Design Thinking Requirements

This output implements a reflective design methodology that addresses targeted end-users and the contexts of the overall curriculum content, in which relevant tools and methodologies will be deployed. The idea of design thinking adopted, consitutes a pragmatic approach to wicked problem solving in multiple domains stemmed out of the contentless nature of design and its capacity to provide a common language of creativity and innovation to multi-disciplinary teams. The method is described as a sequence of phases linking discovery through to ideation and then prototyping. The design thinking framework goes beyond the mainstream directions of ICT use with the aid of Music and Dance to being able to apply skills and competencies in learning contexts after school. It also identifies and adopts mature technologies that provide opportunities of engaging learners in active explorations within the context of meaningful projects where they learn by creating digital artefacts. In such a setting, the project target group members could effectively pursue meaningful personal inquiries to develop rich media
artifacts and use powerful blended learning ideas such as:

  • Organisational communication: as to use digital technologies to enhance organisational communication with learners, parents and third parties.
  • Professional collaboration: to engage in collaboration with other teachers sharing and exchanging knowledge and experience and innovative pedagogical practices.
  • Reflective practice: to individually and collectively reflect on own teaching practice and that of the learning community.
  • Digital Continuous Professional Development: To use digital sources and resources for continuous professional development.

However, if knowledge is to be constructed, an appropriate reflection phase combined with explanations of the inner workings of their creations should be offered. This is the critical moment where the formal education system can enter in the scene as a catalyst to bring the tacit knowledge constructed during the creative process into the foreground. The moment for the teachers to act as facilitators to enable critical reflection. For the other peers to share with the conceptual model built during the creative process. If this stage is not present, the creative act is very difficult to go beyond an engaging tinkering. And this is where our innovative curriculum / training program with its groundbreaking techniques in music and dance blends with teachers’ digital competencies and psycho-pedagogical skills assessment for offering a novel learning experience to students.
This output will further identify teachers' new and existing digital skill competencies and psycho-pedagogical skills and also the needs for enabling music and dance-based interactions. It also surveys results of other research projects and networks, selects the most relevant ones and identifies the necessary
adaptations necessary for the rhythm4Inclusion project.