Connections to Educational Technology
The video project that I envision will meet many language and technological goals, as I demonstrated in the previous sections. A final benefit that I would like to discuss is the way that this type of activity will engage students in a design process, teaching them to develop ideas from concepts into final products.
Many different groups have developed various models of “design thinking”. In my MAET summer class, we did several activities based on a model developed by the Stanford d.School. The five steps in this model are Empathize, Define, Ideate, Prototype and Test.
As students create their video projects, each of these steps will be necessary. Empathy is to take the time to understand the nature of the problem, or in this case, they will begin with the premise of the project – to connect with others using Spanish, to be heard and to hear others’ perspectives. They will then define the information that they most wish to convey in their video. Next, they will generate ideas on how they can best convey the desired information, and the choose a few ideas to move into the next stage, prototyping. Prototyping is when they begin to create their product, and this step will also include testing their prototype, realizing it isn’t working, and revisiting the list of ideas to see if there is another way to accomplish their goal.
By allowing students an opportunity to work through the design process, they move away from passive learning and instead become creators, risk-takers and solution-seekers.