2024 Thrive 9- The start of problem-solution optimization in Sec 3 Office Design Project

I framed two KB principles Authentic Problem; Real Idea and Constructive use of Authoritative Sources as desired KB in design in theory and would like to share how it manifested in practice.

Having to lead an authentic project (of designing the office space) where teachers themselves do not have solutions makes ideas from both teachers and students real. As teachers, we are accountable for not just the longer-term goal of preparing them for future roles but also the shorter-term goal of aligning with what is perceived as important foundation knowledge and value for them to move to the next stage of education. A dialogue with Mr Wong on the difference among the terms "functionality", "user" and "environment" in the context of product design and interior design. We clarified the intertwined meanings between functionality and environment in interior design but a more easily distinguishable difference in the context of product design. Are such clarifications considered knowledge creation in an organisation through socialisation? The constructive use of authoritative sources (syllabus, reliable sources from the internet and gathered by AI) becomes extremely important. As teachers, one new insight within the principle of constructive use of authoritative sources is the decision of the scope and depth of these sources. For example, when preparing for an interview, students may just prepare questions and prompts, and practice it in class before conducting a real interview with Mr Keh. Going into YouTube to search for how to interview end-users opens up a whole new range of techniques that expert interviewers use. Should I expose students to these YouTube? I decided not to overwhelm them for now expert for those who are ready to extend their learning. 

ChatGPT and Gemini become a very useful tool for authentic design projects. We get to evaluate and use the information suggested and learn about prompt engineering as students share their approaches. Interpreting the information for purposeful use becomes key. Mistakes by students in prompting include restricting ChatGPT too early (e.g give me 5 interview questions), being unable to distal the overwhelming information suggested by ChatGPT, and moving the wrong judgement about information suggested by ChatGPT due to the lack of in-depth knowledge about the topic. That is, he thought GPT was wrong but, it is more that he could not understand what GPT suggested.

This week brings upon me the importance of equipping students with machine-students learning skills. That said, I better be a few levels ahead of them. Just enough to guide them. Teachers may soon have to accept the fact that students have to create knowledge instead of reproducing knowledge. Acquisition of knowledge and learning through participation may takes new form.

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