Skip to main content

Design Thinking and Moonshots



I recently attended the Google Moonshot Summit in Amsterdam which was led by the inspiring +EdTechTeam. This summit was very much like the Google Teacher Academy London last October which I attended as a mentor. This consisted of design thinking, creating a moonshot and was led by the brilliant +Ewan McIntosh and +NoTosh Ltd. Both events wanted its participants to think big, to create a moonshot. A moonshot is
"an ambitious, exploratory and ground-breaking project undertaken without any expectation of near-term success or benefit and also, perhaps, without a full investigation of the risks and benefits." (moonshotsummit)

Think big then think bigger. That's your moonshot. The process at both events involved lots of thinking, teasing out ideas and thoughts, pulling at every suggestion and making it bigger. It was tough but the design thinking process isn't meant to be easy, as President Kennedy said "We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard."

So what is a design thinking process involve? I'll let Ewan McIntosh explain.



Design thinking is much more than using post-it notes, hexagonal pieces of paper or even LEGO bricks. It involves prototyping to solve complex problems. It can also help turn us from problem solvers into problem thinkers.

Unpacking The Design Thinking process - image from Know without borders
I suggest you read through the following sites to develop a better understanding of the design thinking process.



During my attendance at the Amsterdam event, the teams came up with the following moonshots.
  1. What if we could gamify student learning where earned points were used to improve society?
  2. What if we could design teacher training that reflects best teaching pedagogy?
  3. What if we could create a system of Moonshot mentors for teachers and students?
  4. What if we could integrate community/city life into schools?
  5. What if we could build structure that allows students to co-create the curriculum with teachers and experts?
  6. What if we could design a meaningful learning environment and assessment system?
  7. What if we could connect students locally and globally to solve authentic problems together?
  8. What if we could create a program to allow students to chose what they want learn?
I was involved with moonshot 6 and one of our possible solutions was to get rid of high stakes testing that costs millions and instead put that money into improving teaching and learning for all. We can't think of any valid reason why this can not be possible and I would welcome your thoughts about this and the other moonshots.

Thank you to the +EdTechTeam for their fantastic event in Amsterdam, to +James Sanders for his inspiring story, +Mark Wagner+Molly Schroeder +Jennie Magiera for their drive and passion, and to the inspiring +Esther Wojcicki for sharing her time, thoughts and energy with us. 





Popular posts from this blog

How to use proxy setting with Linux Mint

The dreaded proxy server has reared its head again. If you read my post about Linux OS for old tech you would have found me advocating Ubuntu, Elementary and Linux Mint. Unfortunately, I have found Linux Mint to be problematic if your school server uses proxy settings to get online. Ubuntu and Elementary also require changes to the network settings if you use a proxy, but this only involves a simple change in the Network Settings panel. This doesn't work in Linux Mint, the settings can be entered but will not remain saved.

So, here's the 'how to' courtesy of the askUbuntu Q&A section - if you're not keen on using terminal commands I suggest you either don't bother using Linux Mint and stick to Ubuntu or Elementary (or any other Linux distro) or swallow your fears and give this a go.

Use terminal to open /etc/environment using a text edit app as superuser - e.g. interminal type sudo gedit /etc/environment     (enter password when asked)Add the following line…

My latest lesson observation feedback

This was the outcome of my latest lesson observation - I received Good with Outstanding features (whatever that actually means). The form is based on the 2013 Ofsted criteria for a whole school observation, such criteria is not meant to be used to grade individual lessons so why are schools doing exactly that?
To achieve an Outstanding grade on this form I would have needed to do the following in the length of time the lesson observation took place.  Almost all pupils make rapid and sustained progress across the curriculumMarking and feedback from the teacher and pupils is frequent and of consistently high qualityTeaching of reading, writing, communication and maths is exceptionalUse of well judged and often imaginative teaching strategies that match individual needsTime taken to develop skills in other subjectsAppropriate and regular homeworkNow to pick some of these apart. No teacher can possibly be expected to ensure all pupils make sustained and rapid progress across THECURRICULUM

Marking in primary schools is verging on the ridiculous

Marking in primary schools used to be done with a red pen or whatever colour happened to be closest at hand. I've even marked in pencil once, but most of that marking was rubbed out by the children. What's happened now however has been steadily creeping in over the last few years - red pen is seen as bad, a terrible colour to mark with. Children view it as negative even if their work is correct. Red is now a banned marking colour in many primary schools across the land and has been replaced with a plethora of colour coded marking schemes, all followed to the colour due to the ridiculous nature of some primary school marking policies.