The Guidelines - Quick Reference Checklist

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Tip: You may use this Checklist at the start (for planning) or throughout (for mid-project checks), or adapt as your project endeavour evolves for a fast, item-by-item guide. Use the full collection of the Guidelines [v1.3] for details.

💡Note: Below is a streamlined, shorter version of the Guidelines [v1.3]. It still covers each Component, Perspective, and Competency but with briefer prompts, so you can quickly confirm key elements in your Design Thinking (DT) with Emerging Technologies (ET) project.

A. Components

Actor (Section 1.1)

  • Actors: Have you identified all the actors (students, teachers, principal, external experts)?
  • Roles: Are responsibilities and any formal approvals (data consent, ethical boards) in place?
  • Communication: Do all actors have access to needed info (templates, tutorials)?

Learning Environment (Section 1.2)

  • Format: Is the activity face-to-face, online, or blended?
  • Accessibility: Any accommodations for diverse abilities, languages, or constraints?
  • Multimedia: Are you providing orientation for digital tools?

Materials & Resources (Section 1.3)

  • Inventory: Are budgets, resources, and lesson plan templates in order?
  • Open-source / AI-based content: Verified for bias, language, or cultural fit?
  • Teacher-created materials: do they fill gaps or customise learning?

Platform & Infrastructure (Section 1.4)

  • User-friendliness & Security: Are platforms simple to navigate, with data privacy ensured?
  • Support & Updates: Who handles platform maintenance, user feedback, and offline/low-bandwidth alternatives?

Teacher Professional Development (Section 1.5)

  • Allocated time: Do teachers set aside time for design thinking with emerging technologies?
  • Readiness: Are skill gaps identified? Any plan to fill them?
  • Varied PD (tutorials, workshops, peer coaching)?

Teaching & Learning (Section 1.6)

  • DT Phases: Have you planned empathy → define → ideate → prototype → test?
  • Time Management: Enough time for each phase, plus reflection or emotional check-ins?
  • Curricular Fit: Does the approach align with curriculum goals?

Evaluation (Section 1.7)

  • Are your assessments aligned with 21st-century skills or creativity and collaboration?
  • Platform/tool usability: Collecting user feedback?
  • Iterate & Improve: Are findings fed back into the next cycle?

B. Perspectives (Section 2)

Student’s Perspective (Section 2.1)

  • Equity & Diversity: Are all students with diverse backgrounds equally supported?
  • Growth mindset: Do students understand that “failing forward” is part of DT?

Teacher’s Perspective (Section 2.2)

  • Role flexibility: Teachers as facilitators, peer-learners, or coaches.
  • Teacher well-being: Are stress management or emotional support options available?

Educational Stakeholder’s Perspective (Section 2.3)

  • Collaboration: Are parents, community, or policymakers meaningfully involved?
  • Knowledge transfer: is there a plan to share successes or strategies with other schools?

Technology Perspective (Section 2.4)

  • Privacy & data protection: is everything transparent and secure?
  • AI ethics: If AI is used, is it bias-mitigated and explained clearly to users?

Sustainability Perspective (Section 2.5)

  • Real-world issues: Does the DT project connect to climate, resource usage, or inequalities?
  • Eco-friendly & longevity: Are solutions embedded beyond a one-off project?

C. Competencies (Section 3)

Digital Competencies (Section 3.1)

  • Basic Skills: Do teachers/students have enough digital literacy for the chosen tools??
  • Security & Misinformation: Are they aware of cybersecurity and have information literacy?

Professional Competencies (Section 3.2)

  • Teamwork: Can they handle team-based design thinking?
  • Design literacy: iterative prototyping, user empathy?
  • Reflective practice: Is there a structure for peer review, journaling, or self-assessment?

Pedagogical Competencies (Section 3.3)

  • TPACK: Alignment of content knowledge, technology, and pedagogy?
  • Class/online management for design thinking tasks?

Personal-Ethical Competencies (Section 3.4)

  • Digital well-being: any guidelines on mental health or screen time?
  • Emotional intelligence: can teachers/students handle iteration stress or design failures?
  • Ethical Tech Use: Do they respect data privacy or IP rights?
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