The Medellín Challenge: Pioneering Global STEAM+H Collaboration

Outline

Slides presentation
Introduction (20 minutes)
Content: Introduction to the Medellín Challenge, its objectives, global scope, and impact on Medellín’s local communities through real-world problem-solving.
Engagement:
Icebreaker Activity: A quick poll via a mobile device on the global challenges in education and community development (participants would not need to install any software), followed by brief group discussion to connect with the core themes of education, technology, diversity and equity.
Real-World Problem Solving & Equity (15 minutes)
Content: Introduction to methodologies and strategies used by students in the Medellín Challenge to address diverse problems. Highlighting design thinking, empathy mapping, and cultural research as ways students explore different perspectives and come up with innovative solutions.
Global Collaboration, Ideation, Technology & Prototype Development (15 minutes)
Content: Explanation of how students learn to use technology tools (digital collaboration platforms, and prototyping hardware and software) to build their project prototypes. Focus on how these tools enable students to design solutions that can be presented tangibly to stakeholders.
Engagement: Quick collaborative prototyping activity (participants would only need paper and a pen or pencil).
Empowering Students: Presenting to Stakeholders (10 minutes)
Content:
Overview of how students in the Medellín Challenge learn presentation skills, including strategies for storytelling, clear communication, and aligning their outcomes with stakeholder priorities.
Explanation of how students develop presentation materials (e.g., slides and physical prototypes) to demonstrate their process and outcomes effectively to community leaders, educators, and policymakers.
Discussion of the role of stakeholder mapping to understand the needs and expectations of different groups they present to.

Conclusion and Q&A (10 minutes)
Content: Recap of key takeaways –methodologies for problem-solving, technology use, global collaboration, and strategies for presenting to stakeholders.
Open Q&A: Participants can ask questions to further discuss the methodologies, tools, and strategies introduced.

Supporting research

Global competence framework
This framework outlines the skills students need to navigate and succeed in a globally interconnected world, which aligns with the collaborative and multicultural approach of the Medellín Challenge.
https://www.oecd.org/en/topics/sub-issues/global-competence/pisa-2018-global-competence.html

Design thinking for educators
This resource emphasizes the design thinking process –a core methodology used in the Medellín Challenge –and how it enables students to create innovative solutions by understanding users’ needs and rapidly prototyping ideas.

https://www.researchgate.net/profile/Claudia-Zapata-4/publication/313658892_Design_Thinking_A_New_Construct_for_Educators/links/5d40a034299bf1995b5931f0/Design-Thinking-A-New-Construct-for-Educators.pdf

The art of tinkering
(Karen Wilkinson & Mike Petrich)
Emphasizes the importance of tinkering as a creative process, encouraging learners to experiment with electronics, materials, and ideas through hands-on activities.
Explores how hands-on exploration leads to ideation and innovation in STEM learning.
https://web.media.mit.edu/~mres/download/Art-of-Tinkering.pdf

Empathy mapping
(IDEO, Stanford d.school)
A key part of design thinking, Empathy Mapping helps students and designers understand user needs, leading to more human-centered ideation.
Used extensively in prototyping and innovation challenges like the Medellín Challenge, Empathy Maps allow students to see from users' perspectives, helping them build meaningful solutions.
https://www.ideo.com/journal/build-your-creative-confidence-empathy-maps

Learning by doing
The article emphasizes the experiential learning theory, advocating that students learn best through active participation in tasks, which aligns with the hands-on, iterative approach in STEM education.
Demonstrates how learning by doing improves retention and understanding, particularly in environments focused on tinkering and prototyping.
https://psycnet.apa.org/fulltext/2014-55719-001.html