Learning creative skills in Asia

Context: I’ve been very lucky to grow up in a creative household so I was taught design thinking and surrounded by innovation from a very young age. Wanting to accomplish my goal of living in a country where English wasn’t its first language and wanting a career break, I headed to Vietnam. This project was designed 5 years prior to my UX course.

Problem

In a future world of automation, creative skills, critical thinking and problem-solving are three areas that will give young learners the advantage over others in years to come. From my perspective, I felt these were not being harnessed and encouraged enough across education in Vietnam. 

 

Question

​How might we encourage young children to have creative skills, critical thinking and problem solving, across the board of education?

 

Solution: I created a children’s resource for Learning English through creativity. My emphasis was on exploration and discovery, broadening kids horizons and firing their imaginations. 

 

With 28 pages, I provided children across the world with an imaginative approach to learning not only English but we also have an emphasis on cultural exploration.

Little Buffalo gave children an introduction to the English language through a wonderful mix of games, stories, and activities which as a cross-curricular and intercultural resource, each issue is themed which expands children’s general knowledge, communication, phonics, storytelling, comprehension and thinking skills.

Research: 

I spoke with a mix of teachers in Hanoi and parents, finding out what skills they felt were needed to be taught inside and outside of the classroom. I spoke to parents about their need for offline resources, resources which parents could feel they are learning at the same time, but not look too obvious that it was made for children. harvests those young learners into critical thinkers with imaginative minds give them the advantage over others in years to come.

 

Ideation: 

With our findings we brainstormed possible solutions, both online and offline. From the research, we wanted to make something tangible, as alot of creativity starts with observation. Firstly wanting children to be introduced to aesthetics and forms and then be taught the basics of design. So something that could be taken on a stroll around the city, museum or park, where they offer lots of design inspiration. But also could be used in a classroom to teach children. 

I created a syllabus to go along with this, so we could see how the project would form and skills would be advanced. 

 

Visual Language: 

I wanted to give the resources a fresh and appealing look that would be both simple and colourful, easy to navigate for any audience and level of English. We checked various references, patterns, colours, and typographic combinations to get the impact we desired.

 

Development:

Prior to releasing it, I tested it on the UK market. Wanting it to be an affordable resource that was used across the UK and abroad for parents, carers and schools, I learnt that it was as much needed in the UK as well as board, especially for both guided reading sessions for non-EAL students as well as independent learning. 

 

I designed two copies of the magazine, firstly focusing on London and the other on Homes around the world. I gained global subscribers, from grandparents, foreign language teachers to ESL teachers in the UK. 

The magazine had its own syllabus to develop storytelling, reading, phonics, and writing. 

 

It was supported by both The Prince’s Trust and the reading charity Beanstalk to have placed 60 magazines in their schools.  

 

The website: 

I also designed a website for parents, teachers and guardians to buy the resource, which also featured competitions.  

 

Conclusions:

 

I was satisfied with the results I achieved in the limited budget and limited website knowledge I had. I do believe that this is just the beginning for the magazine, but due to postal costs, it was too expensive to send it abroad in low numbers. However, it did give little taste of the potential it could have become. I hope in the future that I could develop it, expand its abilities, and form an education portal to cater to various needs of the learner and skills needed. 

Personas

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I identified three personas, each for the community, residence and a business as each of them would use the service differently.

Three user profiles 

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Mingle app (2).png

How might we..

encourage more people to connect with each other with real connections, be supportive of businesses and to encourage more local support? 

Finding friends 

Business support

Meet up

Alot of dating websites too and how do they display the characteristics of a person. 

Various user journeys 

Different outcomes 

Alot of dating websites too and how do they display the characteristics of a person. 

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