ThinkCycle: Reaching Out to Solve Real-World Problems - The Diigo Meta page

• 10 Nov 08
  

  Nils Peterson

  thinkcycle university2.0 learning2.0 authentic learning

  • They envisioned the database and the Web combining into a system that   documents submitted problems and the evolving design solutions to those   problems. The database would serve as the repository for all the iterative   design concepts, technical notes, working files, and images around a problem   and its solution. This repository would be searchable, cross-referenced,   free, and open to the public.
• 08 Oct 08
  

  Theron DesRosier

  This is a wonderful potential model of university 2.0. It influenced the design of our most recent eportfolio contest.

  2.0 learning think cycle

  • Motivations
      Several motivations are behind the ThinkCycle concept. One has to do with   changing the way engineering design is taught in schools. In traditional   design courses, students are given projects for problems that have already   been solved -- in effect, reinventing the wheel. ThinkCycle focuses on   real-world problems and moves beyond the local classroom model, involving   students and faculty at MIT and other schools in industrialized and developing   countries.  

    Another motivation behind ThinkCycle is to work on problems in communities   not being well served by new technologies. To get at these problems, ThinkCycle   asks
      non-governmental organizations (NGOs) and other stakeholders related to   underserved communities to submit worthwhile challenges.  

    How It Works
      The ThinkCycle process can be summed up as follows:  

     
    1. An NGO or other stakeholder submits a problem to ThinkCycle. The problem   is given a peer review by domain experts and made accessible in the   ThinkCycle database.
     
    2. Design faculty in a participating school can select problems for a   design course and present these to the students in the course.
     
    3. The students, working in teams, investigate the state of the art around   technology related to the challenge, establish design constraints, brainstorm   design concepts, then design and manufacture prototypes.
     
    4. During the design and prototyping, experts in the domain of the problem   review the work of the students and provide advice as well as resources.  
     
    5. As with any design course, at the end students give a final report   and project presentation, which may include recommendations for future   work.
     
     
• 09 Nov 06
  

  gspari

  collaboration opensource

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