Doing not talking: Insights from Designing and Running two Collaborative EDUJAMs
Doing not talking: Insights from Designing and Running two Collaborative EDUJAMs

Summary/Abstract: This reflective article explores the design, implementation, and impact of EDUJAM, a fast-paced, collaborative learning event inspired by design thinking and service design principles. EDUJAM brought together educators, students, and professionals to cocreate innovative solutions for the future of education through experiential learning and interdisciplinary collaboration. By integrating key characteristics of empathydriven design, co-creation, inclusive collaboration, and a human-centred mindset, EDUJAM fostered an inclusive and psychologically safe environment where participants could experiment, take creative risks, and engage in meaningful problemsolving. The events’ structure blended intentional facilitation with flexibility, ensuring deep learning while maintaining a sense of spontaneity and improvisation. Reflecting on both the online and in-person EDUJAMs, we highlight the transformative potential of design jams as professional learning experiences in education. Our experience underscores the value of alternative, hands-on approaches to learning that empower participants to challenge traditional education models and drive innovation. EDUJAM serves as an example of how collaborative, immersive experiences can foster meaningful change in educational practices.

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