Hello,

I think that your storytelling, photography, observation, sketching
approaches are good tools. It sounds like it would be good to give the
students some sort of framework in order to focus their thinking. I've used
Edward de Bono's Six Thinking Hats in classes before, in order to get
students to pay attention to different parts of analysis:
http://www.debonogroup.com/six_thinking_hats.php

There are many ways you could apply the tool creatively. You could assign a
"hat" each week and have students collect by focussing on that particular
hat only. If you have a "home base" classroom, you could map out the hats
and have the collected photos, post-its, sketches, etc sorted onto a wall.
You could break the class into teams based on each hat. You could also have
each student run through each hat individually during a timed exercise
every week. There are lots of ways to use the idea creatively.

The hats can be a bit cumbersome and feel a little unnatural at first, but
what I like about them is that they end up generating a lot more discussion.

I hope it helps. It sounds like a great class.



[g]

On Tue, Jul 17, 2018 at 4:13 AM Brita Fladvad Nielsen <[log in to unmask]>
wrote:

> Dear everyone;
>
> So I am responsible for a study program this fall, where parts of the work
> includes taking international students to peri urban areas in India to
> understand the implications of urban (planning) decision making on the
> 'bottom of the pyramid'.
>
> According to the schedule made earlier by someone else, the students are
> to reflect every Friday during the time in India. However, the reflection
> programme has not had any decided approach or direction and has according
> to my predecessors not been to successful. In general, it is a difficult
> task to 'make' people reflect.
>
> Being a designer, I seek to use 'design tools' and explore how to create
> deeper insights. Regarding reflection, I am interested in your opinion on
>
> What is reflection? Reflection is important in design, but is spoken about
> in different ways. One can reflect while/by doing, but it is hard to grasp
> what makes one reflect. From personal experience, I know that reflection
> has to do not only with introspectiveness but also with dialogue, maturity,
> timing and sometimes coincidence or meetings. I often see that students
> reach a different level of reflection only six months or so following a
> design project.
>
> Are there tools that may trigger reflection? Insight generation is one
> thing, but how about gaining deeper understanding, I am so far going for
> 'people near' approaches such as storytelling and drawing. The latter is
> not so easy for non-designers. Photo ethnography perhaps.
>
> What is 'good reflection'? Often people who say others should reflect
> more, may think that only their view on what 'reflection' means is
> satisfactory. But what are the frames here, are there any?
>
> How do I best guide non-design students into regular reflection during a
> fall course on designing urban interventions? What can I pick from design?
>
> So far I am thinking storytelling, photo ethnography, participatory
> observation, sketching...
>
> I look forward to your thoughts on the above, and advice for good reads on
> reflection in design.
>
>
> Kind regards from very sunny Norway,
>
> Brita Fladvad Nielsen
> Ph.D. in Design Methods / MA of Tech Industrial Design
> Post.doc. researcher at PI-SEC (Planning Instruments for Smart Energy
> Communities)
> & lecturer in Urban Ecological Planning
> Dept. of Architecture and Planning, NTNU
> Tel: 954 24 055
>
> https://www.ntnu.edu/smartcities/pi-sec
>
> www.designforselfreliance.wordpress.com<
> http://www.designforselfreliance.wordpress.com/>
>
>
>
>
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[g]


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