Diseño, cine, ideas

THE GIRL EFFECT
Definición: Los cambios sociales y economicos producidos cuando las mujeres tienen oportunidad de participar en su sociedad.

http://www.girleffect.org/#/video/

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Varias notas sobre la conferencia narran el poder e impacto del video; el poder de CONTAR UNA HISTORIA, la inspiración nos lleva inevitablemente a la acción.

Jun Lau
21/02/2009 at 3:44 am Permalink
Research has shown that effective storytelling can motivate people to action more than analysis of statistics, logical arguments or daze-inducing ppt. slides. The girleffect website communicates powerful messages that will send world leaders, economists and researchers on a path to continue backing up work in this area with more data and the analyzing the yields that come out of this movement.This can be life transforming as a result of design thinking.
http://designthinking.ideo.com/?p=228

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Video de la mesa redonda:
http://www.youtube.com/watch?v=CQc7NZPjqBA&feature=channel

Resumen de la mesa redonda con puntos importantes mencionados por los panelistas:
http://www.huffingtonpost.com/maria-eitel/girls-session-steals-the_b_163345.html

Artículo interesante sobre la educación; el papel de las escuelas y los maestros.




FEBRUARY 2009 • MAGAZINE

IDEO’s Ten Tips For Creating a 21st–Century Classroom Experience
Posted February 18, 2009

In recent years, IDEO has spent a lot of time and effort thinking about education. The firm’s work with Ormondale Elementary School, in Portola Valley, California, helped pioneer a special “investigative-learning” curriculum that inspires students to be seekers of knowledge. We spoke to Sandy Speicher, who heads the Design for Learning efforts at IDEO. Her insights provide powerful lessons for architects and designers creating the schools of tomorrow:

1. Pull, don’t push.
Create an environment that raises a lot of questions from each of your students, and help them translate that into insight and understanding. Educa tion is too often seen as the transmission of knowledge. Real learning happens when the student feels the need to reconcile a question he or she is facing—and can’t help but seek out an answer.

2. Create from relevance.
Engage kids in ways that have relevance to them, and you’ll capture their attention and imagination. Allow them to experience the concepts you’re teaching firsthand, and then discuss them (or, better yet, work to address them!) instead of relying on explanation alone.

3. Stop calling them “soft” skills.
Talents such as creativity, collaboration, communication, empathy, and adaptability are not just nice to have; they’re the core capabilities of a 21st-century global economy facing complex challenges.

4. Allow for variation.
Evolve past a one- size-fits-all mentality and permit mass customization, both in the system and the classroom. Too often, equality in education is treated as sameness. The truth is that everyone is starting from a different place and going to a different place.

5. No more sage onstage.
Engaged learning can’t always happen in neat rows. People need to get their hands dirty. They need to feel, experience, and build. In this interactive environment, the role of the teacher is transformed from the expert telling people the answer to an enabler of learning. Step away from the front of the room and find a place to engage with your learners as the “guide on the side.”

6. Teachers are designers.
Let them create. Build an environment where your teachers are actively engaged in learning by doing. Shift the conversation from prescriptive rules to permissive guidance. Even though the resulting environment may be more complicated to manage, the teachers will produce amazing results.

7. Build a learning community.
Learning doesn’t happen in the child’s mind alone. It happens through the social interactions with other kids and teachers, parents, the community, and the world at large. It really does take a village. Schools should find new ways to engage parents and build local and national partnerships. This doesn’t just benefit the child—it brings new resources and knowledge to your institution.

8. Be an anthropologist, not an archaeologist.
An archaeologist seeks to understand the past by investigating its relics and digging for the truth of what was. An anthropologist studies people to understand their values, needs, and desires. If you want to design new solutions for the future, you have to understand what people care about and design for that. Don’t dig for the answer—connect.

9. Incubate the future.
What if our K–12 schools took on the big challenges that we’re facing today? Allow children to see their role in creating this world by studying and creating for topics like global warming, transportation, waste management, health care, poverty, and even education. It’s not about finding the right answer. It’s about being in a place where we learn ambition, involvement, responsibility, not to mention science, math, and literature.

10. Change the discourse.
If you want to drive new behavior, you have to measure new things. Skills such as creativity and collaboration can’t be measured on a bubble chart. We need to create new assessments that help us understand and talk about the developmental progress of 21st-century skills. This is not just about measuring outcomes, but also measuring process. We need formative assessments that are just as important as numeric ones. And here’s the trick: we can’t just have the measures. We actually have to value them.


Metropolis Magazine, IDEO’s Ten Tips For Creating a 21st–Century Classroom Experience,  02.18.09, http://www.metropolismag.com/story/20090218/ideos-ten-tips-for-creating-a-21st-century-classroom-experience
(02.24.09)

DISEÑO INDUSTRIAL

Objectified de Gary Hustwit
http://www.objectifiedfilm.com/objectified-trailer/
Por estrenarse este año!

Entre 1950 y 1982, Charles y Ray Eames hicieron más de 100 cortometrajes sobre diversos temas. Este es un ejemplo:


powers of ten :: charles and ray eames from bacteriasleep on Vimeo.






DISEÑO TEXTIL Y MODA
Nobel Textiles de Kiki von Glasow

"In support of the Fabrics of Life projects, Kiki von Glasow has made a documentary to explore the ways in which science can be communicated through design and design can be inspired by scientific discovery. Kristin has followed the designers from Central Saint Martins College of Art & Design as the meet their Nobel Nobel Laureates, research, develop and ultimately create the Nobel Textiles. How will the designers interpret the science and how will the scientists react to future textiles."

Nobel Textiles, Nobel Textiles: The Film. Directed By Kiki von Glasow, http://www.nobeltextiles.com/nobeltextiles_/Film.html (02.24.09)

DISEÑO GRÁFICO
Helvetica de Gary Hustwit
http://www.helveticafilm.com/

Recomendación de una página y unas ideas interesantes.

"One of the assets that a designer has is the ability to draw connections where others may not see any. Another skill is keeping their mind open to new things that they know nothing about. That first skill of connections has been worked out to perfection with my friend’s new blog Pattern Pulp. The second skill is something that I’m trying to perfect as I don’t really know much about pattern design. Shayna’s blogged about twenty posts that are all worth a read, or just a look. She talks about pattern inspirations, designs and how they seem to fit into fashion and culture. The only minor quip I have is with the header of the blog – not sure if it’s needed (or typeface choice), but aside from that I’m expecting big things from this blog and am looking forward to see how things grow over time. Take a look for yourself at http://patternpulp.com "


Surtees, Michael, New Pattern Blog to Check Out, DesignNotes by Michael Surtees, 02.24.09 http://designnotes.info (02.24.09)