Safe failing: Cross-discipline simulation · Safe failing: Cross-discipline simulation across built...
Transcript of Safe failing: Cross-discipline simulation · Safe failing: Cross-discipline simulation across built...
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Safe failing: Cross-discipline simulation across built environment disciplines
• Werner Soontiens, Khoa Do, Francesco Mancini - Curtin University
This session…
• Safe failing: stakeholders mindsets
• Safe failing: experiential, design, wicked problem
• Application
• Debrief: habits and draft picks
• Capstone
• Considering learning
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Adapted from Do, K. NGLS
• Stakeholders
• University (assessment)
• Students
• Industry
• Facilitating safe failing – little/no consequences, practice industry, facilitates ideation.
• Creating a safe environment to experience an iterative generative process.
• Learn to take the ‘best fail’ forward – developed in a creative , enjoyable atmosphere.
SAFE FAILING
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• Experiential learning circle (Coghlan and Brannick, 2005) – turning self-awareness and sensitivity into meta-learning and knowledge.
EXPERIENTIAL & CO-OPERATIVE LEARNING
Integrated work practice key to raising employability (Myklebust 2016) …co-operative education model – academic studies with integrated periods of practice in working life -
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• approach (Ideo, & d.School Stanford).
Best fail
DESIGN THINKING
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• divergent and convergent phases
DESIGN THINKING
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WICKED PROBLEM - SIMULATION
a problem that seems difficult or impossible to solve.
Common characteristics:
- incomplete or contradictory data or requirements around the problem
- connected to, and impact other problems
- no single satisfactory answer to the problem OR
- the obvious answer is not the answer you want.
As is often the case with research, the most important step towards
solving the problem is framing the most accurate (right) problem
statement accepted by stakeholders.
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Adapted from Do, K. NGLS
e.g. MAPPING
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Adapted from Do, K. NGLS
Cameras (or not) ….. ACTION
Debrief
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Adapted from Do, K. NGLS
WHAT WE ARE HOPING FOR
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Do, K. NGLS
NEXT GENERATION LEARNING SPACES - adapted
CONSIDERATIONS
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Adapted from Do, K. NGLS
Consortium members • Academics • Students (UG & PG) • Accreditors • Architects (A & IA) • Planners • Builders • Community • Government
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Adapted from Do, K. NGLS
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Adapted from Do, K. NGLS
?? Experience??
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Adapted from Do, K. NGLS
Experience ‘SPACE’
Project environment
Interactive dynamics
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• Points of difference
Adapted from Do, K. NGLS
1. Ability to reflect on unfinished work
2. Ability to participate in something you are not good at
3. Ability to take on problems that don’t have a clear answer (wicked
problems)
4. Sharing expertise and finding innovation in the spaces between
expertise
5. Collaborate without ‘bigfooting’
6. Bring out the potential creativity and innovativeness in people
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• Takeaways
Adapted from Do, K. NGLS
1. Don't ignore emotions/feelings/intuition
2. Go for early fails (prototyping)
3. Visualisation is a tool (diagramming); don’t just rely on words
4. Look for insights, not solutions
5. The stated problem may not be THE problem
6. Don't be afraid of the unknown
7. Look for ways to collaborate
8. Don't solve the problem, just move forward
9. Solve for yourself
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Adapted from Do, K. NGLS
A CAPSTONE COMPLEMENTING CURTIN’s
Fieldwork Practical component, required as integral part of the course, conducted outside the
normal University setting
WIL includes work placements, fieldwork, industry-
based projects, case studies, simulations, virtual simulations, reflective journals,
problem-based learning, mentoring from industry partners, work-related presentations, role plays, laboratories and capstone subjects
Curricular & co-curricular
Assessment
Intensity & Focus
Frequency Duration
Industry partner
= Your Curtin degree + industry experience
• work integrated (applied) learning.
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Adapted from Do, K. NGLS
• Capturing of work integrated (applied) learning.
Explore Evidenced – low intensity, no
assessment
Apply Developed – focussed , some
assessment
Absent Theoretical and/or introductory
content
Ignorant Not evidenced
Highly Developed (Placement, Internship, Simulation)
full credit
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Adapted from Do, K. NGLS
A CAPSTONE COMPLEMENTING SOBE’s
• Sanditechture (1st yr)
• Resignification
• Studio (continuous)
• Themed Constructions (3rd yr)
Studio
Technology
Culture
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Adapted from Do, K. NGLS
Resignification
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Adapted from Do, K. NGLS
Themed construction
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Adapted from Do, K. NGLS
• THANK YOU