CTP - 2003

The Superhero in Me: Using Design Thinking for Storytelling 我有英雄本色:運用設計思維創作故事

P5 - P6 Students

17-21, 24 & 25 August 2020, 9:00am-11:00am (7 sessions)

HKD 3,920

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*This is an online course which will be conducted via Zoom.
*此網上課程會透過Zoom線上授課。
Course Objectives

  1. dentify strengths and talent in self and in others 

  2. Develop multiple perspectives and empathy through active listening 

  3. Use Design Thinking to craft a story design brief by uncovering and interpreting the audience needs 

  4. Create prototype of stories and test for feedback from authentic audiences, such as with their peers and other adults 

  5. Have fun sharing their stories in English 

 

Course Outline

Day 1: Team Building and Design Thinking  

This session focuses on team building through collaborative communication. The learning activities promote students' understanding of strengths and talents in themselves and others. By engaging in these experiences, they gain multiple perspectives. The other focus of this session is an introduction to Design Thinking as a tool for crafting stories that create an impact. Design Thinking aims to create a product for specific users or audiences. In this program, the Design Thinking process consists of five stages: empathy, define, ideate, prototype, test. In this program, the product is a story advocating the unique talents of children having special needs. 

 

Day 2: Design Thinking a Story 

This session focuses on going through the stages of the Design Thinking process to produce a story. In pairs, students begin with empathy by interviewing each other to find their unique skills and needs. They interpret their interview data to define a big idea for the story. From there, students ideate different possibilities from the big idea. They prototype two possible storyboards for their story. They test both stories to gain feedback from their interviewee. Finally, they revise according to feedback and present their final stories to the teachers. 

 

Day 3: Experience as Children with Special Needs/ Teachers and parents who work with Children with Special Needs  

This session focuses on gaining understanding for children with special needs. Students figure out the daily challenge of special needs children/ Special Needs Teachers and their parents through experiential learning.  They reflect on their experiences to gain further insight into children with special needs.  

 

Day 4: Empathy by Designing the interview 

This session focuses on designing and practicing asking interview questions that would elicit information about children with special needs. Students work with classmates to develop interview questions that elicit much information from the interviewee. They learn to take notes and to ask or probe for more information. Students practice their interview skills by roleplaying with each other. 

 

Day 5: Empathy by Interviewing Children, Parents, with Special Needs 

This session focuses on interviews with members of the special needs community, such as children, parents, and educators.  Students conduct interviews, take notes, and ask further probing questions. They reflect on their data by discovering insights about their interviewee, such as unique strength and talent. The interview should have uncovered many inspirations for students to craft one story to tell. Finally, students define their final story's big idea. 

 

Day 6: Ideate, Prototype and Test 

This session focuses on ideating possibilities for the story's big idea from the previous session. Part of their ideation might include their contribution to the narrative. They create at least two prototypes for their story. These prototypes are in the format of storyboards. They test telling their stories to their peers for feedback. Then they modify their stories accordingly. 

 

Day 7: Digital Storytelling Showtime 

This session focuses on producing an audio recording of their story, recommended Apple's Garageband. Teachers guide and give feedback to each student. The whole class shares their final product, and students celebrate each other's stories. Students do a final reflection on this program. 

Target Participants / Prerequisite

Students should have a high level of creativity and problem-solving skills. Students should also be proficient in English and Chinese.

 

Course Instructor

Dr. Marlon Ng

Marlon Ng, Ed. D. has over 25 years of teaching, curriculum development, and educational leadership experience. He has worked in schools in Canada, Hong Kong, and Thailand. His research area has been in on educational culture, design thinking and storytelling. During his spare time, he likes to read mystery novels and go jogging. 

Ms. Vienne Ng

Ms. Vienne Ng is enthusiastic in learning and teaching languages, and she has years of experiences in teaching students with Special Educational Needs and gifted programmes. She is adept at identifying the academic needs of students, aged from 5 to 17, to help them understand concepts and raise their interest in learning Chinese and English languages through interactive and diversified strategies. She also provides English phonics training for dyslexic learners from local and international schools. Ms. Ng has provided learning support services to students in different primary and secondary schools, and she has also been the trainer and speaker of different workshops to share the skills of learning strategies to help students learn independently.  

 

Medium of Instruction 
English
課程宗旨

通過參加此課程,學生將:

  • 從自己及別人身上發現強項及才能 

  • 從聆聽中建立多角度及同理心 

  • 運用設計思維及了解觀眾的需要,創作故事 

  • 建立故事的雛形,汲取別人的意見 

  • 分享自己的英文故事 

課程大綱

第一天:團隊建立及介紹設計思維 

這節課堂目的是讓學生參與合作性活動,建立團隊精神。透過活動,學生不但能夠從中了解自己及他人的強項和才能,而且更學會多角度思考。課堂的另一目的是認識設計思維的概念,作為創作具有影響力的故事之工具。設計思維的原意是為特定對象制作一個產品。而設計思維的概念將會分為五個階反融入此課程中,分別是:同理心、定義、構思、定型及測試與修訂。學生最後會創作一個故事有關有特殊需要的兒童之獨特之處。 

 

第二天:用設計思維想故事 

這節課堂將會帶領學生走過以設計思維創作故事的不同階段。通過二人一組,學生將會運用同理心訪問對方,從而找出對方的獨特之處及需要。學生將會分析他們於訪問所得的資料,為故事定義一個新方向。學生將會從中構思不同的可能性,製作兩個故事雛形。學生並將會嘗試講述他們為其對象定立的兩個故事,並且收集意見。他們需要根據意見,修訂已創作的故事。 

 

第三天:體驗成為特殊學習需要的兒童(或其家長或老師) 

這節課堂的目的是讓學生對有特殊需要的兒童加深了解。通過體驗,學生將會探索有特殊需要的兒童(或其家長或老師)於日常面對的挑戰,從而反思及瞭解更多。 

 

第四天:設計訪問學同理 

這節課堂目的是讓學生設計及學習訪問有關有特殊需要的兒童。透過角色扮演進行訪問,學生將會學習如何以問題獲取最有用的資料,並學懂筆錄的技巧及如何於訪問中探索更多資料。 

 

第五天:從訪問到定立故事 

這節課堂中,學生將會訪問有特殊需要的群體,例如,兒童、家長或教育者。學生將會進行訪問、運用筆錄技巧及探索問題。透過反思他們從訪問所得的資料,例如受訪者的獨特之處及才能,學生將會得到新啟發,定立故事創作的大方向。 

 

第六天: 構思-定型-測試故事反應 

學生將於這節課堂利用之前的大方向,為創作故事構思不同的可能性。同時,他們亦需要為故事增設旁述。學生將會以故事版圖的形式,為故事製作最少兩個雛形,然後講述他們的故事,以測試觀眾對於故事的反應及獲取意見,再作出修訂。 

 

第七天:數碼故事演出 

學生會利用數碼平台制作英語錄音。這節課堂目的是讓學生制作及展示最後作品。導師將會為學生給予意見,然後學生會一同分享他們的故事,並反思整個故事創作的旅程。 

目標對象

本課程歡迎具備創意及解難能力之小五至小六學生,參加者亦應具備一定英語能力。

課程導師

吳文龍先生

吳文龍先生(教育博士)擁有超過25年的教學經驗、課程發展及教育領導經驗。他曾於加拿大、香港及泰國的學校任教。他專注研究教育文化、設計思維及故事創作。平時,他愛好閱讀神秘小說和跑步。 

 

吳穎殷小姐

吳穎殷小姐熱衷於語言學習和教學,她擁有多年教授有特殊學習需要的學生及資優課程的經驗。她善於了解5-17歲學生的學習需要,協助他們學習不同概念,並利用互動及多元化技巧提昇他們對學習中文和英文的興趣。吳小姐亦有為本地及國際學校學生教授英語拼音技巧,並有為不同中、小學校提供有關學習技巧之培訓。 

授課語言

英語

 

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Centre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong. 

 

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