What might the world and functions of innovation demand of our workplaces? How might our work environment complement – even promote and spur – the activities and necessities of an organization striving to innovate? Such questions are a major line of investigation for me and for the school where I am blessed to work – Mount Vernon Presbyterian School. And so, we explore and research in order to learn.
On Friday, April 15, 2016, I was fortunate to visit and tour the Coca-Cola Atlanta Office Complex (AOC). Thanks to friend Rodney Drinkard, who works in security and risk-management at Coke, I ventured into the Workplace 2020 transformation happening at Coca-Cola corporate headquarters, and I was accompanied by colleagues Blair Peterson, Head of Upper School, and Rosalyn Merrick, Chief Philanthropy Officer, at Mount Vernon. The time at Coke’s AOC was invaluable and incredibly thought provoking. They are doing tremendous work there to leverage brand and culture to transform space…and to create a virtuous cycle for space to build brand and culture even more purposefully.
Enter Workplace 2020, a massive project to instill Coke’s facility with a sense of optimism matching what consumers feel when they see the brand’s polar bears or hilltop singers. That may all sound touchy-feely, but this project is far from a feel-good exercise; the goal is to increase brand value, grow product lines faster and boost the bottom line.
From the very beginnings of our Coke tour, I was reminded of my recent visit to IDEO in San Francisco. At IDEO, the office is intentionally designed to facilitate creative collisions for collaborators. Similarly, at Coke AOC, the Workplace 2020 transformation, partly informed by input from IDEO, seeks to purposefully facilitate such creative collisions and collaborations, too. With innovation stemming from networking and associative thinking, an environment that supports bond-making rather than isolated task-doing promotes the conditions needed for enhanced innovation. Overall, the surroundings at Coke are constructed so that people will benefit from the principle of “we are smarter than me.” While individual space still exists in great quantity, the quality and number of spaces to meet, work together, share and collaborate are superb.
Two of the many things that impressed and intrigued me:
The brand qualities of optimism, happiness, and sharing a Coke with a friend were expressed as part of the physical architecture and decor. The space felt alive with the culture that Coke works to exude.
The degree of prototyping going on was tremendous! There were future product prototypes in numerous places, and the Workplace 2020 team was utilizing experimental space to conduct user tests for various configurations and work-pattern sites.
The photo gallery below contains my image captures from the fabulous visit to Coke AOC. I know that there will be countless views that I make to this gallery as the team at MVPS continues to research and design according to our principle and practice, “Learning demands interactive and flexible spaces.”
In a recent article on EML, Will Richardson shared that he asks the districts he works with, “Is this a school that learns?” He went on to write these provocative questions:
What does a learning school look like? What’s the culture of a school that learns? How does it happen?
Will sparked in me some significant reflection. He also spurred me to write this blog post and share how Mount Vernon is, indeed, a school that learns. Here’s one example how…
The made world is designed. Everything in it is designed. Therefore, this made world is malleable, changeable, and transformable. For if it was designed, then it can be redesigned. And we all have the ability to make these changes in our world.
This simple argument is at the heart of agency. And we in education should be about the business of inspiring and nurturing agency in our learners. The very essence of being an engaged citizen leader is realizing and understanding one’s capability – one’s agency – to be a positive change agent in the world.
For years, Mount Vernon has focused its work around inspiring and nurturing the agency of learners. We are about designing and making, in numerous and myriad forms, and we are committed to developing engaged citizen leaders who see themselves as agents of change. And we are taking our work in design and making to a next level. We are building our maker, design, and engineering programs, and this work is invigorating and exciting.
Jim Tiffin and T.J. Edwards are leading these efforts to build our maker, design, and engineering programs. Jim Tiffin is the Director of Maker and Media, and T.J. Edwards is the newly appointed Director of Design and Engineering. Together, they are a phenomenal, dynamic duo, and they are integral members of the MVIFI nucleus team. I consider myself most blessed to work alongside them.
Throughout the year, Jim, T.J., and the MVIFI team will be leading a charge to create and construct the next levels of design-and-maker-based learning at Mount Vernon. We’re fortunate to be learning from many others along the way. And we’re looking forward to sharing with many the various stories of this purposeful build that we are experiencing.
But how do you go about such change work?
CHANGE IN SCHOOLS IS BEST ACCOMPLISHED BY LEADERS LIVING THE CHANGE
Among the many lessons of change and program building is this critical mantra: The leaders must live the change.
So, if we intend to take making, design, and engineering to new levels at Mount Vernon, then we must live the change we are expecting. How exactly are we doing this?
Well, here are four ways that we are setting the conditions so that leaders at Mount Vernon can live the change that we are envisioning in maker, design, and engineering.
ONE. If we want more making in school, then we need to build our own skills and understandings as makers.
This summer, The Tinkering Studio at San Francisco’s Exploratorium and Coursera offered a MOOC (massive, open, online course) called “Tinkering Fundamentals: A Constructionist Approach to STEM Learning.” T.J. made us aware of this course, and we enrolled together as a small group. The learning was powerful and intense, and it coupled leading research in learning, brain science, and pedagogy with practical experience as participant and facilitator in maker education. For me personally, the experience was invaluable, as I was able to read and watch curated articles and videos (see two examples below) while also trying my hand at tinkering activities that I had never done while wearing these particular lenses of emerging maker facilitator. Additionally, the course materials and practices provided T.J. and me with a number of things to think through and plan together in our own programatic build with Jim.
Quick sample of a video and article from the Art of Tinkering MOOC:
TWO. If we want more making in school, then we need to make in leadership team meetings.
A mentor of mine once told me (actually, he said it multiple times), “Bo, as much as possible, you should DO the projects that you are expecting your learners to do.” He implored me to lead from a position of experiential understanding. So, if we believe that we are creating conditions for more sophisticated and advanced design and making to exist in our MV classrooms, then we decided to immerse our school leaders in such project work from the very beginning. Therefore, in August, at a meeting for division heads and heads of learning and innovation, we utilized the scribble bot learning that we had undertaken during coursework in the Tinkering MOOC. Here’s a quick movie trailer of that session we enjoyed together – these are the “principals” and “academic deans” of our four divisions at Mount Vernon.
THREE. If we want more making in school, then we need to make time for making in our professional learning days.
For months, we knew that we were scheduled for a professional learning day on October 9, 2015. However, in early September, we decided to reimagine that day as an internal conference, hosted by MVIFI. We named the inaugural event Collider, and we established a small list of sessions that prioritized our strategic objectives as a school. Jim and T.J. co-designed and co-facilitated “anchor sessions” (like anchor stores at a mall) for maker, design, and engineering. On purpose, we set the conditions for faculty to elect into learning experiences that would advance their knowledge, experience, and excitement around design and making. We were intentional about ensuring that building interest in and capacity for maker, design, and engineering was a part of our professional learning day, even before we had all of the details established for the overall programmatic architecture. By doing so, we were prioritizing a strategy of getting our faculty involved.
FOUR. If we want more making in school, then we need to experiment with entirely new ways of developing capacity.
At Mount Vernon, we are fortunate to live in a culture of prototyping and educational entrepreneurship. We ideate frequently about new possibilities, and we rapidly prototype these ideas into physical manifestations. On this maker, design, and engineering front, we are offering “evening maker clubs” for our faculty and staff. This is just a simple idea that we came up with – kind of like book clubs, but for tinkering. So, at the end of September, the MVIFI team prototyped a “dine and design evening,” learned from the experiment, and created a new program for getting faculty together for some food, fellowship, and fun – all centered around building creative confidence in maker, design, and engineering.
Gallery of Photos from Prototype Night for “XLR8 Makers”
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recent invitation sent to Mount vernon faculty for xlr8: makers
To purposefully advance the strategic vision and practices of a school requires agency. By definition, such work is about change, and educational leaders must see themselves as change agents – designers, makers, and engineers of better and better learning architectures.
Most importantly, we educators must take seriously our opportunities and responsibilities to inspire and nurture agency in our learners – in ourselves, in our faculties and staffs, in our students, in our parents, and in our surrounding communities. And this incredible work necessarily involves integrating more making, designing, and engineering programs for the benefit and capacity building of our learners.
To do so most successfully demands that we lead by living the change ourselves.
Exhibition On View from September 20, 2015 – January 10, 2016 at MODA (Museum of Design Atlanta)
3D printing technology and the open source communities surrounding it are rapidly changing the world by making the powerful, new tools of design and manufacturing available to a much wider audience. This accessibility ultimately allows each one of us to design customized solutions to the complex problems around us.
Designers, Makers, Users: 3D Printing the Future will explore projects, both large and small, in which 3D printing technology is being used in innovative ways. From fabricating lighter components for airplanes to designing custom prosthetics, this exhibition will explore the exciting designs made possible by 3D printing and the many questions that these technological advances will raise for our future.
The exhibition will include projects such as:
The Made in Space Zero-G 3D Printer that traveled to the International Space station in 2014
Nooka Watches and a FreshFiber Bubble Lamp by 3D Systems
Chase Me, a stop-motion film made entirely with 3D printed characters and sets
Design for 3D printing a lunar habitation on the moon by Foster + Partners
Design for Healthy Living explores the impact of the built environment on human health and presents specific design strategies that are used to promote routine physical activity and healthy living.
The exhibition provides real-world examples from Atlanta and beyond that demonstrate these design strategies in use and highlight the impact that design is making on the health and well-being of communities.
Among the Atlanta projects featured in the exhibition are the Atlanta BeltLine, Serenbe, Lee Street Re-Design, Wheat Street Garden, and others.
This highly interactive exhibition — which features an installation by artist and designerTristan Al-Haddad of Formations Studio — will encourage participation and dialogue as visitors consider the spaces they use each day and how these spaces can be used to improve their health and well-being.
How can design solve real world problems? Our new exhibition, Design for Social Impact, shows how the design process is being used to tackle some of the 21st century’s most difficult problems.
Based on the idea that design is a way of looking at the world with an eye for changing it, Design for Social Impact looks at how designers, engineers, students, professors, architects, and social entrepreneurs are using design to solve problems in the areas of shelter, community, education, healthcare, energy, and food & water.