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In the field of business and education, “Design Thinking” has become popular over the last few decades. Design thinking is a methodology which seeks to understand users, challenge assumptions, redefine problems and create innovative solutions to prototype and test. In the case of business, it sets out to define how an enterprise creates, delivers and captures market value. The interrelationship between those three facets is a key to understanding how a business design model can be invented to define a new venture. In the case of education, on the other hand, design thinking helps learners develop a growth mindset and important problem solving, analytical and spatial thinking skills. In this paper, we introduce the concept of design thinking to a design class at primary school. Primary school students will be introduced to innovation skills such as creativity, critical thinking, problem solving, communication and collaboration through design thinking. According to the Stanford d.school, the design thinking process comprises five stages: empathize, define, ideate, prototype, and test. However, our design thinking process for primary school students comprises four stages: Definition, Ideation, Prototype, and Test. In the Definition stage, three to four students form a group in the class. Then, a tutor provides two tasks related to 3D modelling. Each group chooses one task. In the Ideation stage, each student draws his/her image for the task on rough papers. The drawings are compared among students, and several drawings are selected by argument. In the Prototype stage, selected drawings are designed by the CAD software Autodesk Fusion 360, which is easy to use for primary school students. The students do not need to add colour on Fusion 360 as it is not important. After the design of the drawings on Fusion 360, these drawings are realised by a 3D printer. Then, students paint their 3D objects using paint-box and then these objects are compared and discussed. As a result of the discussion, they come back to ‘Ideation’ or ‘Prototype’, and modify the objects. [ABSTRACT FROM AUTHOR]

The progress in information technology has been astonishing. For example, internet technology has enabled users to access rich information such as documents, photographs, videos, and other large files from all over the world. Also, the handheld devices such as iPad and iPhone have opened the ubiquitous computing world. Such advanced information technology has been introduced in the field of education. For example, the Handheld Devices for Ubiquitous Learning (HDUL) project was carried out by the Harvard Graduate School of Education (HGSE) during the 2003-2005 academic years. The project showed that wireless handheld devices could be used as portable research assistants and traveling conduits for online learning. In addition to the handheld devices, digital pens such as Livescribe 3 Smartpen and PNF Equil Smartpen are powerful tools to input mathematical expression and diagrams to computers. It is a new technology to the learning and teaching environment. However, there is no example to use a combined system of the handheld device and the digital pen for tutorial. It is important to show an example to use the combined system for education effectively, especially tutorial. Thus, this paper shows development of a mobile tutorial system with Apple iPad Air 2 and Livescribe 3 Smartpen as a digital pen. Four software packages; NetSupport School Tutor Assistant, NetSupport School Student, Reflector 2, and Livescribe+ app were installed. Firstly, a tutor shows questions from tutor's console to students' iPad by NetSupport School. Secondly, the students solve questions by Livescribe 3 Smartpen and Livescribe Dot Paper. Handwriting on the dot paper is transferred to iPad synchronously through Bluetooth. Next, the tutor consoles students' iPad by the monitoring software Reflector 2. Thus, the tutor can check the students' progress in solving questions. If the tutor wants to give comments to each student, he/she can chat with each student on NetSupport School. After developing the system, finally, ten students at College of Science and Technology evaluated it at night. In conclusion, the students' evaluation says that the system should be implemented after having a better Wi-Fi range around CST, because a Wi-Fi speed is very slow in the campus, especially at night. [ABSTRACT FROM AUTHOR]