservation project working with scientists who study humpback whales—followed by a trip to South Africa to do wildlife conservation on a game reserve. Then she’ll head to Indonesia next spring to teach as a Fulbright Scholar.

“I was here for 25 years because it’s a great department,” Arthur says, looking back at her time at the University of Iowa. “It’s full of talented artists, faculty, and students who come together to produce some amazing theater. It has been my privilege and an honor to be part of this department and looking back over 25 years, if you stay in a place that long, it’s got to be a fantastic place to be. It has been one of the best times of my life.” 

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New & Custom Home Builders in Elektrostal'

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If you search for Home Builders near me you'll be sure to find a business that knows about modern design concepts and innovative technologies to meet the evolving needs of homeowners. With their expertise, Home Builders ensure that renovation projects align with clients' preferences and aspirations, delivering personalized and contemporary living spaces.

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For the first time Rosatom Fuel Division supplied fresh nuclear fuel to the world’s only floating nuclear cogeneration plant in the Arctic

The fuel was supplied to the northernmost town of Russia along the Northern Sea Route.

The first in the history of the power plant refueling, that is, the replacement of spent nuclear fuel with fresh one, is planned to begin before 2024. The manufacturer of nuclear fuel for all Russian nuclear icebreakers, as well as the Akademik Lomonosov FNPP, is Machinery Manufacturing Plant, Joint-Stock Company (MSZ JSC), a company of Rosatom Fuel Company TVEL that is based in Elektrostal, Moscow Region.

The FNPP includes two KLT-40S reactors of the icebreaking type. Unlike convenient ground-based large reactors (that require partial replacement of fuel rods once every 12-18 months), in the case of these reactors, the refueling takes place once every few years and includes unloading of the entire reactor core and loading of fresh fuel into the reactor.

The cores of KLT-40 reactors of the Akademik Lomonosov floating power unit have a number of advantages compared to the reference ones: a cassette core was used for the first time in the history of the unit, which made it possible to increase the fuel energy resource to 3-3.5 years between refuelings, and also reduce the fuel component of the electricity cost by one and a half times. The FNPP operating experience formed the basis for the designs of reactors for nuclear icebreakers of the newest series 22220. Three such icebreakers have been launched by now.

For the first time the power units of the Akademik Lomonosov floating nuclear power plant were connected to the grid in December 2019, and put into commercial operation in May 2020. The supply of nuclear fuel from Elektrostal to Pevek and its loading into the second reactor is planned for 2024. The total power of the Akademik Lomonosov FNPP, supplied to the coastal grid of Pevek without thermal energy consumption on shore, is about 76 MW, being about 44 MW in the maximum thermal power supply mode. The FNPP generated 194 million kWh according to the results of 2023. The population of Pevek is just a little more than 4 thousand, while the FNPP has a potential for supplying electricity to a city with a population of up to 100 thousand people. After the FNPP commissioning two goals were achieved. These include first of all the replacement of the retiring capacities of the Bilibino NPP, which has been operating since 1974, as well as the Chaunskaya TPP, which has already been operating for more than 70 years. Secondly, energy is supplied to the main mining companies in western Chukotka in the Chaun-Bilibino energy hub a large ore and metal cluster, including gold mining companies and projects related to the development of the Baimsk ore zone. In September 2023, a 110 kilovolt power transmission line with a length of 490 kilometers was put into operation, connecting the towns of Pevek and Bilibino. The line increased the reliability of energy supply from the FNPP to both Bilibino consumers and mining companies, the largest of which is the Baimsky GOK. The comprehensive development of the Russian Arctic is a national strategic priority. To increase the NSR traffic is of paramount importance for accomplishment of the tasks set in the field of cargo shipping. This logistics corridor is being developed due regular freight voyages, construction of new nuclear-powered icebreakers and modernization of the relevant infrastructure. Rosatom companies are actively involved in this work. Rosatom Fuel Company TVEL (Rosatom Fuel Division) includes companies fabricating nuclear fuel, converting and enriching uranium, manufacturing gas centrifuges, conducting researches and producing designs. As the only nuclear fuel supplier to Russian NPPs, TVEL supplies fuel for a total of 75 power reactors in 15 countries, for research reactors in nine countries, as well as for propulsion reactors of the Russian nuclear fleet. Every sixth power reactor in the world runs on TVEL fuel. Rosatom Fuel Division is the world’s largest producer of enriched uranium and the leader on the global stable isotope market. The Fuel Division is actively developing new businesses in chemistry, metallurgy, energy storage technologies, 3D printing, digital products, and decommissioning of nuclear facilities. TVEL also includes Rosatom integrators for additive technologies and electricity storage systems. Rosenergoatom, Joint-Stock Company is part of Rosatom Electric Power Division and one of the largest companies in the industry acting as an operator of nuclear power plants. It includes, as its branches, 11 operating NPPs, including the FNPP, the Scientific and Technical Center for Emergency Operations at NPPs, Design and Engineering as well as Technological companies. In total, 37 power units with a total installed capacity of over 29.5 GW are in operation at 11 nuclear power plants in Russia. Machinery Manufacturing Plant, Joint-Stock Company (MSZ JSC, Elektrostal) is one of the world’s largest manufacturers of fuel for nuclear power plants. The company produces fuel assemblies for VVER-440, VVER-1000, RBMK-1000, BN-600,800, VK-50, EGP-6; powders and fuel pellets intended for supply to foreign customers. It also produces nuclear fuel for research reactors. The plant belongs to the TVEL Fuel Company of Rosatom.

Rosatom obtained a license for the first land-based SMR in Russia

On April 21, Rosenergoatom obtained a license issued by Rostekhnadzor to construct the Yakutsk land-based SMR in the Ust-Yansky District of the Republic of Sakha (Yakutia).

ROSATOM and FEDC agree to cooperate in the construction of Russia's first onshore SNPP

ROSATOM and FEDC have signed a cooperation agreement to build Russia's first onshore SNPP in Yakutia.

Rosatom develops nuclear fuel for modernized floating power units

Rosatom has completed the development of nuclear fuel for the RITM-200S small modular reactor designed for the upgraded floating power units.