Design thinking is a critical and creative process that allows for opportunities to ‘experiment, create and prototype models, gather feedback, and redesign’ (Razzouk & Shute, 2012). Learning by design focuses on the building up of new ideas and organising these ideas to create a product to improve a condition and as well as learning through the process (Bower, 2019). Design-based thinking embodies the fundamental set of skills essential to empower students to see themselves as producers and not just consumers of technology. Design-based thinking can be fostered when educators promote collaboration where students generate ideas and make decisions together (Chen & Chiu, 2016). Additionally, it is an organised method to capturing and creating ideas that can be seen in the five phases of the design process.

Coding tools can be used to enhance the design process. For instance, the BBC micro:bit is a portable, coding program that has various coding features that provides opportunities for students to code, create and invent in an innovative way (Rogers et al, 2017). The device can be used to encourage computational thinking, collaborative learning and problem-solving across the curriculum (ResourceEd, 2017).

Micro:bit is a multi-purpose program that can be coded for various results. For instance, students can use the micro:bit to become composer and design their own music piece. This proves that micro:bit could be used to enhance student’s computational thinking as it can be used as a musical instrument (of categories) for the production of music. It can also aid students in story telling where robotics (characters) can be made and programmed to move and have voice input.

Micro:bit can also be used to challenge students in the classroom. This can be explored in this week’s tutorial where students had to design a watering system with a servo. Allowing students to solve real-world problems that are hands-on can inspire higher level of creative thinking and engagement (Razzouk & Shute, 2012). This engineering problem has allowed students to work collaboratively as they exchanged ideas through the design process in order to come up with a solution.

The micro:bit can also be complex despite its benefits in education. The complexity of the programming can result in lack of motivation to learn programming (Razzouk & Shute, 2012). Most importantly, the time and effort needed to teach and prepare students to use the micro:bit could possibly take up most of their learning time. Furthermore, the servo will not work if not wired up correctly. This makes it important for educators to carefully scaffold students on how to use the micro:bit to maintain the level of engagement for learning.

References

Bower, M. (2019). EDUC362: Digital Creativity and Learning, Week Three [PowerPoint Slides]. Retrieved from https://ilearn.mq.edu.au/mod/resource/view.php?id=5019764

ResourceEd. (2017). How to use micro:bits for teaching and learning. ResourceEd- Promethean. Retrieved from https://resourced.prometheanworld.com/use-microbits-teaching-learning/

Chen, C. & Chiu. C. (2016). Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity. Computers & Education, 103, 99-113. Retrieved from https://www-sciencedirect-com.simsrad.net.ocs.mq.edu.au/science/article/pii/S0360131516301658

Razzouk. R. & Shute. V. (2012). What Is Design Thinking and Why Is It Important?. Review of Educational Research, 82(3), p. 330-348. Retrieved from https://browzine.com/libraries/590/articles/44265798/full-text-file?utm_source=api_166

Rogers, Y., Shum, V., Marquardt, N., Lechelt, S., Johnson, R., Baker, H., & Davies, M. (2017). From the BBC micro to micro:bit and beyond: A British innovation. Interactions, 24(2), p. 74-77. Retrieved from https://dl-acm-org.simsrad.net.ocs.mq.edu.au/citation.cfm?doid=3055204.3029601