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March 12 2022, 5:15 – 10:15am

This session is a deep dive into the pedagogical potential of design thinking and related approaches such as making / DIY/ serious play. We will do an activity on curricular planning and identifying threshold concepts in the learning content. Our guest speaker Anat Shabi is an expert on Lego Serious Play, a fascinating approach to problem solving and strategy building. Michael Vaughn knows how to run a maker space, but more importantly, he has some interesting thoughts on why making is a worthwhile activity.

Handouts, Slides, Recordings

Session 4: Recordings

Introduction Guest Speaker Michael Vaughn Guest Speaker Anat Shabi  

Session 4: Summary & Slides

Slides AUW Session 4 – email-concise Summary We covered a lot of ground in this session. From learning theories, to pedagogy and lesson planning, to maker culture and serious play, this session was all about changing minds through play and making. … Read more

Session 4: Quick Learn Video

Learning Theories

Guest Speakers

9:15am EDT

Anat Shabi is a prolific advocate for ‘Lego Serious Play’. She has been integrating creativity and serious play into training online and offline workshops for the past decade.

8:15am EDT

Michael Vaughn is an instructional designer and making expert who worked in higher ed for 15 years helping faculty, staff, and students find new and meaningful ways to use technology to enhance their teaching and learning.


Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines (pp. 412-424). Edinburgh: University of Edinburgh.

Noel, L. A., & Liub, T. L. (2017). Using design thinking to create a new education paradigm for elementary level children for higher student engagement and success. Design and Technology Education, 22(1). 1-12.

Vaughn, M. (2017). How making and makerspaces promote healthy mindsets for learning.

Lego Serious Play. LSP: Open-source.

Schön, S., Ebner, M., & Grandl, M. (2018, October). Designing a Makerspace for Children–Let’s Do It. In International Conference EduRobotics 2016 (pp. 3-15). Springer, Cham.

Stanford Biodesign. (2015, February 6). IDEO: Brainstorming and other ideation techniques [Video]. YouTube.

Stanford Design Thinking Bootleg: (n.d.). Mindsets. Retrieved August 07, 2020, from

Mindful Marks. (2018, June 9). Design thinking: Prototype [Video]. YouTube.

Da. R., & Siang, T. (2017). Stage 4 in the design thinking process: Prototype. Interaction Design Foundation.

Dow, S. (2011). How prototyping practices affect design results. Interactions, 18(3), 54–59.

Cerejo, L. (2010, June 16). Design better and faster with rapid prototyping. Smashing.

Zuiker, S., Jordan, M. & the Learning Landscapes Team (2019). Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program. Open Education Studies, 1(1), 1-23.

Student summaries:

  • What is Serious Play? Summarize and discuss the guest lecture by Anat Shabi.
  • Why can making help students learn better? Summarize and discuss the guest lecture by Michael Vaughn.
  • What are threshold concepts? Document and discuss the group activity ‘threshold concepts’.