Design thinking is referred to as a process of solving a solution and/or problem through a more strategic and cognitive approach. It is a way of being more creative and giving individuals opportunities to “experiment, create models, gather feedback, and redesign” (Razzouk & Shute, 2012). When trying to understand what it means to design, there are many factors such as team working, modelling, being more knowledgeable, and many more. There are many examples where design and thinking is appropriate in a classroom environment, such as software called SketchUP.
Design thinking and constructivism is taught into 5 stages. These 5 stages are discovery, interpretation, ideation, experimentation, evolution (IDEO, 2012). These 5 stages are crucial when identifying and processing new challenges.
SketchUp is a cognitive software program where individuals sketch a 3D model. There are numerous students and teachers who use this website to promote creativity and give students opportunities (Chopra, 2012). The model is mainly used to make it easier for students to see 3D shapes and learn how to design objects. It can help students learn the concepts of shapes and focus on how shapes are similar or different. According to the NSW Education Standard Authority, students in stage 1 and stage 2 are at a stage where they learn about the similarities and differences of 3D shapes. The NSW Standard Curriculum helps support students in “classifying 3D objects” and learning to “recognise 3-dimensional objects” (Mulligan, 2020). During this learning phase, it is really important for teachers to support students as it can be difficult for them to recognise different shapes such as squares and rectangles. Sketchup does this as it gives students the freedom and flexibility to move the shapes around, make it larger or smaller and see the different angles (Panorkou & Pratt, 2016).
Trimble. (2019). 3D Design Software | 3D Modeling on the Web | SketchUp. SketchUp. https://www.sketchup.com/
An examples of how 3D modelling can shape creativity within the classroom. The students can be given a final object such as a house and learn about 3D shapes and even 2D shapes. By getting students more engaged older students such as stage 2 or 3 can even use a 3D sketch up which is used to model the program connected to the pen. This will therefore get students more engaged as students really like to experiment and have fun when learning new things. They can also have a physical 3D model right in front of them to experiment and learn the shapes.
This is my own example of using SketchUp to make a house
References
Chopra, A. (2012). Introduction to google sketchup. John Wiley & Sons.
IDEO (2012). Design Thinking for Educators (2nd Edition).
Mulligan, J., Woolcott, G., Mitchelmore, M., Busatto, S., Lai, J., & Davis, B. (2020).
Evaluating the impact of a Spatial Reasoning Mathematics Program (SRMP)
intervention in the primary school. Mathematics Education Research Journal, 32, 285-305.
NSW Education Standards Authority. (2023). MathematicsK-10 syllabus.
Panorkou, N., & Pratt, D. (2016). Using google sketchup to develop students’ experiences of
dimension in geometry. Digital Experiences in Mathematics Education, 2, 199-227.
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important?. Review of
educational research, 82(3), 330-348.
Trimble. (2019). 3D Design Software | 3D Modeling on the Web | SketchUp. SketchUp.
https://www.sketchup.com/
Hi Mariam,
What an interesting blog! I really like how you showed how SketchUp can be implemented in different stages in the syllabus as this shows how easy it is to include the technology within the classroom. I also like that you have included a photo of you interacting with SketchUp as it is beneficial in showing how the technology works. For the future, adding limitations of the technology in the classroom would be good and also including further information on pedagogy would be good to see as it shows teachers how SketchUp will be beneficial to students learning.
Thanks,
Olivia Spanswick 09/04/2023
Hi Mariam!
First and foremost, I thoroughly enjoyed your post. I felt like you did a really good job condensing quite substantial bits of information regarding design based learning.
I echo the sentiments of the prior comments, definitly covering limitations would've helped reflect a critical position on the use and pedagogical implications of Google SketchUp.
Despite this, your use of references and general formating was really well executed, I look forward to reading more in the future!
Victor Sweeney
20/3/23
Hi Mariam
I enjoyed reading your blog, the way you linked your technology ‘SketchUp’ to the different stages in the syllabus was a good connection. It showed how the different stages can use this website to learn and be engaged. I see that you haven’t added a limitation on how this could affect learning. I also think It would’ve been better if you have built on how exactly this technology can lead to creativity.
Iris Lee (20.03.2023)
Hi Mariam,
Well done on your blog, it was really interesting to read. The way you have included definitions of design thinking is excellent. Well done on including the syllabus and its outcomes. This is helpful in identifying when to use SketchUp in class. The way you have included photos in your post is helpful in understanding how the technology works. For the future it would have been good to see some limitations of using this technology in the classroom. For example, some students may find it difficult to use SketchUp and as such will require extra assistance in the classroom.
Overall, this was interesting and insightful. Well done.
Thanks,
Gemma Gold (20.03.23)
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