Big Ideas
Big Ideas
Services and products can be designed through consultation and collaboration.
Service design
a human-centred approach that may include creating services to address social challenges
interests require the evaluation and refinement of problem-solving skills.
Tools and technologies can influence communications and relationships.
Content
Learning Standards
Content
service design opportunities
for example, creating policies, resources, programs, activities, designed environments, physical products, or services
for individuals and families across their lifespan
factors involved in interpersonal relationships
including social, family, romantic, workplace, and community
, including types familial, friendship, personal, professional, intimate, romantic, sexual
, roles, and functions
nature of committed relationships
may include indicators of readiness for a committed relationship, legal status and requirements, differences between marriage and a common-law relationship, financial implications
, including the influences of community and culture for example:
- religious beliefs and cultural expectations
- regulations and laws
- dating norms, arranged marriages, wedding customs, family roles
- changes in norms over time
- kinship relationships, extended family
- current trends, social media
- representations through language, symbols, art, literature
factors involved in ending relationships
implications for the individuals involved, including emotional, legal, financial, and social
components of healthy relationships
including trust, mutual support, clear limits and boundaries, humour, honesty; also consider contrasting with unhealthy relationship components, such as mistrust, jealousy, isolation, control, tension, fear
and how to thrive and reciprocate in a variety of interpersonal relationships
indicators of unsafe relationships and actions to ensure safety of self and others
interpersonal relationship communication styles and strategies
taking into consideration:
- verbal and non-verbal (body language) communication
- digital and face-to-face contexts
- various audiences being addressed
- casual social and peer group interactions versus more formal interactions
cultural sensitivity and etiquette, including ethics of cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practice without permission, without appropriate context, or in a way that may misrepresent the real experience of the people from whose culture it is drawn
problem-solving models
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in researchseeking knowledge from other people as experts, interviewing people involved, finding secondary sources and collective pools of knowledge in communities and collaborative atmospheres, learning the appropriate protocols for approaching local First Peoples communitiesand empathetic observationaimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leadersto determine service design opportunities and barriers
Defining
- Establish a point of view for a chosen service design opportunity
- Identify context and requirements and wishes of people involved
- Identify criteria for success, intended valued impactService designs should be based on what the people involved are hoping for, so their input is needed., constraintslimiting factors, such as the nature of family dynamics and interpersonal communications, expense, environmental impact, and possible unintended negative consequences
Ideating
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints
- Analyze potential competing factorssocial, ethical, and sustainableto meet individual, family, and community needs for preferred futures
- Identify, prioritize, and apply sources of inspirationmay include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionalsand informationfor example, professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres (such as family structures and cohorts), and include people involved when possible
Prototyping
- Develop a product and/or service planThe primary purpose is to determine and provide or produce beneficial services for individuals, families, or groups.that includes key stages and resources
- Evaluate strategies for effective use and possible individual, familial, and community impactssocial, cultural, financial
Testing
- Identify and access sources of feedbackmay include people involved; First Nations, Métis, or Inuit community members; keepers of other traditional cultural knowledge and approaches; peers and professionals
- Consult with people involved to gather constructive suggestions for improvement
- Use consultation data and feedback to make appropriate changes
- Identify and use appropriate strategiesconsidering others’ perspectives, ethical issues, and cultural factors
- Use project management processessetting goals, planning, organizing, constructing, monitoring, and leading during project executionthroughout when working individually or collaboratively
Sharing
- Sharemay include showing to others or use by othersprogress to increase opportunities for feedback and collaboration
- Decide on how and with whom to share or promote product or servicephysical product or supportive process, system, assistance, environmentand strategies
- Critically assess the success of their product or service plan and explain how the ideas contribute to the individual, family, community, or environment
- Critically reflect on their processes and ability to work effectively, both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace
Applied Skills
Apply precautionary, safe, and supportive interpersonal strategies and communications, both face-to-face and digital
Identify and assess the skills needed, individually or collaboratively, in relation to projects, and develop plans to refine them over time
Critically reflect on cultural sensitivity and etiquette skills, and develop specific plans to learn or refine them over time
Apply audience-appropriate interviewing and consultation etiquette
protocols for requesting and conducting interviews, including consideration of confidentiality, tone, and informed consent; may require knowledge of cultural protocols, such as that of local First Peoples or recent immigrant communities
Applied Technologies
Explore existing, new, and emerging tools and technologies
tools that extend human capabilities
and evaluate suitability for design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role technologies play in societal change and interpersonal communications
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies