Unit 1 - Step 7 - Reflecting & Peer review = goals & tips

Goals

• Challenge the participant to improve and refine their ideas.
• Provide feedback on how clearly they are expressing those ideas.
• Reflect on how the ideas support the participant's objectives and how their work has influenced your own thinking.

Note: Editing and proofreading are much less important, unless the participant has specifically requested help in those areas.

Tips for Great Feedback

Be honest! Saying something nice just to be polite won't help the person improve.	Don’t say “This prototype seems foolproof!” if this isn’t the case.
Be constructive! Saying something purely negative doesn't help the person figure out what to do about it, so try to offer suggestions.	Instead of saying "Your problem statement seems ridiculously broad," you can say "I think you need to focus on certain aspects of your problem."
Be specific! Explain clearly what you don't understand or how something could be stronger, as well as why you're making certain suggestions.	Don’t say: “Your needs statement is vague” Consider saying: “It seems like parents at your school really value college readiness. Could you think about that to draft a more specific problem statement?”
Ask questions. Asking questions can help the participant reflect on their intentions, and might bring to light where you may have gotten lost.	Ask: “What other resources do you have to see how parents are affected by the problem you identified?”
There's no need to argue with the participant. If you feel you've made your case for your suggested improvements and they are not receptive, move on to another project post.	Ultimately it's up to the participant to be willing to take the feedback and incorporate it in order to improve their work.

Process

1. Read or review the entire work (which could include multiple documents) before commenting.
2. Comment on the biggest issues first. For example, does the work meet the goals of the assignment and is it well organized and clearly presented? Both your and the participant's time are limited so major issues should be addressed before specifics and smaller details.
3. Praise the aspects you see as the strengths of the work. Point out specific features and explain why you think they are great ideas.
4. Respectfully critique the elements you think could be improved and describe the cases where features might not work as intended.
5. Identify any areas that are missing, not thought through, or need to be explained more fully. Also identify any features that may be extraneous or confusing.
6. If the participant has questions about something you said, feel free to engage in a more in-depth discussion. It will likely be helpful in framing your thinking for both of you!

Unit 1 - Step 7 - Reflecting & Peer feedback - details for peer review

User - male, 19 years old, student 

• a student who is often late for his morning class 

focus?

• morning or bedtime routine

key interview questions? takeaways?

• 4 key questions
• share with me a typical morning preparing to come to the school
• can you tell me about what has happened as a result of being late for these classes? what are the costs / benefits to you of either allowing the problem to continue or solving the problem?
• of the many things that you do as preparation for coming to class in the morning, which are likely to be the biggest reasons for causing you to be late? 
• what changes have you made to deal with the problem?  why are they not working? 

• 4 key questions / responses
• share with me a typical morning preparing to come the University
• get up at 0610 ... get washed ... have breakfast ... leave the house 0650
• leave for school -70 km drive .. deal with traffic ... find parking ... get to class often late because of it (good eye contact; matter of fact replies)  
• probed further 
• why not get up sooner to leave sooner?) 
• am getting up at 0445 to go pray 
• then go back to bed ... to catch more sleep ... but often have difficulty getting up at 0600 because of it (good eye contact; matter of fact replies .. some delay in response - reflection?) 
• probed further 
• why do you not get enough sleep? 
• tell me about the night before
• get to bed often at midnight .... if I go to bed at 2300 seem to be ok (realization that the problem would be addressed with more sleep) (good eye contact; matter of fact replies .. some delay in response - reflection?)
• probed further 
• why do you not go to be earlier if you know it is better?)
• has to work for his father or brother ... doing work no one else can or knows how to do 
• finish day of classes at University at 1800 then have a 70 km drive back home .. often arriving at 1900 or later due to traffic .. then asked to work by his father (good eye contact; matter of fact replies .. some delay in response - reflection?)
• can you tell me about what has happened as a result of being late for these classes? what are the costs / benefits to you of either allowing the problem to continue or solving the problem?
• feel badly about getting to class late 
• want to be an accountant.. want to finish as soon as I can (good eye contact ... more emotion in reply) 
• of the many things that you do as preparation for coming to class in the morning, which are likely to be the biggest reasons for causing you to be late? 
• never got to this question.. because the probing unearthed more than enough 
• what changes have you made to deal with the problem?  why are they not working? 
• never got to this question.. because the probing unearthed more than enough

• key takeaways 
• key issues 
• negotiating w/ people to earn their support / respect 
• father / brother 
• need for sleep and time to achieve your goal

• manage time .. too many demands.. in too short a time

• learn ways to prioritize so that you address your needs / goals first .... cost / benefit analysis 
• task lists 
• deadlines
• manage distractions / time killers / technology  
• identify where you are losing time
• phone calls 
• mobile phone chatting 
• gaming 

• clarify purpose / long term goal to ensure you make it your focus

• visualize .. manifest it so it is always around you
• logo 
• poster 
• shared with father / brother

key problem?

• user is sleep deprived yet driving long distances and risking losing the school term

key solution?
know your goal

• need to focus on getting adequate sleep so that he can then have the energy / drive to address the other matters - negotiating with father; focusing on his goals; managing time
• 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

development of prototype?

key prototype?

feedback session?
After you’ve finished your testing session, clean up your notes and highlight comments or thoughts from the user feedback session that you find to be especially important.  

I began with my assessment of his problem. Original focus was on the need for sleep, that without enough sleep .. he could not study properly, he could not travel to and from work by car safely, he could not succeed in reaching his goal - to be an accountant. I commented on his goal - to be an accountant - and suggest that this should be his motivation to get sleep. I presented the idea of producing a badge or tag with his name on the front, a picture of himself, the word "accountant" below, and the year that he would plan to graduate. On the back side, I suggested that it list what he needs to succeed .. and reminded him of the need to get adequate sleep, to drive safely, and to make time to study. This brought up the need to get support for his goal from of his brother and father, both of whom have been drawing on his already limited time to call on him to do work for them most evenings. I urged him to get their signatures on this tag as a show of their support and as an opening to discussing the issue and manifesting for them how serious he is about his goal of becoming an accountant. With the tag complete, I suggested that the tag could be hung in the car, posted on the fridge, fastened to the bedroom door. It could even be made into a sticker and placed on books .. and shared with his brother and father.

Identify key feedback takeaways that you can use to iterate and improve your prototype. Based on the feedback you received, what are the small edits you would make to your prototype? Would you make any major changes?

Not much feedback received .. probably hampered by the fact that he is a low intermediate EFL student. He noted how "organized" the prototype / idea was. He asked to take a photo of it so he could share it (?) He also mentioned how he had heeded my advice from the earlier interview - namely the need to speak to both his brother and father about gaining their support for his goal of becoming an accountant, and for minimizing their demands on him to work so he could find more time to study and get to bed earlier. The results surprised him. His father mentioned how "we will find someone to do (his) work so (he) can study".

 Based on the feedback you received, what are the small edits you would make to your prototype? Would you make any major changes? If you have time, apply 1-2 pieces of your user feedback to improve your prototype. If you have less time, simply make some notes about how you would improve your next prototype.

One matter stood out. I saw more focus from him on the need to find more time to study rather than sleep (though I think both are likely to be important).  While inferred in the current iteration, this could very well be given as much prominence as the issue of sleep when designing the next iteration of the tag / badge.

my reflections on the design thinking process?

I've done this sort of design process before - as part of the job of being an education technologist - but with a different structure and terminology. This has just underscored for me the importance of the process. I did observe my own impatience with prototyping when I felt a bit rushed to get it done .. yet sensing the need to make time to let ideas emerge. I am also keen to move forward, eagerly anticipating and perhaps even craving feedback to help push an idea forward. I realize the tremendous importance of getting buy in from the end user - after all, it's all for not, if the end user isn't inspired to implement or integrate the design.

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.

Unit 1 - step 5 - prototyping

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 
   

Step 5: Prototype Your Solution (Prototype)

Goal: Build a model of your solution to effectively communicate your idea to your user. Duration: 15 minutes
Your prototype should give your user enough information about your solution idea or a specific element of your solution idea so that they can provide feedback for further iteration. This feedback is vital in ensuring that your solution idea truly addresses the problem you’ve identified. You will share your prototype with your user in Step 6 (Try). 
There are many types of prototypes and you should consider which format best communicates your solution idea to your user. We recommend using a sketch, a storyboard, or a simple physical prototype. Remember, these early prototypes are low-fidelity and should be done simply and quickly. Designers often go through dozens of iteration cycles (going back and forth between prototype and trying with users) as they develop their solutions.
For this assignment, we hope you have the opportunity to go through at least one iteration cycle: build a prototype, try the prototype with your user in Step 6, and then make some improvements based on user feedback.
To build a prototype of your solution idea, consider the following:

• What part of your solution idea is most important to share and try with your user? You can prototype one important feature of your solution or the whole thing. You’ll share your prototypes with your user in the next stage.
• What is the best way to communicate your idea to your user in order to get feedback? Consider sketches (see example), storyboards (see example), wireframes, simple physical prototypes (if you have relevant materials around, as well as the time and inclination). 
• A prototype is a draft of your idea and it will change over time. Don’t spend a lot of time on your first prototype (5-10 min max!) or worry about making perfect. Create something that your user can provide feedback on to help you determine your next step in developing the solution.

Take a picture (or screen capture) of your prototype and share it in the forums. Look at your classmates’ creative ideas!

 Steps leading up to Final prototype

Unit 1 - Step 4b - ideation - grouping

User - male, 19 years old, student 

• a student who is often late for his morning class 

focus?

• morning or bedtime routine

Goal: Evaluate solution ideas and select one to move forward to the prototyping stage. Duration: 10 minutes Arrange your ideas so that you can see all of them together.

Now, do the following: Organize similar ideas into a group. Groups could be based on: type of solution (ex: digital solution), solution element (ex: involves heating device), or another category that makes sense to you

Did you think of a solution that you think already exists? What features would you keep? How could you improve the existing solution? *For the sake of this project, do not worry about checking all of your ideas to see if they currently exist.*
 Could some of your ideas be combined and work better?
Are there certain ideas that would seem better if a particular aspect were removed?

Designers often identify insights about their users which help them create more empathic and innovative solutions. An insight is a unique quality about a user that informs a design decision. What insights have you learned about your user that might help you determine which solutions seem like the best to move forward with?
Example: In my interview I discovered that my user loves to eat eggs for breakfast. I should consider this as I design my solution.

Consider different criteria to help you sort through your ideas: Which is most creative? Most realistic? Most efficient? Use any criteria that seems helpful to you. Select one idea that seems especially promising; you’ll use this idea to create low-fidelity prototypes in the next step of this assignment.

grouping  

   need to focus on grouping earlier work 

earlier work 

focus on one specific user problem? 

• need to focus on getting adequate sleep so that he can then have the energy / drive to address the other matters - negotiating with father; focusing on his goals; managing time 

Goal: Evaluate solution ideas and select one to move forward to the prototyping stage. Duration: 10 minutes Arrange your ideas so that you can see all of them together. Now, do the following: Organize similar ideas into a group. Groups could be based on: type of solution (ex: digital solution), solution element (ex: involves heating device), or another category that makes sense to you Did you think of a solution that you think already exists? What features would you keep? How could you improve the existing solution? *For the sake of this project, do not worry about checking all of your ideas to see if they currently exist.* Could some of your ideas be combined and work better? Are there certain ideas that would seem better if a particular aspect were removed? Designers often identify insights about their users which help them create more empathic and innovative solutions. An insight is a unique quality about a user that informs a design decision. What insights have you learned about your user that might help you determine which solutions seem like the best to move forward with? Example: In my interview I discovered that my user loves to eat eggs for breakfast. I should consider this as I design my solution. Consider different criteria to help you sort through your ideas: Which is most creative? Most realistic? Most efficient? Use any criteria that seems helpful to you. Select one idea that seems especially promising; you’ll use this idea to create low-fidelity prototypes in the next step of this assignment.

Unit 1 - Step 3 - what was challenging about the step / what would I do differently?

Discuss problem-finding with your classmates in the forums. Share what was challenging, what you’d do differently, etc.

Challenging? How about biggest takeaway! Biggest takeaway for me was just how important it was to get good, indepth information. That could only be accomplished when the task of questioning was done in an as unbiased and non prejudicial way as possible. I do recall my earlier assumptions that the student's problems had more to do with attitude and lack of ability but once I began to question with what I hoped were well meaning questions - not loaded questions - the responses I got appeared open and sincere and quickly contrasted with my assumptions. Underscored the need to realize a non threatening, supportive environment for this probing to take place in .. if I was to have any success in getting sincere, meaningful and indepth responses .

I also found it challenging to probe and yet be non threatening. A measure of that success could be found in the degree to which I could probe without judgement .. measured in the quality of output that I did get. The output made it much more clear to me what sort of issues the student was encountering. It also made it clear just how many blindspots the student had on the issue.

What would I do differently?
Realizing now how important this step really is... I might want to conduct yet another follow up interview to collect still more information... to probe areas that seem to be major issues and see how the student responded - if they perceived the problem(s) in the same way.

Unit 1 - Step 3 - Select Specific User Problem (Focus)

User - male, 19 years old, student 

• a student who is often late for his morning class 

focus?

• morning or bedtime routine
  advice to finding problems / opportunities 
  
  

  • General notes from video 
  • examine how someone sets to work / why they came to work? values that drive them to work (motivation) 
  • find gaps in the user's knowledge / understanding  where there could be a solution 
  • analyze how they feel about what they are doing 
  • present your ideas .. they may not even be aware of possibilities that you see 

  
  

  • Specific example - student 
  • reinforce what he values / goal that he is striving for 
  • make it visual
  • make it a priority never to be forgotten 
  • (i.e. Accounting graduate 2020 - accountant 2022 made into a logo; posted in the car) 
  • negotiate with father for supporting you in achieving your goal, lessen or shift work commitment so you can get more sleep 
  • share logo; include him in logo .. a partner 
  • learn simple time management techniques - to maximize already limited time.. carve out time for you and your needs 

  
  

  1. Take out your notes and your completed Interview Template. Reflect on the interview and what you learned about your user. What stood out to you? 

  • What are some specific problems that the interview revealed?
  • gaps in user experience 
  • negotiating
  • self / time management; respect for what you value (i.e. prayer, family)
  • goal orientation / visualization 

  
  

  • Think about gaps in the user’s experience, meaning areas where the user could benefit from a solution.
  • negotiating w/ people to earn their support / respect
  • manage time .. too many demands ..
  • manage distractions / time killers / technology 
  • clarify purpose / long term goal to ensure you make it your focus 

  
  

  • Consider areas for exploration that especially resonate with you. 
  • negotiating w/ people to earn their support / respect 
  • father / brother 
  • need for sleep and time to achieve your goal
  • manage time .. too many demands.. in too short a time
  • learn ways to prioritize so that you address your needs / goals first .... cost / benefit analysis 
  • task lists 
  • deadlines
  • manage distractions / time killers / technology  
  • identify where you are losing time
  • phone calls 
  • mobile phone chatting 
  • gaming 
  • clarify purpose / long term goal to ensure you make it your focus
  • visualize .. manifest it so it is always around you
  • logo 
  • poster 
  • shared with father / brother   

  
  

  • Key takeaways are what designers often call these revealed problems, gaps, and areas for exploration.

  
  

  2. Write at least five key takeaways on sticky notes (or just small pieces of paper). (padlet)

  • Make sure all of the information is in front of you.
  • Cluster sticky notes with similar ideas on them to look for patterns or recurring threads. 
  • Check out the takeaways from our example interview. You can use the same template to organize your thoughts. 
  •  

  3. From these takeaways, identify specific problems your user has.

  • sleep deprived
  • long distance to drive to and from class 
  • risking accident driving without enough sleep
  • risking losing the term due to lateness or absences from class
  • demands being made of him with work when he gets back from school .. thus late to bed  

  4. Select one specific problem you want to design a solution for using one or more of the following criteria (or others that you come up with) to make your selection: most urgent, most interesting, most unexpected, time, materials, desired outcomes, etc. 

  • most urgent? 
  • sleep deprivation

  
  5. Capture that problem in a problem statement.  Example: User’s food gets cold on her way to work.
  
  

  • user is sleep deprived yet driving long distances and risking losing the school term  

  
  

  

   

Unit 1 - Step 4a - Ideation (brainstorming)

User - male, 19 years old, student 

• a student who is often late for his morning class 

focus?

• morning or bedtime routine

focus on one specific user problem? 

• need to focus on getting adequate sleep so that he can then have the energy / drive to address the other matters - negotiating with father; focusing on his goals; managing time 

Unit 1 - Step 2 - results of interview / select specific user problem

User - male, 19 years old, student 

• a student who is often late for his morning class 

focus?

• morning or bedtime routine

• 4 key questions
• share with me a typical morning preparing to come to the school
• can you tell me about what has happened as a result of being late for these classes? what are the costs / benefits to you of either allowing the problem to continue or solving the problem?
• of the many things that you do as preparation for coming to class in the morning, which are likely to be the biggest reasons for causing you to be late? 
• what changes have you made to deal with the problem?  why are they not working? 

• 4 key questions / responses
• share with me a typical morning preparing to come the University
• get up at 0610 ... get washed ... have breakfast ... leave the house 0650
• leave for school -70 km drive .. deal with traffic ... find parking ... get to class often late because of it (good eye contact; matter of fact replies)  
• probed further 
• why not get up sooner to leave sooner?) 
• am getting up at 0445 to go pray 
• then go back to bed ... to catch more sleep ... but often have difficulty getting up at 0600 because of it (good eye contact; matter of fact replies .. some delay in response - reflection?) 
• probed further 
• why do you not get enough sleep? 
• tell me about the night before
• get to bed often at midnight .... if I go to bed at 2300 seem to be ok (realization that the problem would be addressed with more sleep) (good eye contact; matter of fact replies .. some delay in response - reflection?)
• probed further 
• why do you not go to be earlier if you know it is better?)
• has to work for his father or brother ... doing work no one else can or knows how to do 
• finish day of classes at University at 1800 then have a 70 km drive back home .. often arriving at 1900 or later due to traffic .. then asked to work by his father (good eye contact; matter of fact replies .. some delay in response - reflection?)
• can you tell me about what has happened as a result of being late for these classes? what are the costs / benefits to you of either allowing the problem to continue or solving the problem?
• feel badly about getting to class late 
• want to be an accountant.. want to finish as soon as I can (good eye contact ... more emotion in reply) 
• of the many things that you do as preparation for coming to class in the morning, which are likely to be the biggest reasons for causing you to be late? 
• never got to this question.. because the probing unearthed more than enough 
• what changes have you made to deal with the problem?  why are they not working? 
• never got to this question.. because the probing unearthed more than enough 

Unit 1 - Step 2 - prepare & conduct interview

target user

User - male, 19 years old, student 

• one of my students who is often late for his morning class with me  

focus?

• morning or bedtime routine

brainstorm questions 

• initial questions
  • what do you see as the current reason for being so late for class most morning?
  • what are the costs / benefits to you of allowing the problem to continue or solving the problem?
  • do you want to solve the problem? why or why not? 
  • what are you doing now to solve the problem? why is or is it not working?  
  • what other options do you have to help solve the problem? have you acted on these? why or why not?
  • what do you have control over to help solve the problem?
  • what do you not have control over but wish you did? 
  • what other options have you tried to help solve the problem? why haven't they worked?
• 4 key questions
• share with me a typical morning preparing to come the University
• can you tell me about what has happened as a result of being late for these classes? what are the costs / benefits to you of either allowing the problem to continue or solving the problem?
• of the many things that you do as preparation for coming to class in the morning, which are likely to be the biggest reasons for causing you to be late? 
• what changes have you made to deal with the problem?  why are they not working?   

Interview Tips

	Example (using morning routine)
Avoid asking questions that reflect a personal bias so you get a genuine answer from your user.	Avoid: “Isn’t it stressful to get ready in the morning? How could it be easier?” Better: “Tell me about  getting ready in the morning. How would you describe your emotions or attitude?”
Focus on specific moments or experiences.	Avoid: “What do you usually eat for breakfast?” Better: “What did you eat for breakfast today?”
Ask the interviewee to walk you through their experience.	“Imagine you’re preparing breakfast. Walk me through that experience.”
Solicit stories and emotions.	“Can you tell me about a time when you felt really rushed to get ready for work? What was that like?”
Dig into “pain points” the user mentions.	“You said that it’s hard sometimes to pick out clothes and get ready in time. What part of picking out clothes is especially challenging?”
Ask “why” often and as a follow-up to questions in order to learn more.	“Why do you pack your breakfast in the morning?” Potential response: “I  don’t have time to sit down and eat.” Follow-up questions: “Why is eating breakfast important to you?”

Unit 1 - Step 1 - select your user

Goal: Find a user for your design project.    Duration: 5 minutes A "user" is a person or group of people designers design with and for.  
Choose someone you can interview for 15 minutes (partner, child older than 6 years old, colleague, friend, family member, etc.). The interview can be done virtually, but we recommend that you conduct it in person. This will allow you to get a good sense of facial expressions and emotions.

• target - one of my students who is often late for his morning class with me 

Pick one of the following experiences to be the impetus for your design project and the subject of the interview:

• Morning or bedtime routine
• Preparing a meal (could include grocery shopping)
• Hosting a party or event
• Preparing for a trip

For now, just make sure that your user is happy and excited to be interviewed and that he/she has availability, considering the due date of this assignment. Assure your interviewee that you will not share identifying information. You’ll refer to your interviewee using terminology like the following: “Female, 18 years old.” You’ll conduct the interview in the next step of this assignment.

Unit 1 - Assignment - introduction

Rationale 
This first assignment asks you to apply the design thinking process to an everyday problem for someone you know. It is meant to expose you to the different stages of the design thinking process, as well as introduce you to a few key design skills that you will continue to develop in Units 2 and 3. As with any new skill, the more you practice the design process, the better you will become.  


You'll center your project for this assignment around ONE of the following experiences:

• Morning OR bedtime routine (student being consistently late for class)
  
• Preparing a meal (could include grocery shopping)
• Hosting a party or event
• Preparing for a trip

You'll produce a low-fidelity prototype in response to the user problem you have identified, as well as other documents/materials that show your thought trajectory and your progress through the various steps.  

This assignment will be split into multiple steps and interspersed with video content that will provide guidance. You’ll have two weeks to complete all steps. 

• Step 1: Select Your User (Discover) (5 minutes)
• Step 2: Prepare for and Conduct Interview (Discover) (20-25 minutes)
• Step 3: Select Specific Problem and Identify Insights (Focus) (10-15 minutes)
• Step 4: Generate Ideas and Evaluate (Imagine) (10 minutes)
• Step 5: Build Your Solution (Prototype) (10-15 minutes)
• Step 6: Get User Feedback and Iterate (Try) (15-20 minutes)
• Step 7: Reflect, Share, and Give Peer Feedback (Reflect & Share) (25+ minutes) - You'll synthesize, reflect, and share your work from throughout the design process with classmates and the teaching team. You'll provide feedback to your classmates and receive feedback from them.

Plan to deliver

• General information about your user. 
• Your interview questions, notes and key takeaways
• User problem, expressed concisely
• Images and description of your brainstorming process and the solution idea you selected
• Your original prototype and description of additional iterations
• Your feedback session questions, notes, key takeaways and reflections on ways to iterate your prototype
• Your reflections on the design thinking process

https://courses.edx.org/courses/course-v1:MITx+11.155x+1T2017/courseware/1405e28dc90e431c84d86dbdfc8e1e77/6717b7cfb852414ea40ef9dabc6843ff/?child=first