Unit 2 - Step 6c - follow up conversations - Challenges

Challenges

• Blake and Justin discuss the challenges of time and assessment. 
• Q - Are these concerns that you share? Are there other concerns that come to mind?
• A - yes most definitely concerns about assessment .. which ties back to motivation
• Students study strategically - they often argue that they have limited time and energy, As a result, if students do not see a grade attached to an activity, they may quickly see little reason to devote additional time and energy to completing it.
• Such approaches are typically discouraged by assessment .. which tends to puts more of a focus on measuring lower level thinking skills (easier to mark) ... and less on higher level thinking skills (more difficult and subjective to mark).  

Two key issues 

• Time 
• Assessment 

Time 

• concern about having enough classroom time to realize this - just where is there room when there are so many other demands being made on this time? 
• Need to identify where some of the very same functions of Design Thinking are already occurring in the course .. and capitalize on those 
• concern about planning time - this requires much more planning than before (mind you.. once planned .. executing it is much easier)? 
• No really escaping this .. though time for this may be leveraged if one is collaborating with other instructors on realizing the same (common planning time)

• concern for the need to demonstrate the value of something before it can be formally absorbed 
• this requires time to realize before it can be formally "accepted" 

Assessment 

Problems 

• DT is a set of skills .. not just one 
• DT is part of 21st Century Study Skills - how to assess these is problematic too
• focus shifts from product to process 
• as a result there is a need to focus on "formative" assessment 
• done more frequently - likely at each significant step 
• likely involves 
• reflection 
• what did I learn 
• why is it important 
• how can I apply this with other things, family, peers, community? 
• assembled evidence in a portfolio 

Another fundamental problem

• temptation to use compliance checklists - as rubric for assessment
• yet this is not Design Thinking
• checklists provide a rough pathway to realizing Design Thinking
• but evidence of learning is more personal and often found in the reflection and sharing 

Major Problem for students

• essentially two types of students 
• A student
• loves challenges .. less motivated by grades.. just enjoys learning 
• B student
• contract learner 
• tell me what I need to learn ... to what standard or quality 
• give me a model to apply 
• I will then do it 
• but DT is no longer "doing school" 

• DT does NOT offer a formula, does NOT offer a solution 
• high risk of failure 
• yet failure is essential to learning
• often means doing things that are more interesting  
• yet very difficult for students looking to "do school" (low tolerance for failure)  

carrot for teachers? 
DT needs to be sold as "meaningful work" that prepares students for the future 

Unit 2 - Step 6b - follow up conversations - Considering Design Work in Schools

Considering Design Work in Schools

https://www.youtube.com/watch?v=8p0-CDtf5oc 

Key take aways 

Some design thinking processes are already being done by instructors, they may just be aware of it.
Examples include

• writing process
• give one's writing to a reader for their review / feedback 
• level of emotion in the writing 
• level of understanding of a topic in the writing 
• history review 
• understand and empathize with the problems faced by historical figures 
• analyze situation .. factors leading to a decision 
• analyze what was missing .. and how it might have been different if one of these missing elements was present 

Need to note to Ss the broader application of what it is they are learning .. when they are learning this process. Design Thinking formalizes this process to ensure that it is done.

Key - identify "real end users"to make it real / authentic
Key - encourage "sharing / reflecting"with the end user (deeper learning) 

• fellow students 
• students in another level 
• peers 
• family 
• community  

My comments? Such approaches are typically discouraged by assessment .. which tends to puts more of a focus on measuring lower level thinking skills (easier to mark) ... and less on higher level thinking skills (more difficult and subjective to mark). 

Unit 2 - Step 6 - "Try" (adapting a current prototype for more effective use by EFL students) (try)

Limitations of “Try”

Could not do a “try” because of the current place we are in the semester - last week of the term and student focus is on exam preparations. However, after working on updating the prototype, I still wanted to follow up with students and now a colleague to get their reactions. Note that I reviewed the insights learned from the last interview. After reviewing examples that had been posted by other participants of the course, I sensed that perhaps I had “bitten off more than I could chew”. As a result, I also reached out to one of the course facilitator’s Mitchel Resnick, MIT (twitter - @mres ) for feedback. It was confirmed. I really needed to scale back the scope of my earlier prototype activity (link on blog) to realize something more manageable. What I have now (link to blog, link to doc) certainly achieves this but I still even wonder if I’ve gone far enough.

The alternative?

Another Interview

Observations

Students were surprised but very receptive to being invited back to discuss my work .. and were equally interested in contributing to the design of a lesson plan on vocabulary. We met informally outside of class time.

They noted how they were not accustomed to being invited and solicited for such feedback, that it has never happened to them before. What also slipped out from them is how they perceive instructors underestimate their ability to learn and want to learn - that they are often being treated in a condescending manner. If they know that they are respected by their instructor, they will actually produce more and with greater commitment. If they are not, there is a tendency to only deliver the bare minimum.

They noted how they wanted more “hands on” practical application of ideas - vocabulary

They cited how I demonstrated in class the concepts of  tension and compression using the classroom door as a useful example of how to be more engaging, helping them to understand concepts - not just from leaving it to them to read about and then understand them.  

They also noted how they were already eager to try it and wondered when and where this could be done. Through no urging or suggesting by me, they even approached me with the idea of doing it as part of summer classes they plan on taking. This may be a characteristic of the engineering student population - one worth investigating further.

How to improve the prototype?

Identified from the second interview (with some caution because the feedback only comes from three students).

Students WANT (crave) engagement thus there is a need to look for where and when opportunities exist for inviting students to engage with and experience new concepts

Student WANT models so that they see and understand the concept / process they are being asked to  apply. Models are important but there is a need to stress that these should really not be used as templates. Instead, students need to be encouraged to be critical of why the models are designed the way they are .. and how they are open to being adapted, changed or even replaced

Students need to see a model of the “discovery” process in an effort to invite them to do the same (example? Evolution of the bicycle? Design of shoes (Tinker Hatfield - Air Jordans)? Challenge to find a simple short video to help  illustrate this; to find a simple problem for students to work on (paper tower? paper airplane?)  to see process

My reflections

Leads me to see both the rationale for and viability of differentiated instruction; inviting student feedback on addressing needs and challenges.. And inviting them to use the “design thinking” process to help address these needs and challenges. Yet it is difficult to get students to reflect on something that is abstract without having tried it thus underscoring the importance of completing this “try” phase.

Getting feedback is so critical to ensuring the “design thinking” process works. That feedback informs the design process, by inviting one to challenge assumptions about the way things are done. So to get that feedback, really means that the instructor needs to invite it frequently and continuously especially when there is a history or culture that discourages. I’m referring to the uneven power relationship between instructor and students. . I’m thinking of how this is often seen by students as placing the instructor in the position of being a superior - someone vastly superior to the student, and holder / discloser of the answer. 

Unit 1 - step 6a - Get User Feedback and Iterate (Try)

User - male, 19 years old, student 

• a student who is often late for his morning class 

focus?

• morning or bedtime routine

key problem?

• sleep deprivation

key solution?

• know your goal
  
  • motivated to be an accountant 
  • get what you need to succeed 
  • enough sleep 
  • not lose school term 
  • safely drive to school 
  • have energy to study / practice 

key prototype?

Before you reach back out to your user and share your prototype, brainstorm a list of questions you have about the solution idea. What do you want to learn about your prototype concept? What feedback will be most helpful to you as a designer?  Focus your questions on the user’s reactions to your solution idea, as opposed to the feasibility of the solution. Potential questions for your user include:

• What specific elements of this solution do you like? Why?
• What specific elements of this solution do you dislike? Why?
• Would you consider using this solution? Why or why not?
• What do you find intuitive about this solution versus confusing?
• How might you improve this solution idea?
• What facets of the solution do you want to know more about?

If your user is willing and gives their permission, record the feedback session, but do not post the recording in the forums. Take notes. We recommend using this Feedback template. Check out our example feedback session using the template.

 Feedback Tips: 

• Begin by sharing the problem you identified from the user interview.
• Next, explain that you’ve created a prototype, or first draft, of a solution idea. You are seeking honest, constructive feedback on this draft so you can improve it. Remind them that they are a partner in this design process.
• Give your prototype to the user. Allow your user to examine your prototype at their own pace and, ideally, without interruptions (2-3 minutes). As they engage with the prototype, record their reactions and questions. You may be tempted to explain your design decisions at this point, but try not to. 
• Take 1 minute to describe your solution idea in a little more detail, only after the participant has had a chance to examine it. Ensure your user has a basic understanding of your solution idea. Avoid going into every facet of the design.
• Ask your user prepared feedback questions and take notes.