Designing Our Tomorrow (DOT)

包容性和创造性在英国，包容性是不同社会层面的一个重要主题，人们认识到政府和行业需要进行变革，以减少社会中的排斥现象。近10年来，由EPSRC资助的i~design研究项目与政策制定者、行业和设计师进行了有效的合作。事实证明，包容性设计实践可以作为创造力的平台。透过大学外展活动中与学生进行共融设计挑战，实践共融设计已进一步证明是“教授”创造力的有效方法。在教育中促进创造力被确定为教育的一个关键优先事项（HMIE报告《促进创造力的新兴良好做法》，2006年3月），它确定教育的主要目的是使所有儿童和青年成为成功的学习者、自信的个人、负责任的公民和有效的贡献者;将新知识应用于真实的世界的问题这一公众参与讨论了如何在学校教授创造性思维的方法中嵌入包容性设计原则，以启发年轻人创造一个更具包容性的世界。它建立在剑桥大学工程设计中心（EDC）研究团队的调查，专业知识和出版的良好记录之上，该研究团队由John克拉克森教授领导，并由经验设计顾问Ian Hosking与教育学院的Bill Nicholl密切合作，来自皇家艺术学院海伦·哈姆林中心的设计研究员Yanki Lee博士和来自拉夫堡大学人类工程学与安全研究所（ESRI）的人类工程学与设计研究员Eddy Elton。6英国三个地区（伦敦、剑桥和拉夫堡）的受邀学校将成为第一批将包容性设计原则纳入其关键阶段3（KS 3）设计与技术（D&T）课程的学校。在整个过程中，将进行观察和评估，并反映在工具的开发。与六所学校的第一次合作将达到1800名新学生每年在KS 3班。该项目的目的是与6所选定学校的教师进行包容性设计挑战，让他们亲身体验测试和质疑包容性设计的原则，并共同开发一套新的工具来激发创造力。预计一些学校（6所学校中的3所）也将在KS 3之后采用包容性设计原则。除了6所学校外，该项目还将争取至少100名有兴趣使用这些资源的教师。这将主要通过该提案的合作伙伴之一设计与技术协会（DATA）完成。即使这些教师的转换率非常保守，为10%，每年也将增加3，000名学生。如果转换率达到30%，那么每年将有9，000名新的KS 3学生，使总数超过10，000 2010-11年期间，还将为D&T初始教师教育计划和剑桥大学的合作学校举办特别培训课程，每年培训20名D&T教师。这也使另外25所学校有机会接受教育，这意味着如果30%的学校采用DOT，那么每年将有2，500名学生接受教育。

DESIGNING OUR TOMORROW (DOT): engaging secondary school teachers in the principles and tools of inclusive design to enable their students to think creatively.INCLUSION AND CREATIVITY In the UK, inclusion is an important topic on different social levels and the need for change in government and industry to reduce exclusion in society is recognised. Over nearly 10 years the i~design research programme, funded by the EPSRC, has engaged effectively with policy makers, industry and designers. It has proved that inclusive design practice can act as a platform for creativity. Through conducting inclusive design challenges with school pupils as part of university outreach activities, the practice of inclusive design has further proven to be an effective way to 'teach' creativity.Promoting creativity in education is identified as a key priority in education (HMIE report Emerging Good Practice in Promoting Creativity, March 2006), it identified the principal purpose of education as enabling all children and young people to become successful learners, confident individuals, responsible citizens and effective contributors; among the skills required for this purpose is the ability to think creatively and independently .APPLYING NEW KNOWLEDGE TO REAL WORLD PROBLEMS This public engagement addresses ways in which approaches to teach creative thinking in schools can be embedded with inclusive design principles in order to inspire young people to create a more inclusive world.It builds on a strong track record of investigation, expertise and publication by the research team at the Engineering Design Centre (EDC), University of Cambridge, led by Professor John Clarkson and managed by experience design consultant, Ian Hosking working closely with Bill Nicholl from the Faculty of Education, design researcher Dr Yanki Lee from the Royal College of Art Helen Hamlyn Centre and Ergonomics & Design Researcher Eddy Elton from the Ergonomics and Safety Research Institute (ESRI) Loughborough University.EFFECTIVE ENGAGEMENT The project brings together a strong team of inclusive design researchers in collaboration with pedagogy theory experts. It sets out to engage teachers and their pupils to develop new approaches of teaching creativity in schools.6 invited schools in three areas across the UK (London, Cambridge and Loughborough) where the partners are based will be the first group to adopt inclusive design principles into their Key Stage 3 (KS3) Design & Technology (D&T) classes. Throughout the process, observation and evaluation will be conducted and reflected back in the development of the tools.The first collaboration with six schools will reach 1800 new pupils every year in KS3 classes. The purpose of the project is to conduct inclusive design challenges with teachers in the 6 selected schools to give them a hands-on experience to test and question the principles of inclusive design and co-develop a new set of tools to inspire creativity. The expectation is that a number of the schools (3 out of the 6) will also adapt the principle of inclusive design beyond KS3. In addition to the 6 schools the project will aim to sign up at least 100 teachers who are interested in using the resources. This will primarily be done through one of the partners to the proposal, the Design & Technology Association (DATA). Even with a very conservative 10% conversion rate of these teachers, it will give an additional 3,000 pupils per year. If the conversion rate reaches 30% then a total of 9,000 new KS3 pupils will be reached an annual basis bring the total to over 10,000Special training sessions during 2010-11, will also be conducted for the D&T initial teacher education programme, and partnership schools of Cambridge University, which trains 20 D&T teachers annually. This also gives access to a further 25 schools which means that if 30% of schools adopt DOT, then potentially another 2,500 pupils per annum will be reached.