In attempting to mnemonically define all of these terms, I tried to connect the different design cycle models that I've come across. Tinkering comes up all the time when you're looking into makerspace literature, but the notion of thinkering – namely, to observe what your play and experimentation has yielded before incorporating feedback from the fresh eyes of those you share it with – was completely new to me.
My first experience with design thinking as a teacher was through the Design (called design technology at the time) when I was a teacher in an IB MYP school. Much of the thinking is the same.
This was also my first experience with the term design charrette.
About the Sketchnote:
I attempted to make this not-so-slick sketchnote using a couple of different iPad apps, all hampered/hindered/kneecapped by the fact that I was using their free versions. Were I to try another sketchnote out, I think I'd unironically revert to the usage of low-tech pen, coloured pencils and paper.
I liked the paper layout of WeTransfer's Paper app, which let me paint watercolour backings for emphasis but wouldn't let me adjust the "ink" after I drew it. Things got messy pretty quickly.
For infinite zoom possibilities, I imported my first set of drawings into Explain Everything, which lets you do lots of great presentation things but you're limited in what you can do when it comes to manipulating the elements or choosing colours. Sometimes it's worth it to pay for the full tool.
References
Building Student Success: Applied Design, Skills, and Technologies 8. BC Ministry of Education, n.d.. curriculum.gov.bc.ca/curriculum/adst. Accessed 9 July, 2021.
Crichton, Susan and Deb Carter."Taking Making into Classrooms." My Training BC, 2016, mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf. Accessed on 9 July 2021.
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