How can play, discovery, and inquiry fuel creativity in education?
This question has been at the core of a series of professional development opportunities exploring the power of play in learning.
I did not share or post all the sessions, but working to get back to documenting work that I am passionate about so here is a quick recap of what we have done up until this particular session.
In Session 1, we examined the science of play—how it fosters curiosity, risk-taking, and deeper learning. We explored how unstructured play leads to cognitive flexibility and how it applies to both students and educators.
In Session 2, we took this further, looking at structured play through game design and problem-based learning. We discussed how constraints don’t limit creativity—they fuel it—and explored how challenges and rules can make play more engaging.
Now, in Session 3, we push these ideas into real-world problem-solving by using design thinking—a structured approach that mirrors the natural curiosity, iteration, and experimentation of play.
Setting the stage: The mission
To design functional exercise equipment for astronauts in deep space, addressing challenges like muscle atrophy, bone loss, and mental well-being during long-duration missions.
With the guidance of Steven Smith, a NASA communication strategist, we immersed ourselves in the design thinking process, experiencing firsthand how play fuels innovation in both space exploration and education.
Access the learning documents here: Design Thinking Play Session
Watch the session recording here:
Timestamps:
Introduction to Stephen Smith and NASA: [00:00:00]
Sparks of Wonder: NASA’s Missions and Philosophy: [00:05:38]
Q&A: Mars Mission, Benefits of Space Exploration, and Lunar Resources: [00:15:42]
Mission Briefing: Functional Fitness for Astronauts: [00:26:30]
Initial Solution Pitches and Feedback: [00:45:40]
Final Solution Pitches and Feedback: [00:52:48]
Final Thoughts and Advice: [01:15:35]
Key Takeaways from the Session
1. Play as a Powerful Learning Tool
We often think of play as a childhood activity, but play fuels creativity at all ages. Steven highlighted how NASA embraces play through experimentation, iteration, and discovery, and how design thinking reflects the same mindset.
Insight: “If you are afraid of failing, you cannot create new things. It is physically impossible. Those two parts of your brain will not be turned on at the same time.” – Steven
This resonated deeply with our discussion on how play allows freedom from failure, unlocking creativity and problem-solving.
Takeaway: Create safe spaces for exploration in classrooms—where students can tinker, iterate, and refine ideas without fear of being wrong.
2. The Power of Experts in Learning
Bringing in real-world experts enhances learning by adding authenticity, depth, and professional feedback. Steven’s insights on space exploration, astronaut health, and fitness technology provided a meaningful launch point for our challenge.
Use experts at two key moments:
- The launch phase – To ignite curiosity and provide real-world context.
- The exhibition phase – To give authentic feedback on student work.
Insight: “You want to give them the parameters, what does this thing need to do…and then just let them go and stay out of the way.” – Steven
Takeaway: Partner with local professionals, virtual guest speakers, and industry experts to connect learning to the real world.
3. Design Thinking in Action: The Sprint Process
Educators worked through a structured design thinking sprint, applying playful problem-solving to a complex challenge.
The Process(see all the steps and how we experienced this process during the PD in the learning document:
- Empathize – Understand astronauts’ physical & mental health challenges.
- Define – Craft a clear problem statement (e.g., How might we design an exercise device for zero gravity?).
- Ideate – Brainstorm wild, creative solutions without constraints.
- Prototype – Sketch & refine ideas into tangible concepts.
- Test & Feedback – Pitch solutions to NASA’s expert for review.
Key learning: “Don’t be afraid to step out of the way. Give them parameters and let them go.” – Steven
One crucial shift in mindset: Avoid showing examples before student ideation. Let students generate their own creative solutions first, then introduce real-world constraints to refine their thinking.
Takeaway: Use design thinking in the classroom to foster inquiry, creativity, and iterative problem-solving.
4. Addressing Astronaut Fitness Through Design Thinking
NASA’s Artemis generation is preparing for long-duration missions, where astronauts must maintain physical and mental health in extreme conditions.
Insight: “Astronauts can lose up to 10% of their bone and muscle density during a six-month period in low Earth orbit.” – Steven
Through design thinking, educators explored ways to:
- Design compact, efficient exercise equipment for deep space.
- Use gamification & AI-driven customization to enhance fitness motivation.
- Integrate social connection to boost astronauts’ mental well-being.
Takeaway: The engineering design process can be a powerful tool for students to solve real-world challenges while integrating STEM, creativity, and collaboration.
5. The Role of Competition, Play, and Gamification
One theme emerged consistently during our solutions: competition and gamification.
Insight: “Lean into the idea of engineering design challenges, gamification, play with students.” – Steven
Educators explored:
- How competition motivates astronauts but needs balance.
- How collaboration should be prioritized over competition in classrooms.
- How gamification can make learning engaging and fun.
Takeaway: When students experience purposeful play, they develop critical thinking, resilience, and real-world problem-solving skills.
Next Steps & Resources
For those who couldn’t attend, we’ve made the session materials available:
Watch the session recording: Link
Access the learning documents & challenge brief: Click here
Looking to implement design thinking in your classroom? Start by asking:
- How can we frame learning as an exploration rather than a task?
- What problems can students solve that connect them to the real world?
- How can we use play & gamification to enhance engagement?
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