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When children have access to this type of tool they get engaged in
their own education. They learn, share, create, and collaborate. They
become connected to each other, to the world and to a brighter future.
The program employs the strategies of play therapy and creative arts
to encourage children to express their concerns, fears, anxieties, and
other emotions related to their experiences during and following a
disaster.
PICOCRICKETS
An interactive platform where you can create playful inventions. A
PicoCricket is a tiny computer that can make things spin, light up, and
play music. You can plug lights, motors, sensors, and other devices into
a PicoCricket, then program them to react, interact, and communicate.
Design in Education | Exploratorium
The Exploratorium is a museum in San Francisco full of hundreds of
hands-on exhibits, most of them made onsite, that mix science and art.
It also aims to promote museums as informal education centers.
• These tanks hold enough water for 150 days of the year and can
provide just about 1litre per child during these days.
• Conserve it while not compromising on their personal health and
hygiene
• Since it is only now that they are exposed to clean drinking water, it
cannot be a direct ‘use less water’ message. It needs to be a subtle
nudge that reminds them of what they should do.
Agents of Change | Needs, Problems & Goals
• Awareness
• Access to information and resources
• Behavioural change- Nudges (not direct)
• Education & making learning practical
• Facilities, Hygiene promotion
• Introducing the needed tools/appropriate technology
• Making learning practical and fun
• Community coming together
• Feeling a sense of ownership (Failed projects)
Overarching Goal:
To bring about behavioral change and awareness by engaging students
in this affected areas in a participatory mode to address the idea of
WATSAN by introducing them to appropriate technology. I wanted to
build some devices/toys with them so that they can carry this forward
and experiment with it in the different environments that they are
exposed to.
Agents of Change | Workshops - Associations
An activity to see what the students associate with water. Their
perceptions of the water they are exposed to and how much they know
about it and what they feel their immediate needs are.
• Flash cards that each have one icon related to health or hygiene.
I showed them those cards and they raised their hand to tell me how
many of them actually follow those practices that are essential.
Then, we went around the campus and stuck these cards in the places
they belong in. (Hand washing with soap near their tank, boiling water
before drinking near the pots they store water in, etc.)
Agents of Change | Workshops - Making
To create little nudges from the associations obtained in the previous
exercises through a playful mode.
This device is something that these children can carry with them,
anywhere they go, specifically to the open loos that they use. It makes
hand-washing and easier and fun task for them to follow.
An activity to show them a cause and effect action using water test vials
and introduce them to the Bio-Sand filter.
Introducing them to AT like this, something that they can make and see
the effects for themselves was a good experience. They said they had
been studying about sand filters since 5th standard, but had never made
one, even though it was so easy to make it.
Agents of Change | Systems Diagram
. Supply the village . Train people
with basic, essential . Run awareness Facilities-
GREEN SCHOOL GOVERNMENT
facilities. programmes
. Regular health . Hire locals
check-ups . Invest funds in the
. Host Awareness most required areas. POLICIES
programmes . Follow up once EDUCATION
. Make sure the tanks systems built
are maintained even . Involve community
after built. Their job in their work
SCHOOL
doesn’t end there.
. Increase student- NGOs/
teacher ratio. ORGANAZATIONS STAKE-HOLDERS ENVIRONMENT
. Teachers should be
more in number,
aware and be willing
to participate in GOVERNMENT
awareness projects
and pass this on to SANITATION
the children. NATION/WORLD
participation of ADMINISTRATION
community and COMMUNITY
practical learning
COMMUNITY
WATER
. Involved in their
CHILDREN
children’s activities AWARENESS
and curriculum
. Could be involved in
Child Adults
public/art projects CHILDREN Pressure Could lead to
. Attend awareness Facilitator Decison makers
Child . Bring about behavioural
programmes BEHAVIOURAL chance by indirect nudges
. Get to know through
. Making problem (water) more fun. CHANGE and not by directly putting the
agents of change and
. Introducing practical
FLUORIDE problems to them.
spread it to other
learning-enabling behavioural change . It is just a possibility and part
villages.
. Doing this by emotional connect. of a larger goal. It will be great
. Change practices at Solution
. Making, Doing and Personalizing . Making fluoride ‘visible’ to them if it happens in the fun process
home for the better
. Connecting to the object/ . Making them aware of its bad effects of learning and doing.
feeling a sense of ownership RAIN WATER and tell them what to do about it . We need to see changes in
. Getting something to be part of their . Awareness on RWH tanks children as well as adults in
lives or routine . How does the tank work? their WATSAN practices.
. How does one maintain it?
. Being part of the building/painting
process so that they feel like they
contributed- hence a sense of ownership
. Them feeling rain water is ‘safe’ and
‘clean’ so that they will drink it
Agents of Change | Directions
• Activities involving the larger community SANITATION
.Using the fluoride testing kit for
activities
• Personalising COMMUNITY
WATER
CHILDREN
AWARENESS
Child Adults
CHILDREN Pressure Could lead to
Facilitator Decison makers
Child . Bring about behavioural
BEHAVIOURAL chance by indirect nudges
. Making problem (water) more fun. CHANGE and not by directly putting the
. Introducing practical
FLUORIDE problems to them.
learning-enabling behavioural change . It is just a possibility and part
. Doing this by emotional connect. of a larger goal. It will be great
Solution
. Making, Doing and Personalizing . Making fluoride ‘visible’ to them if it happens in the fun process
. Connecting to the object/ . Making them aware of its bad effects of learning and doing.
feeling a sense of ownership RAIN WATER and tell them what to do about it . We need to see changes in
. Getting something to be part of their . Awareness on RWH tanks children as well as adults in
lives or routine . How does the tank work? their WATSAN practices.
. How does one maintain it?
. Being part of the building/painting
A book/booklet for facilitators and This could be done by process so that they feel like they
NGOs on practical learning and . Painting water tanks contributed- hence a sense of ownership . Being part of building the tanks
how to make awareness like this . Testing water from different . Them feeling rain water is ‘safe’ and . Water in-let or out-let acting as
more fun for the students and sources for fluoride ‘clean’ so that they will drink it a nudge
community. Workshops- what will . Treasure hunt/walking around . Making maintainance of the tank
work and what doesn’t and what and leaving marks of awareness a personal or a communal affair
can improve. or messages of awareness . Coming together and painting
. Using ‘touch points’ to create the tanks
Art installations or nuges set interest/nuges- water pumps, . Experiments on effects
up near all the water bodies tanks, bottles, pots etc. of fluoride that can be shown
in the village to attract the larger . Testing samples of water for
community. fluoride and leaving a mark
It All Adds Up | The Project
The Brief:
To help children explore basic mathematics and play with numbers
using interactive storytelling. Using new media technologies to
enhance communication, to reach good cognitive goals, to increase the
students’ attention, and to make the learning process more interactive.
Target Audience:
9-12 year olds.
Goal:
• Creating a platform for an unconventional engagement with
mathematics- An interactive experience.
• The approach is not through the immediate school curricula, but in
exploring the concepts and applications of the subject.
• Teaching through storytelling and scenarios.
• Children are naturally curious about everyday problems; therefore
using this aspect to introduce mathematics with a “problem-solving”
approach.
It All Adds Up | Need
“Any poet, even the most allergic to mathematics, has to count up to
twelve in order to compose an alexandrine.”
— Raymond Queneau