CourseKit Lite

(1 week to 3 days prior to the workshop)

• Facilitators ask participants of the workshop (educators) to come up and communicate a societal, complex challenge that affects their community and that they wish to solve through transdisciplinary education. The challenge should be phrased broadly and in a question. For example: How can we enhance the well-being of cities? What might education look like in 2050? What are the career opportunities for girls in the ICT sector? Why does city transformation need Third Places?
• The challenge will guide the objectives and learning outcomes of the course/module/series of workshops. Facilitators should clearly instruct participants on how to phrase the challenge.
• Facilitators define the groups, i.e. the teams made up of participants from diverse backgrounds and experience
  
• Facilitators send the agenda and team composition to the group, together with additional readings and resources (via email)

20 minutes: at the beginning of the Workshop, before starting the use of the Course Kit.

• Introductions – 10 minutes : the facilitator, who is also the moderator of the Course Kit workshop, introduces the Course Kit goals, how it works (the fours phases of the double diamond, the two rounds (design and planning session-by-session), the cards, the group working), the agenda of the workshop and the terminology in

  use to the participants. This is also the occasion to bring up the challenge chosen by the participants. 

• Defining the Intentions – 5 minutes: the facilitators invite the participants to discuss and define the Intentions, intended as the wishes/aims for attending the workshop. They can be phrased as a goal/objectives: what would you like your students to learn from this? They can be written in the dedicated Scribble Box and edited throughout use of the CourseKit. Show example: the SciCultureD intensive course intentions are to develop knowledge, skills and understanding in arts, science and entrepreneurship alongside transdisciplinary and collaborative skills, and ethical practices. https://scicultured.eu/resources/coursekit/course-examples/

• Defining the Timeline – 5 minutes: the facilitators invite the participants to discuss and tentatively define the timeline of the course/module/series of workshops in the Scribble Box .
  Start from the number of modules (1 off or more appointments?), the number of sessions per module (one activity or more within the same session?), the length of the total course/module/series (will the course develop over 1 day? 1 week? 1 or more months?), the duration of each session (1 hour or more?). This can be adapted later based on the Course Kit outcomes. For example: https://scicultured.eu/about/intensive-courses/

• Divide in groups – if needed

   

Planning (2 hours): use the Course Kit board and cards and go through the four phases in two rounds (1. Design and 2. Plan session-by-session). Facilitators are guiding the participants with questions, discussion points and suggesting the use of certain cards.

Phase 1: Discover – 30 minutes ◀️

• The first diamond helps participants understand, rather than simply assume, what the problem is. It involves speaking to and spending time with people who are affected by the issues.
• On the board: Lay your first cards in the first column next to the Challenge Card.
• Guiding questions: What do we need to know about the challenge? Where can we find information about it? Who can we talk to? Who are the people involved by the challenge? How do we feel about the challenge?
• Role of facilitators: Guide participants in seeking information from different perspectives to understand their challenge and suggest ways to collect it from different sources. Encourage empathy and listening – suggests cards without imposing. Possible additional questions on feelings about the chosen challenge and why. The importance is placed on a non-judgemental place for conversation.
• At this level of play, columns are likely to contain four to six Cards, but it may be fewer. Help them define the Outcomes : in the scribble box, write down the outcomes of your module/course in the form

For example: How can the design of future cities reflect on pressing issues related to sustainability and human and non-human wellbeing? And how should we determine what makes an ideal city? Can there be an ideal city? How do you feel about this challenge? What feelings emerge from it?

Phase 2: Define – 30 minutes ▶️

• The insight gathered from the discovery phase can help participants to define the challenge in a different and new way. This phase aims at reflecting and discussing what is at the core of the challenge. This can help them find more effective solutions for their courses / modules later. 
• Defining the problem statement: this can be the essence, so one word (usually a verb) or a more concrete problem statement including specific theme, target audience, specific needs. 
• Role of facilitators: help participants discuss the discovery phase of the challenge and help them to start agreeing on the concept/essence/problem statement – Understand the issues. Facilitator must decide on direction depending on the participants.
• Guiding questions: What is the problem statement – i.e. the essence of the challenge? What do we need to know about the challenge to better understand it? 
• At the end:  Probe the challenge: come up with a concise statement on what the participants will be designing for in the second diamond. 

Example: from Third spaces workshop in Bochum, The challenge theme was third spaces but then at the define stage each group had a more specific theme within it e.g. mobility, a space for the vulnerable, a garden, multiple activities as activators, a roof top, a community space, etc..

Phase 3: Develop – 30 minutes ◀️

• The second diamond encourages participants to give different answers to the clearly defined problem, seeking inspiration from elsewhere (different disciplines and experiences) and co-designing with a range of different stakeholders. 
• Role of facilitators: Focus on non judgemental play with ideas, all ideas are correct at this stage. Listing of possible solutions.
• Guiding questions: What are the possible solutions at this point?
• Cards to use: . At the end of the develop/beginning of the Deliver phase the reflective practice cards can be played so as to begin the selection of the single solution.

Phase 4 Deliver – 30 minutes ▶️

• Delivery involves testing out different solutions at small-scale, rejecting those that will not work and improving the ones that will.
• Guiding questions: Which solutions answer my problem statement the best? Which reflective practice cards fulfil the best?
• Cards to use: Reflective perspective cards
• At the end:  What are the next steps? Define a framework for implementation.

• Wrapping up and concluding (10 minutes): In this phase facilitators invite