Designing Our Tomorrow (DOT)

设计我们的明天（DOT）：让中学教师参与包容性设计的原则和工具，使学生能够创造性地思考。在英国，包容是不同社会层面的一个重要话题，人们认识到政府和行业需要改变，以减少社会中的排斥。近10年来，由EPSRC资助的i~设计研究项目与政策制定者、行业和设计师进行了有效的合作。这证明了包容性设计实践可以作为创意的平台。作为大学外展活动的一部分，通过与小学生进行包容性设计挑战，包容性设计的实践进一步证明是“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），它确定了教育的主要目的是使所有儿童和青少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；为此目的所要求的技能之一是创造性和独立思考的能力。将新知识应用于现实世界问题这项公众参与旨在探讨如何在学校教授创造性思维的方法中融入包容性设计原则，以激励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）的研究团队在调查、专业知识和出版方面的良好记录基础上，该研究团队由约翰·克拉克森教授领导，由经验丰富的设计顾问伊恩·霍斯金管理，与教育学院的比尔·尼科尔密切合作。皇家艺术学院海伦·哈姆林中心的设计研究员杨基·李博士和拉夫堡大学人体工程学与安全研究所（ESRI）的人体工程学与设计研究员埃迪·埃尔顿。该项目汇集了一个强大的包容性设计研究团队，与教育学理论专家合作。它的目的是让教师和学生参与开发学校创造力教学的新方法。合作伙伴所在的英国三个地区（伦敦、剑桥和拉夫堡）的6所受邀学校将成为第一批在关键阶段3 （KS3）设计与技术（D&T）课程中采用包容性设计原则的学校。在整个过程中，将进行观察和评价，并在工具的开发中反映出来。与六所学校的首次合作每年将为小学三年级的1800名新学生提供服务。该项目的目的是与6所入选学校的教师进行包容性设计挑战，让他们亲身体验包容性设计的原则，并共同开发一套新的工具来激发创造力。我们期望更多的学校（6所学校中的3所）在KS3之外也采用包容性设计的原则。除了这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。这将主要通过提案的合作伙伴之一，设计与技术协会（DATA）来完成。即使这些教师的转换率是十分保守的10%，每年也会增加3000名学生。如果转化率达到30%，那么每年将新增9,000名小学三年级学生，总人数将超过10,000人。2010-11年期间，还将为D&T初级教师教育计划和剑桥大学的合作学校举办特别培训课程，剑桥大学每年培训20名D&T教师。这也意味着，如果30%的学校采用DOT，那么每年可能会有另外2500名学生受益。

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.