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STEAM by Design

Linda Keane, AIA, Professor of Architecture and Environmental Design, The School of
the Art Institute of Chicago; Co-Director NEXT.cc ELearning Designopedia, USA

Mark Keane, Professor of Architecture. The University of Wisconsin-Milwaukee, USA

Abstract

We live in a designed world. STEAM by Design presents a
transdisciplinary approach to learning that challenges young
minds with the task of making a better world. Learning
today, like life, is dynamic, connected and engaging. STEAM
(Science, Technology, Environment, Engineering, Art, and
Math) teaching and learning integrates information in
place-based projects accessing everyday technology of
virtual field trips, digital interactives, apps, and
contemporary art, science and design practices. STEAM by
Design develops designing minds. Designing minds work
across STEAM fields developing social, cultural,
technological, environmental and economical responses to
existing and future conditions. Design adds Art and the
environment to the STEM equation to contribute site
specific, culturally connected, contributions to creative
economies. Documented case studies at the elementary,
middle and high school level demonstrate the ease of
delivering STEAM by Design opportunities and reveal the
inherent creativity of students if encouraged. Design
cultivates new knowledge, skills and values derived from
becoming aware, developing understanding, and testing
ideas through making. Designing place-based projects, K-
16 students acquire STEAM aptitude and better understand
the use of STEM fields in solving contemporary problems.
Access to everyday technologies cultivate ways to create,

communicate and collaborate. STEAM by Design is
supported by the ELearning Designopedia, NEXT.cc, aligned
with newly released NEXT Generation Science Standards,
North American Association for Environmental Education
Standards and Art and Design Standards. STEAM by Design
positions designing as world pedagogy that connects
students as citizen activists in the communities in which
they live and learn.

Key words

design; STEAM; creativity; integrated learning; innovation;
imagination

STEAM by Design

The Steam by Design movement mixes art, design and the
environment across traditional K-12 subjects (souse &
Pilecki, 2013) and intertwines the way artists, designers,
and scientists research and integrate complex sets of
information. At Harvard's Artscience Lab, MIT's Center for
Arts, Science, and Technology (CAST), and at Ask Nature,
an Internet-based biomimicry project that brings
knowledge of the natural world to bear on engineering and
design problems, missions turn on the successful
integration of the arts and sciences. Refreshing the arts
integration efforts of the 60's, with
the inclusion of both environmental
concerns and design practices,
today's integration impacts
contemporary K-12 STEM education
directly.

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Figure 1. STEAM by Design Based Learning Integrating Across Subjects.

Integrating design and technology
tools into science education naturally
offers students dynamic learning
opportunities. Everyday apps and
mobile digital platforms make
moving between technology,
physical making, writing and
reflecting fun. The transdisciplinary
process utilizing existing and new
tools represents real world practices
(Standford, 2014). STEAM by Design
mixes activities integral to
envisioning the unknown with the
known, utilizes new technologies,

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STEAM by Design

assesses data and probability, and engineers iterative
solutions for testing and evaluation. Making connections
with science, technology, engineering, environment, art,
and math, STEAM by Design encourages student-initiated
and selected projects. As a holistic approach, STEAM by
Design connects learning about the natural with the
constructed world, the social with the cultural, and the
economical with the environmental (DeKay, 2011). STEAM
teaching now aligns with North American Association for
Environmental Education Standards (2006), new National
Art Standards (2014) and NEXT Generation Science
Standards (2014).

Design and science make use of each other's
methodologies. The interplay between the design body of
knowledge and the science body of knowledge magnifies
results when both inform investigation and propositioning.
The processes intertwine when interrelationships and
connections between fields influence, disrupt, and inform
life systems. While both science and design focus on the
convergent study of particulars, they both are also
informed by the divergent study of relationships across
expanded fields. This dynamic flow opens linear thinking to
unexpected innovations. Design offers an ever-evolving set
of activities that challenge K-12 students to integrate what
they are learning in disciplinary classes into real world
transdisciplinary applications. STEAM by Design equips
students with the skills to become active participants and
contributors (rather than purely consumers and spectators)
to discussions, debates, and designs for improving living.
STEAM by Design assists schools and students in clarifying
goals for the future and in developing responsive
institutional and personal missions.

Design-based learning structures a creative, value-driven
edge to STEM education aimed at connecting imaginations
with a real purpose — finding purpose and fulfilling
potential in improving the world. STEAM builds on the
inclusion of design by adding the places of the
environment, built and natural, to the acronym. STEAM by
Design, as a standards-aligned and e-Learning-supported
pedagogy, introduces multifaceted design-based
opportunities that transform disciplinary-based instruction
in separate classrooms into transdisciplinary practices. DBL
shifts the primary model of learning about STEM subjects,
creating a synthesis that captures students' interests and
develops their abilities to contribute purposefully. If the
purpose of life is indeed to find and make a life of
purpose, individuals are responsible for using learning in
newly relevant ways to improve their communities.

Learning by design then becomes the vehicle for improving
the human condition.

Researchers at Stanford's School of Education reports that
design-based learning widens possibilities for learning
science. Developing and delivering design-based activities
can increase motivation for working and make students
feel proud of their achievements. It can build confidence in
students as lifelong thinkers, designers, and doers (Barron
et al. 1998). It cultivates a dynamic and interactive learning
environment encouraging active engagement in the
construction of knowledge, in contrast to directed learning
about science from textbooks and lectures (Doppelt et al.
2008). Overall, research supports encouraging evidence
that such inquiry-based learning increases students'
science content knowledge and engagement. Working on
design challenges, students transfer knowledge into
multiple tasks, learn through collaboration and doing, and
develop positive attitudes towards science
(Doppelt et al. 2008, Fortus et al. 2004,
Fortus et al. 2005, Puntambekar &

Kolodner 2005, Mamlok et al. 2001).

STEAM and Environmental Education

The environment, both built and natural,
connects the world at large with the world
of imagination. As governments globally
rethink relationships between the built and
natural worlds in response to climate
change and a globalizing economy,
educational leaders must recognize
environmental education as a priority
across the curriculum. With David Orr, they
must understand that "All education is
environmental education." As jobs
increasingly rely on technology and
integrated STEM skills, all students need

Figure 2-3. NEEF Stem & Our Planet and Top 10 Apps for taking
Learning Outdoors Posters.

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STEAM by Design

opportunities to develop mathematical, scientific and
creative capacities.

Environmental education, approached from the perspective
of Buckminster Fuller's Design Science site, bridges the
study of the built and natural environments with
engineering practices. For Fuller, Design Science "the
effective application of the principles of science to the
conscious design of our total environment in order to help
make the Earth's finite resources meet the needs of all of
humanity without disrupting the ecological processes of
the planet." (https://bfi.org/design-science/primer/
environmental-design-science-primerO This approach
moves traditional engineering to a more relational field that
dynamically responds to change. Design science is a
problem-solving approach that entails a rigorous,
systematic study of the deliberate ordering of the
components in our universe (Buckminster Fuller Institute,
2015). With North American Association for Environmental
Education Standards established in 2006, schools can align
their teaching across several subjects with objectives that
activate design thinking. For example, the NAAEE standards
require learners "to design environmental investigations to
answer particular questions — often their own questions."

In the process, students engage in design-based processes,
including the selection of modes of inquiry appropriate to
their questions and appropriate systems of measurement
and observation. Like engineers, they evaluate data and
evidence for accuracy and relevance, and they present data
in a variety of formats including charts, tables, graphs,
maps, and flow charts.

All students, in every subject, need to be asking questions
and interpreting information. Learning about the earth,
physical and life science, are sets of Science Standards.
Studying humans and their societies is cultural,
ethnographic and anthropological research of the
humanities. The third category of standards aligns with
designers conducting site analysis and environmental
research as well as the development of ethical
responsibility. Standard IV, Personal and Civic Responsibility
make the same contribution to character development that
design does. In keeping with the notion that all education
is environmental education, the National Environmental
Education standards include guidelines for the study of
Earth as a physical system and as a living environment.
Standards addressing the study of the environment and
society, including skills for analyzing environmental issues,
developing citizenship, and personal and civic responsibility
align with the work of designers conducting site analysis
and environmental research as well as the development of
ethical responsibility.

Standards guiding instruction in personal and civic
responsibility make a contribution to character
development that is similar to the contribution made by
the design field, where individuals are required to use their
knowledge and expertise in responsible ways. We want
[students] to be able to pursue independent inquiry in
whatever subject, in whatever discipline, whether it's in
school or not. We want to get them excited about learning.
Teacher (Morgan, et. al, 2007, p.ii). It is a bit like your
lesson where you teach yourself by doing things.... It's a bit
like teaching yourself to work individually. Student (Morgan,
et, al., 2007, p. ii).

I. Questioning Analysis and Interpretation Skills

II. 2.1 The Earth As a Physical System

2.2 The Earth As a Living Environment

2.3 Humans and Their Societies

2.4 Environment and Society

III. 3.1 Skills for Analyzing and Investigating Environmental
Issues

3.2 Decision-making and Citizenship Skills
IV Personal and Civic Responsibility

STEAM and Arts and Science Integration

Providing a philosophical foundation for learning that is life
long, arts education provides students opportunities to
develop unique ways of knowing and interpreting the
world. New National Core Arts Education Standards
promote achievement in the arts through guidelines that
emphasize creating, responding, and connecting (NAEA,
2014), activities that designers do daily. The arts, like
design, remain a medium for ideation, or the
conceptualization, study, and exchange of ideas. The arts
are a collection of skills and thought processes that
transcend all areas of human thought (Sousa & Polecki,
2013, p. 17) including design and science. Elliot Eisner's
(2002) classic 'Ten Lessons the Arts Teach' echo STEM
competencies and design aptitudes:

• Perception of relationships (identifying patterns)

• Attention to nuance (looking closely)

• Perspective of multiple solutions and multiple answers
(iterative process)

• Ability to shift goals (resiliency)

• Permission to make decisions in the absence of rules
(invention)

• Use of imagination as source for content (innovation)

• Acceptance of operating within restraints (controlled
variables)

• Ability to see the world from a visual perspective

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Figure 5. The iterative
design process, the
evolution, conceptualization,
and testing of ideas reflect
engineering practices
(Design Process, NEXT.cc,
2012 ).

investEgare experiment, explore realize

"The value of art and design to innovation is
clear: Artists and designers humanize
technology, making it understandable and
capable of bringing about societal change.
The tools and methods of a studio-based
education offer new models for creative
problem solving, flexible thinking and risk¬
taking needed in today's complex and
dynamic world." (RISD Stem to STEAM 2012).

Arts-based learning has emerged as an
experiential and interdisciplinary approach to
STEM education that is increasingly seen to
offer a distinctive new set of tools to advance
creativity and engagement among STEM
learners (Seifter, 2014).

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STEAM and NEXT Generation Science
Standards

STEAM by Design gains further momentum as
new states adopt NEXT Generation Science
Standards (NGSS). Completed in 2013, the NGSS
include engineering design in the K-12 science
curriculum, significantly shifting science instruction toward
alignment with design teaching and learning. The new
Engineering, Technology, and Applications of Science (ETS)
standards emerge from the belief that students should not
only learn how scientific knowledge is developed and
acquired, but they must also learn how science is utilized,
"in particular through the engineering design process."
(Henning, 2015) While science investigates that which is,
design explores that which could be. This alignment opens
the classroom to design- based learning.

NGSS Crosscutting concepts, one of three dimensions of
the NGSS, facilitate interdisciplinary connections and
provide students intellectual tools that enrich opportunities
for introspection, interaction, and disruptive innovation.

As overarching scientific themes that emerge across all

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Figure 6. STEAM by Design aligns with NGSS Cross
Cutting Concepts; NEXT.cc 2015.

scientific disciplines, the crosscutting concepts also bring to
light the knowledge, language, and skills that are shared by
the arts and sciences, suggesting new opportunities for
promoting innovative thinking through trans-disciplinary
learning and arts/science integration. (Figure 6)

• Patterns: nature patterns to urban patterns

• Cause and effect

• Scale, proportion, and quantity

• Systems and systems models

• Energy and matter

• Structure and function

• Stability and change

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Figure 7. NGSS standards for 3-5 (NEXT.cc 2015).

In fact, science education has been facilitating reform for
decades. Science for All Americans Benchmarks, AAAS,
(1989); a site unifying principles in National Science
Education Standards (1996) and NGSS 'cross-cutting
concepts' in National Science Teacher's Association's
Science Anchors (2010) engage design with engineering's
iterative testing and discovery of how the world works.
Today, NGSS Crosscutting Concepts promote the
interdisciplinary and transdisciplinary development of core
concepts as students look for systemic patterns, cause and
effect, as well as stability and change in the dynamic
ecosystem that is our world (NGSS Framework, 2012). The
NGSS now combines the disciplinary core ideas in physical,
life, and earth and space science with scientific and
engineering practices, embedding design concepts,
architecture (built environment) and environmental
education in K-12 science instruction.

Education standards are changing. Concurrent ideas about
humanizing the ubiquitous use of technology, response to
cultural, environmental and economic change, and the
creation of new spaces, systems, and environments in
preparation for a better future are objectives of STEAM by
Design as promoted by the e-learning Designopedia,
NEXT.cc The following four examples of documented

Figure 8. Prototypical Asphalt Playground for Letting
Off Steam instead of Creative, Nature and Active Play.

workshops- elementary, middle school and high school
provide case studies researching STEAM by Design
teaching and learning. Or. The following examples explore
STEAM by Design teaching and learning as carried out in
four workshops at the elementary, middle school, and high
school levels.

Case Study Nature Play Project

The Challenge

• Reimagine a playground

• Empathize with and provide for multiple age users

• Brainstorm new types of play

• Engage natural light, air, water and habitat systems on
school grounds

• Use technology (Sound App) to analyze and respond to
site

• Introduce natural habitats in outdoor areas

• Collaborate and communicate design proposals

In this workshop, a 4th grade class from a Milwaukee
Charter School was challenged to initiate studies to
transform their asphalt playground into a nature play area.
(Figure 8)

These dual conditions, nature, and play, started an
investigation into five topics: Who played there? What types
of play did the asphalt offer? What new kinds of activities
would they like to have? What settings would provide best
for those types of play? Could nature be introduced, and, if,
so, where? Combining place-based, outdoor education with
an e-learning platform, children accessed NEXT.cc's Word
Mapping, Site Analysis, Design Thinking, Play, and Outdoor
Play Journeys to initiate questions and brainstorm ideas.
(Figure 9)

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Figure 9. E-Learning support: Design Thinking, Word Mapping, Play and Outdoor Classroom Journeys.

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Figure 10. Students brainstorming/word lists of senses, nature, games, activity, etc.

Figure 11. Studying Light and Time with a Mobile App.

Next, students were asked what kind of nature would they
like to see in their playground. Beginning with grass,
flowers, and trees, students quickly expanded to birds,
flowers, squirrels, rabbits, butterflies and insects. (Figure
10)

Students then looked at their playground to learn the site,
itself. They located where they came in and out; they
placed a north arrow to understand the positioning of the
playground and to determine where it was sunny and
shady. They learned to tell time by the movement of the
sun and the shadow cast by the clock tower. (Figure 11)

Looking at aerial views (or plans) and perspectives (people

views), they analyzed their playground. They discovered
that they knew where it was windy, noisy and wet. They
completed analysis diagrams and then placed their ideas
onto the site plan drawing (Figure 12) and into the site
perspective (Figure 13). As they collaged ideas onto a
photograph of their schoolyard. (Figure 14) The audible
energy filled the room. They were quite excited to
transform their playground.

Armed with pen and paper, the class again walked the
playground to test if their analysis and placement of ideas
was accurate and responsive. Students physically located
the area drain and determined it to be the lowest part of
the site. They also looked at two building facades facing

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Figure 13. Envisioning Transformation with Figure 14. Experiential Vignettes.

Nature using Collage.

Figure 15. Testing Ideas on the Site.

the playground as opportunities for a mural and a planted
area. They noted where the playground was in sun and
shade and which areas were suited for different age play
depending on daily recess times.

Using a sound app, students confirmed the street they
thought was the busiest and the noisiest. It was indeed the
road to the north, whereas the street to the west was
quieter being buffered by some buildings and trees.

(Figure 16) This led to their reflecting on what could be
used to buffer the noise from this street. Some mentioned
trees. Others suggested hills.

Figure 16. Using Free Apps to Visualize Research
Findings.

Coming back inside the students were eager to get to
work. In three self-selected teams the students (Team
Green, Team Fun, and Team Active), the students spent
forty-five minutes building their dream playgrounds. They
exchanged ideas rapid fire and worked collaboratively as
they contributed ideas. (Figure 17) The transition from
individual ideas to group synthesis moved easily in the
energy of generating a real model that would visualize
three dimensionally what might be possible.

The team models (Figure 18) reveal that the students took
into account much that they had learned and filled their
empty playground with interactive play, games, gardening
areas as well as nature habitats. They buffered the noise of

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Figure 17. Collaborating in teams to build out ideas on the existing playground.

Figure 18. Team Models of Nature Play Classrooms.

the street, created a water habitat in the low areas, used
murals to identify the school, and envisioned areas to run,
jump, climb and play while allowing for quiet areas to read,
play board games, and have dress up and imaginary time.
The school is now considering fund-raising to improve their
play areas.

The two-hour workshop exposed students to design
thinking, design research, and the design process as a
response to both physical realities and imagined
possibilities. It provided a variety of activities to stimulate
and motivate focused attention. It challenged students as
they worked individually and collaboratively. The workshop
offered a range of writing, drawing, mapping and modeling
opportunities. Students worked with college art education
and design students and with professional architects as
role models. Students were introduced to both design-
based processes and science and technology research
techniques. The workshop introduced a natural mix of

science, technology, engineering, environment, art, and
math instruction for the school in a feasible and desirable
project that was engaging and fun! The School is currently
considering fund raising to improve the playground.

Green School Workshop
The Challenge

• Reimagine their school

• Observe, analyze and design with nature patterns

• Brainstorm renewable area demonstrations

• Engage natural light, air, water and habitat systems on
school grounds

• Understand movement of sun and orientation north,
south, east or west

• Introduce Outdoor Classrooms

• Design and prototype Earth Day Pavilions for school
grounds

• Collaborate and communicate on Design Proposals

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Figure 19. E-Learning support: Green Schools, Nature Patterns, Site Programming, School Gardens, Pavilions.

Figure 20. Students Drawn and Digitally Create seamlessly in One Workshop.

Figure 21. Students learn new digital visualization
programs and start teaching other students and
teacher.

The National Environmental Education Foundation's
(NEEF) research shows that almost 100% of young
children believe that the earth is worthy of caretaking
(NEEF, 2010). STEAM by Design charges academic
learning with environmental connections, digital fluency,
and transdisciplinary activities. In this two hour Green Your
School Workshop with thirty ESL students from an inner
city, Milwaukee middle school, students, without art
instruction, rapidly took to drawing, imagining and making.
Students inhabited a letter with things important to them in
their life; they chose flowers, birds, trees, friends, family,
music, sports, etc. They then chose a nature picture,
sketched it, analyzed its form and pattern, and
diagrammed its geometry before designing an object,
space, or environment. To move from recording a nature
pattern to using it as a design element is an early step
toward Biopilia, or love of all things living'.

Figure 22. Students self-select materials to construct
Earth Day Pavilions.

Using diagrams of their school, students placed cut paper
solar panels, wind turbines, outdoor classrooms, water
gardens and urban agriculture plots based on site drainage,
use, function and movement of the sun and winter winds.
(Figure 19) Others chose to learn new digital skills (Google
Scribble Maps) to digitally map changes to their school and
began to teach other classmates how to use the free and
friendly technology.

(Figure 20) Students brainstormed and prototyped diverse
'Earth Day' structures to be built on their school campuses
to introduce new sustainable practices. (Figure 21,22,23) If
similar art and design activities were allowed for two hours
per week, students would have the opportunity to explore
and communicate changes in their schools, school
communities, and cities. They would be encouraged to be
engaged and active citizens.

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Figure 23. Students draw nature patterns and Green their school with renewable energy sources and an Earth
Day Pavilion for an outdoor classroom.

Figure 24. E-Learning Resources: Green Cities, Green Flomes, Streets, Building Types, Skyscrapers.

Green Cities Workshop
The Challenge

• What makes a city?

• What makes a green city?

• Role Play of Civic positions

• Coordinate systems of earth, air, water, food, and energy
with built environment

• Design cities that analyze and respond to site

• Introduce ideas about healthy cities

• Collaborate and communicate on Design Proposals

In Green City Workshops, forty 6th-grade girls from Chicago
Public School formed self- selected teams to build green
cities. E-Learning Resources were shared online and
throughout the three hour workshop. (Figure 24) Placing
the compass for the north arrow, and starting with a single
house, girls established their home on a landscape close to
a river. The basic needs of providing for a shelter, warmth,
water and food sprouted farming fields, barns for animals,
solar panels and water wells. Girls experienced strategies
for orienting, ventilating, hydrating, vegetating, insulating,
optimizing, materializing single family homes. Finding the
overlapping needs of house placement in relationship to
the land, opened imagination to why things are placed
where and how buildings can be more responsive to
location. Connecting the homes led to the activity of roads
and path building. (Figure 19)

Figure 25. Girls locate their single family homes on
the rural landscape.

Next girls were asked to define the roles of the Mayor,
Health and Well-being Counselor (water, energy, food
issues), Parks and Recreation, Business and Commercial,
Education, Housing and Transportation Directors as they
developed Main Streets, or small towns. Girls from each of
the six communities 'traveled' to Mayor meetings,
Transportation Conferences, Business Development
Conferences, etc. to brainstorm ideas about their
responsibilities in contributing to urban design and
planning. Girls, in new 'professional' groups, worked with
professional female mentors from the City of Chicago, The
School of the Art Institute, and the Chicago Chapter AIA to
brainstorm strategies and acquire necessary building
materials. (Figure 26)

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Figure 26. Girls attend civic mentoring brainstorming sessions with local professionals.

Figure 27. Teams present their cities, noting successes and challenges.

With the new charge to coordinate different approaches
and systems of development, girls collaborated vigorously
to contribute ideas from their disciplines, choosing what to
place where and how best to create a healthy city. As cities
were developing, mentors delivered 'new residents' with
housing needs, business requests for Class A, B and C
office buildings of companies wanting to establish
themselves in the city, new schools or commercial
buildings. Girls began to introduce greenhouses and
vertical farming locations to feed their growing populations.
As the girls moved 'down the river' to establish roads,
bridges, and airports, they replaced forested areas but
found areas within their growing cities to replant them.
Growing cities increased demands on the river as a water
source; girls responded with green roofs, a variety of
porous green public space and water filtrating wetlands
within their cities. At the end of the third hour, the teams
presented their cities, introduced first by their mayors,
followed by the directors sharing their challenges and
contributions.

The experience was an overpowering success. Shy girls
were empowered as leaders. 6th graders became civic
agents of change. Friends became collaborators working to
create a successful city together. The sheer fun of exploring
building at the urban scale overpowered the complexity of
decisions to be made. The activity became the energy and
the motivator creating a contagious and participatory
learning environment. Students became powerful activists
in introducing green infrastructure to their cities. They
became aware of different types of buildings and the parts
that the activities inside the buildings lend to city life. The
underlying mission of the all of the cities was healthy living.
This premise developed critical thinking in the girls as they
considered what to place where and how to create
adjacencies of urban needs. The students, their teachers
and the mentors were all very proud of what was
accomplished in the workshop. The ecopolises were
display as part of the Chicago Biennial 'Outside Design'
Exhibit. (Figure 27)

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Figure 28. E-Learning Resources for the CPL, DD, NEXT.cc HIVE Funded Energy Hack.

Education, to affect environmental and social issues, needs
to develop expertise in future generations and equip them
to be active participants in deciding urban issues (Brown,
Cook, & Gabel, 1978). These competencies, called, 'eco-
literacy', demonstrate a personal affinity with the earth
through outdoor activities (ELF, 2008). Noting a three-
decade interrupt of advocacy for environmental
stewardship, urbanization of the world from the 1950's
self-sufficient agrarian populations to the current linear
nonrenewable fossil fuel-driven metabolism of the mega¬
cities makes the charge for design-based learning an
emergency situation. Children have inherited political and
economic structures, and they have inherited an even
greater responsibility to evaluate the possibility of living
better on earth in the future.

In a systems approach, adding eco-literacy as a new
literacy to schools brings traditional subjects in connection
to the larger earth, air, and energy cycles. Previously
isolated subjects in classrooms then spill out onto the
schoolyard and cross over into the school community to
ground children's imaginations in the climate, topography,
and landscape of the places where they live and learn.
STEAM by Design provides opportunities for students to
interact with complex systems and critical decision-making
in the environments in which they learn.

Energy Hack CPS Students
The Challenge

Does a STEAM by a design-based approach to teaching
complex energy systems result in greater student
comprehension and extended engagement with
conserving energy and using renewable energy sources
than traditional instructional methods?

Chicago Public Library You Media, Chicago Architecture
Foundation Discover Design, and NEXT.cc ELearning
Designopeida (Figure 28) teamed on a HIVE Energy Hack
Grant to conduct a series of design workshops that would
introduce energy and energy hacking to Chicago Public
School teens. The researchers used a STEAM by Design

approach to learning about energy, changes in energy
practice, and best energy practices. The researchers had
three specific goals:

1. Explore STEAM by Design in the study of energy through
a design-based approach.

2. Examine whether the framework of STEAM by Design
learning could help students think and engage deeply
about the topic.

3. Investigate implementation of STEAM by Design
methods in an after school workshop setting in a library
teen center.

By creating a learning experience where students attempt
an energy hack on a library space, researchers
hypothesized that students could gain a more functional
and working understanding of conventional energy systems
and opportunities for mindful energy use than students
learning from directed instruction. We combined aspects of
research investigation, modeling, and career engagement
with design-based learning to create a series of sixteen fun
and intense 90-minute workshops over an eight-week
period. This methodology primed with e-Learning, both
with the NEXT.cc Designopedia and with Chicago
Architecture Foundation's Discover Design, extended with
real life modeling and ending with design and modeling of
propositions at three different scales was tested over
students from different schools and with multiple attention
spans and learning techniques.

This research worked with eight high school students from
different schools over 16 consecutive Tuesday and
Thursday 90-minute workshop sessions. The researchers
conducted an informal verbal survey of initial energy
knowledge. Questions were asked about how the students
got energy, retained energy and used energy. Students
were asked where energy for their homes came from.
Workshops were videotaped and observed, with the
researchers maintaining research logs. Workshops began
with directed presentations during which students would
arrive, unpack, sit down, settle and focus. Worksheets of

Design and Technology Education: An International Journal 21.1

STEAM by Design

Figure 29. Energy Hack WKI Building a Solar Chart
(NEXT.cc & Chicago HIVE, CPL You Media & CAF
Discovery Design, 2015).

Figure 30. Energy Hack WK I Movement of the
Sun (NEXT.cc & Chicago HIVE, CPL You Media & CAF
Discovery Design, 2015).

Figure 31. Energy Hack WK I Movement of the
Sun (NEXT.cc & Chicago HIVE, CPL You Media & CAF
Discovery Design, 2015).

Figure 32. Energy Hack WK I Movement of the
Sun (NEXT.cc & Chicago HIVE, CPL You Media & CAF
Discovery Design, 2015) SketchUP Model of Library
Space.

different complexity were completed weekly to combine
listening and note taking skills and reinforce concepts and
vocabulary through repetition and documented research.

In Week 1 workshops, students studied the science of
natural light, its seasonal altitude and azimuth using quickly
constructed house models and a solar chart. (Figure 29)
Also, students observed the color and heat of light
between candles and incandescent, solar beads,
fluorescent and LED lights. They also studied absorption,
refraction, reflection, and transmission with prisms,
different surfaces, and materials. (Figure 30) In evaluating
the library space, they concluded that it was so dark due to
the absorptive colors of the floor and walls and height of
the ceiling lights. They also noted that there was only
general lighting and not accent or task lighting.

Students completed a SketchUp model of the library
space. (Figure 32) To test unobstructed sunlight coming o
the space, the students physically measured (in strides)
the street width in front of the library and visually estimated
the height of the building across the street to add to the
model. They tested for sunlight from the morning, noon
and afternoon sunlight on the library space. Some students
needed more support for modeling the light. The
researchers noted an initial difference in ability between
students' concentration on research and their project

explorations, but observed strong group-level collaboration
within the group and across sub groups.

Week II students used handheld photometers to measure
light levels around the space, outside, and during a lighting
lab tour of a local architectural firm. They learned about
lamp types, lighting strategies and color rendition of lamps
from practicing lighting designers and interior architects.
(Figure 33)

They completed take-home worksheets locating types of
bulbs: incandescent/compact fluorescent, and LED;
placement of bulbs: recessed/surface
mounted/scone/desk lamp/table lamp, and hours lights
were on. Students were asked to read light bulb boxes and
compare bulb lumens, wattage and life span. Students did
energy calculations, Watts of energy used = watts per bulb
x time and compared energy savings of different bulbs.

Week III students talked about the types of energy sources
they already knew. Most students could mention coal, oil,
and natural gas. Researching renewable energy sources
online, they found solar, wind, nuclear and hydrological
options. One student started research biking a stationary
bike as an option. Students built and tested solar kits inside
and wind vane technologies outside and online. (Figures
35, 36)

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STEAM by Design

Figure 33. Energy Hack WKII Visit to SOM Lighting
LAB (NEXT.cc & Chicago HIVE, CPL You Media & CAF
Discovery Design, 2015).

Figure 35. Energy Hack WK III Solar Activation(NEXT.cc
& Chicago HIVE, CPL You Media & CAF Discovery
Design, 2015).

]

Figure 34. Energy Hack WKIII Home Light and Energy
Assessments (NEXT.cc & Chicago HIVE, CPL You Media
& CAF Discovery Design, 2015).

Figure 36. Energy Hack WK III Energy Producing Wind
Vanes(NEXT.cc & Chicago HIVE, CPL You Media & CAF
Discovery Design, 2015).

Figure 38. Energy Hack WK IV (NEXT.cc & Chicago
HIVE, CPL You Media & CAF Discovery Design, 2015).

Figure 39. Energy Hack WK IV (NEXT.cc & Chicago HIVE, CPL You Media & CAF Discovery Design, 2015).

Design and Technology Education: An International Journal 21.1

STEAM by Design

Figure 40. Energy Hack Wk V (NEXT.cc & Chicago HIVE, CPL You Media & CAF Discovery Design, 2015).

Figure 41. Energy Hack Wk V (NEXT.cc & Chicago HIVE, CPL You Media & CAF Discovery Design, 2015).

Students brainstormed what was needed to improve the
library space in terms of personal comfort and use and
took decibel readings of the noise in the space and
checked the space with ultraviolet, hand held, monitors for
temperature differentials and infiltration along door and
window openings. (Figure 38) They were surprised to find
no leakage, even on a windy day. Students were lent the
photometers and ultraviolet testers to study their own
homes and were surprised to find many drafty areas.

Week IV students concentrated on US energy and smart
grids. None knew how many energy grids there were in
the United States or what main components were needed
to bring energy into their homes. Students used NEXT.cc's
Smart Grid Journey to learn the parts, map the three grids
and put the parts of the delivery of energy to the home in
order. They collaborated on measuring the windows in the
space, brainstorming energy hacks, and fabricating physical
and digital prototype models. (Figures 38, 39) They then
turned their attention with their new knowledge of light,
light behavior, and program needs, to model ideas.

Week V students met with the Library Building Manager
and the company that had recently retrofitted the lights
throughout the library. (Figure 41) Students were amazed
to learn that the library was not heated! The thick walls,
heat from the lights, masses of books on shelves and heat
from library clients, kept the building warm. Students
critiqued the teen space as not being lit well and often
cold. The Building Manager pointed out the addition of
electrical wall units to the teen space as the recent energy
saving measure was to install more energy efficient lights
that gave off less heat and lasted longer. Students were
able to see the energy audit company demonstrate testing
that they had done with inexpensive photometers,
temperature and humidity thermometers, and infrared heat
differential laser recorders. They worked actively on a group
model of the entire room, prototypes of energy hacks at
the front windows, and completed a full scale mock up.

In the outtake survey, 75% of the students reported
knowing very little about careers in energy. After meeting
and working with professional architects, lighting designers,
and engineers, over 50% of the students felt like they
knew very well the diversity of careers in energy; the rest

Design and Technology Education: An International Journal 21.1

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STEAM by Design

Figure 42. Energy Hack WK V Multiple scale assimilations of lighter colored surfaces, sound absorbing walls,
window seats lit by solar activated light scoop. (NEXT.cc & Chicago HIVE, CPL You Media & CAF Discover Design,
2015).

Design and Technology Education: An International Journal 21.1

STEAM by Design

felt that their understanding was open and growing. At the
beginning of the workshop, half of the students admitted
to barely knowing about design research; at the end, 75%
of the students felt they knew the role of design as 'half a
pro' and the others as 'very well. 1 2 3 4 5 6 Before Week I's
Workshop, half of the students did not know the difference
in basic types of light bulbs while 75% did not know how
to compare bulb types regarding energy efficiency. At the
end, 100% knew the different light bulbs in the residential
market and how to compare energy efficiency when
buying bulbs. In the beginning, 75% of students did not
know about footcandles, or lumens, or the use of a
photometer to read light levels for general, task or accent
lighting. By the last workshop, 75% knew how to use light
meters very well and the other 25% almost 'half a pro.' In
the beginning, 70% had never thought about the electrical
grid. After the eLearning support and worksheet, 80%
knew about electrical grids very well, including their
components en route from energy production to the
home. A third of the students reported that measuring of
the window areas and library space was difficult. Another
mentioned learning all of the new stuff was a bit
troublesome because they admitted not knowing anything
about energy before.' In conclusion, students reported that
the extended workshops were fun. Some wrote that they
would like to do it all over again. Others wrote that it was
very educational. One student commented, "A great way to
show the importance and option to live within our means.'
The students, from different schools, formed friendships
and a collaborative learning environment. One student
reported, "It was a fun and caring environment.' Unlike the
earlier single short session two-four hour workshops, the
extended schedule of workshops allowed for deeper
learning, awareness extensions, reflection and curiosity
development, and testing of propositions at multiple
scales. Here are six recommendations:

1. Present challenges as involving relevant fields of
information. Support weekly challenges with physical
materials and E-Learning research.

2. Engage in priming activities students can practice and
apply outside of school to build generalization and
application.

3. Moderate regular group reflection to encourage students
to examine broadly ideas and issues.

4. Allow teams to study components of the challenge and
present findings to build a holistic understanding of the
problem and design solutions.

5. Support workshops with practicing scientists, engineers,
artists and designers to validate student learning and
share career possibilities.

6. Have students celebrate final presentation with reflection
on the process.

Students engaged in active STEAM by Design experiences
become highly motivated by the challenge and — through
extensive research, group work, and discussion — become
more deeply involved in complex issues and the need to
test proposed solutions. The variety of physical and digital
prototyping give students chances to work individually or in
groups through various mediums. The weekly sessions
build memory as well as knowledge. The emotional
connection of building memory of experience strengthens
and deepens learning. The extended time also gave
workshops participants to meet with and interact with
diverse professionals working in the field of energy and
design. These opportunities expanded assessment to
include knowledge about behavior with activism for and
responsibility to implement changes in energy use for the
students. These experiences deepened learning for all.

STEAM by Design integrates information about the
environment, energy and energy use for rethinking energy
consumption at home and for completing an energy hack
in a public library teen space. This study presented
students with a complex challenge, requiring student
identification of and engagement with the knowledge and
skills necessary to successfully solve the problem or
address the challenge. Students were introduced and used
the design process of discovery (observation and reflection
of current conditions and knowledge, research,
documentation, experimentation, data analysis, testing,
evaluation and proposition at a range of scales) to improve
conditions. "Priming" exercises with everyday technologies
introduced energy use of people and buildings
simultaneously; students accessed Energy and Buildings
Like Bodies Journeys to assimilate human energy use for
living with buildings' energy use for providing support for
living comfortably. They took visual notes in energy
journals choosing and discussing energy symbols and
types of energy. They completed worksheets theoretically
internalizing knowledge to a greater degree through active
engagement and experimentation in learning about energy
politically, socially, culturally, environmentally and
technologically, rather than receiving the information
through traditional lecture or presentations.

STEAM E-Learning with a DESIGNopedia

Support for art and design-based learning receives support
from new national K-12 standards, including Next
Generation Science Standards (NGSS), National Core Arts
Standards, and North American Association for
Environmental Education Standards. As the new standards
stimulate research and curriculum development across
disciplines, new learning opportunities arise in the form of
an ever-increasing number of standards-aligned curriculum
resources, including interactive simulations and modeling

Design and Technology Education: An International Journal 21.1

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STEAM by Design

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Figure 43. E-Learning Tools, Languages, Discovery and Design Journeys of NEXT.cc Designopedia.

software. Students of all ages can now access resources for
formal, art and designed-based instruction across
disciplines as well as for informal, self-directed learning.
Outstanding examples include projects in biology, robotics,
and engineering design. The Learning, Research, and
Design Center at the University of Pittsburg, Phet
Interactive Simulations, the University of Colorado at
Boulder, and the Learn Genetics Resources at the
University of Utah, are innovative resources integrating
research with technology, arts, and design-based learning.

STEAM by Design supported with E-Learning emulates the
entrepreneurial mindset and stimulates the individual's
ability to turn ideas into action (World Economic Forum,
2009). The Enquiring Minds Report (Morgan, et. al., 2007)
explains how students' ideas, interests, and experiences
can inform the content, processes, and outcomes of
teaching and learning in schools. The student selected
approach aligns design not only as an individual practice
but also as a team effort as students contribute diverse
interests to work together simultaneously learning from
each other in a design studio culture. STEAM by Design
draws upon the active learning methodologies of design
education and tests new ideas on a foundation of learned
knowledge. It leads to processes that result in creativity,
innovation, and continued growth and exploration of the
world (Zhao, 2012).

Creativity and innovation matter in today's global economy.
President Obama announced ConnectED, an initiative to
create access to professional e-Learning opportunities for

teachers and students. NEXT.cc's online e-Learning
activities, research links, and access to everyday digital tools
are valuable and needed as a ConnectED creativity and
innovation resource that blurs learning, work, play, and fun
with global citizenship. According to Eileen Pollack, "Last
year, the President's Council of Advisers on Science and
Technology issued an urgent plea for substantial reform if
we are to meet the demand for one million more STEM
professionals than the United States is currently on track to
produce in the next decade" (New York Times, 2013). With
STEM jobs on the increase and not enough students to
answer the need, curriculum that expands and diversifies a
STEAM -literate and STEAM ready population can be
achieved through development of design opportunities for
students.

The future is transdisciplinary, so interdisciplinary
connections between and across discrete subjects are
necessary for schools today. Other countries are shifting
from teaching traditional subjects to teaching 'topics'
(Dolasia, 2015). Teachers must cultivate opportunities for
student-selected integration of topics for innovation.
Acknowledging that information is accessible and
constantly under construction, students need to have
opportunities to construct knowledge pertinent to projects
and be encouraged to pursue making, tinkering and testing
while still in school. Standard academic foundations must
now serve as 'kick-starters' for real world practices.
According to Martinez and Stager (2013), "creation is the
heart of creativity and is only meaningful when grounded
in action - it's not a feeling, a mindset, or an outcome" (p.

Design and Technology Education: An International Journal 21.1

STEAM by Design

Figure 44. NEXT.cc E-Learning Designopedia: Choose Scales, Subjects & Topics.

80). These sentiments resonate back to Dewey's work in
Experience & Education when he writes that if an
experience arouses curiosity, strengthens initiative, and sets
up desires and purposes that are sufficiently intense to
carry a person over dead places in the future, continuity
works in a very different way. Every experience is a moving
force (p. 38).

In this growing network of innovative leaders in arts and
design-based learning, NEXT.cc, a Designopedia that
develops ethical imagination and environmental
stewardship, takes its place as a leading proponent of
STEAM by Design, particularly as it provides opportunities
for students to develop design knowledge and skills about
environmental stewardship. It links K-12 students with
college students and careers in contemporary art, science,
environment and design practices. It shares access to
digital tools, learning videos, museum interactives and
virtual field trips exploring tropics transdisciplinarily.

NEXT.cc, founded as an educational non profit in 2007,
introduces online transdisciplinary activities for students
and teachers to informally investigate ways of knowing
about the world that are topically connected to
contemporary ways of exploring the world. Design thinking,
research, process, and making activities connect easily to

other knowledge fields collaborating and sharing
knowledge to inform solutions to situations that need
improvement. Introduced to, and modified by, teachers in
over one hundred professional development workshops,
over 90% of teachers surveyed responded that this way of
reaching learners was important. The majority of
responders did not introduce design in art or science
classes prior to the workshop. Workshops sparked a new
and greater interest in learning in general. In every
instance, students explored ideas using physical and digital
tools. Workshops with elementary, middle school, and high
school students instantly engaged learners, some without
arts instruction, others not interested in science or
mathematics, to new modes of learning not encountered
before. Post workshop, students reported enjoying the
opportunity to use new tools and simultaneous tools to
imagine new ways of interacting with objects, media, space
and environments; they also reported that they felt more
connected with careers that continued the type of work
they had encountered in the workshop. E-Learning
supports informal STEAM interests of students, pedagogy
of teachers, and transformational changes in learning. As
other countries shift effective teaching from the delivery of
instruction to the building of an education system and
curriculum around the potential of the learner (Bolstad &
Gilbert, 2012), NEXT.cc's Designopeida supports twenty-

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STEAM by Design

first century technology accessed informal learning in
STEAM-related contexts for students and teachers.

NEXT.cc hits the twenty-first century learning sweet spot!
(Wasserman, 2012). It is brilliant scaffolding for design-
based learning. NEXT.cc delivers content in context
embedded in templates and tools. It is at the right level
between abstract concept and concrete instantiation. It
builds both subject matter mastery and meta-cognitive
skills. It reifies domain knowledge transparently as
generative engagement. Seamlessly, it inculcates habits of
attentive observation, heuristic discovery, and self¬
reflection. It speaks epistemological authority with a light,
non-pedantic voice. Beyond all that, NEXT.cc is intrinsically
motivating, which is the fancy term for FUN! (Wasserman,
2012 ).

STEAM by Design E-Learning uses everyday digital
technology to connect formal learning with informal
learning, blurring boundaries and investing in lifelong
learning mindsets. The blurring of boundaries shifts the
teaching of disciplines to the teaching of 'topics'. NEXT.cc
assists school districts in connecting disciplines in design-
based projects conceptually framed in topics. By linking
scales of design affected by topics, students are introduced
to systems thinking and relational thinking.

Students and teachers report that using online resources
helps to expand design opportunities and build informed
decision- making; it allows the student to process, rethink,
and redesign with new information over time (Escuela
Verde, 2014). STEAM by Design creates contexts for
focused attention and extends concentration through
initiation to the execution of ideas. Repeated as a process
in response to different issues, design exercises and
expands minds as skills and experience scaffold. Building
focus, selecting strategies and objectives, and realizing
ideas build expertise. Let STEAM by Design capture the
imagination of our schools with new ways of knowing,
learning and making.

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