当老师和学生都放手并参与到设计思维中时会发生什么？加尔博士是“设计转变”项目的校友，也是Ted Harrison学校的一名九年级科学教师。他决定通过提出问题：“我们如何让电力更具人性化？”来找出答案。他首先设计了一些任务，利用设计过程中的五种不同方法（提问、观察、尝试、预测和借鉴），以建立学生对电力主题的共鸣。之后，他询问学生他们对电力的看法发生了什么变化。学生们的回答如下： “我现在意识到我们的能源消耗有多么大。” “我们依赖能源，而不是电力。” “注意到我们是电力链中的关键部分。” “我们的许多上瘾行为都是电力驱动的。” “能源转换效率不高。” 通过体验设计思维过程，学生们的经历之后，加尔博士颠覆了传统教学方法，要求学生使用设计思维过程来创建能源倡议，改变他们社区中他人对电力的看法。为了辅助这个过程，加尔博士安排了几次实地研究，比如参观英格伍德、Head Smashed In Buffalo跳跃公园和Pincher Creek，帮助学生更好地理解社区的观点，并加深他们与电力的不断发展的关系。最终，学生们创造出了一些倡议，包括通过寻宝游戏来促使五年级学生考虑电力以外的能源选择，一个“关灯、升起百叶窗、节约用电”五年级项目，提倡不使用电力进行锻炼以鼓励五年级学生减少玩电子游戏，多出去玩，开发太阳能烤箱以减少午餐时间的微波炉排队等等创新而富有洞察力的倡议。 最终的结果是学生更好地理解了我们整个阿尔伯塔省的故事与能源的紧密联系，以及历史上的联系。

---

​What happens when both teachers and students let go and engage in design thinking? Dr. Garg, an alumni of Design the Shift and a Grade 9 Science teacher at Ted Harrison School, decided to find out by asking, “How can we humanize electricity?” He started by designing tasks that employed the five different methods (ask, watch, try, forecast and borrow) utilized by the design process to build student empathy with the topic of electricity. After which, the students were asked how their view of electricity had changed. Students responded by saying:

 “I am now aware of how impactful our consumption is.”
 “We are dependent on energy, not electricity.”
“Noticed that we are a key part of the electricity chain.”
 “Many of our addictions are fueled by electricity.”
 “Energy is not effectively converted.”

With the students having experienced the design thinking process, Dr. Garg flipped the table and asked the students to use the process to create energy initiatives that would change how others in their community would perceive electricity. To assist the process, Dr. Garg developed a few field studies to Inglewood, Head Smashed In Buffalo Jump Park and Pincher Creek to help students better understand community perspectives and enhance their evolving relationship with electricity. In the end, initiatives were created that involved scavenger hunts that promoted Grade 5 students to consider electricity free alternatives to meet their energy needs, a “Lights Off, Blinds Up, Save Electricity” Grade 9 pod program, promotion of exercising without the using electricity, “Use Physical Energy, Not Electrical Energy” to promote Grade 5 students to play video games less and play outside more, the development of solar ovens to alleviate microwave lines during lunch and many more innovative and insightful initiatives.

The final result ended in students better understanding how intertwined our collective Alberta story is--and has historically been--to the harnessing of energy.