- To engage younger audiences with the concepts presented in Creative Confidence
- To make this experience as fun and engaging use as possible!
This idea visualizes how the principles and contents of Creative Confidence could be translated into an open, accessible online resource. It basically adds “user experience” to the Creative Confidence book, to create the most engaging, visual, easy-to-grasp, accessible learning experience.
Part I: Creative Confidence Principles & Activities
Imagine a clickable, interactive experience that would walk you through the main principles and activities outlined in the Creative Confidence book. The example shown above demonstrates how the chapter “Move: Creative Confidence to Go” could look like if it were made into an online experience. Students would be more encouraged to “take the first step” towards action, because this clickable experience prompt them to complete one activity, before starting another.
By making this a digital experience, students would have the option to access and explore the materials on their own time, out of their own interest, OR this resource could be introduced to students by teachers in a classroom experience. Imagine, each student could sit at their own computers, access the site online and walk through the creative confidence principles and activities at their own pace, meanwhile the teacher could be wandering the room, interacting and helping the students with any questions.
Part 2: Participate in a Challenge
The site would also have a “User Sign-In” component, which would allow each student to keep a profile, with the option of participating in a design challenge. The purpose of the challenge component would be, again, to get students one step closer to taking action. Much like the thinking behind Open IDEO, students would team up with others, and collaboratively work through the design thinking process to complete a design challenge.
If this site were being used in the student’s own time, in an at-home experience, the student would have the option to connect with other online participants to “find a team” to work through the challenge with. If the site were being used in a classroom experience, students could either “find a team” and break up into smaller groups, or they could work together as a class. To help match students with appropriate team members, students would be prompted to select which skills they are good at, which skills they would like to learn, which existing challenge they would like to work on, or whether they would like to propose a new challenge. The system would then generate appropriate teams for each challenge. If the student chose a skill they would like to improve, ideally, they would be matched with a student who identified this skill as a strength (this concept promotes the idea of mentorship, as well as the idea of a “skill share”). Once teams and challenges have been assigned, the challenge would begin and students would be walked through the design thinking process, to eventually, complete the challenge. The nature, time span, and context of the activities in the design thinking process would depend of course whether or not the students are physically working together (hands-on collaboration, time restraints) or from a distance (collaborative online efforts, negotiable timeline).
The entire purpose of the “Participate in a Challenge” Component would be to get students to start thinking, doing and making. After student have been guided through the principles of design thinking, by the end of the challenge, they would have created something to be proud of . Reflecting on the experience would in turn, build creative confidence.