Design Thinking for Educators: Brainstorming Engagement

Design Thinking for Educators

Kim DucharmeDirector of Educational User Experience Design

2016 UDL SymposiumAugust 9, 2016

www.cast.org

— Brainstorming Learner Engagement

Goals—Learn about design thinking tools and

methodologies

—Gain empathy through journey mapping (a tool borrowed from user experience design)

— Ideate a more engaging lesson plan through design thinking and the principles of Universal Design for Learning

Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016

Design Thinking

The goal is matching people’s needs with what is technologically feasible and financially viable— Tim Brown, IDEO

Is an innovation processEducational goals

…and meets educational goals.


Tim Brown, IDEO

Deeply cross-disciplinaryInvolves the users and stakeholders in the design process

Design Thinking

Problem finding Problem solving Solution testing

EMPATHY DEFINE IDEATE PROTO-TYPE TEST

Learn about your audience

Define the problem space based on empathy insights

Brainstorm creative solutions

Test your ideas, iterate based on feedback

Try experiments in the classroom


Design Thinking


Today


EMPATHY— Learn about your audience— Find the deep and meaningful NEEDS through

observing and engaging



EMPATHY: Personas

Anxious Alma

Does okay on homework

Average student

Struggles with science

Lacks self-confidence

Finds classroom environment

threatening, struggles to

concentrate

Withdraws due to fear of failure

– does not partcipate or engage

with classmates

– would rather refuse answering

a question than risk getting

it wrong

+

–

–

– –

– – –

Goof-off Gage

Invests in making a positive

impression (by being a goof-off)

Assumes that he will fail right

from the start, be seen as

incompetent (tries to hide this by

being a goof-off)

Invests in appearing too smart to

try

Avoids authentic engagement in

content — asks lots of questions

to appear engaged, but gets

answers from classmates.

Undermines assessment

feedback function by cheating

+

–

– –

– –

– –

– – –

Helpless Hannah

Displays neither enthusiasm nor

bad behavior

Views herself as incompetent

and unable to master new

academic material

Assumes that she will fail, so

why even try?

Remains socially, intellectually,

and emotionally detatched

Interprets poor performance as

confirmation of low expectations

–

–

–

– –

Derrived from Motivation to Learn, Deborah Stipek

Design Thinking for Educators — Emotions by Design

Student Personas

Satisfied Santos

Enjoys intellectual challenge

outside of school, sophisticated

science understanding beyond

class curriculum

Enjoys the social engagement of

school, is popular, likable

Does not rely on school

performance for self-esteem

Talent for writing science fiction

Does not respond to grade

incentives, satisfied with "C's"

though could be earning "A's"

Performs only enough to avoid

negative attention

++

++

+

+

–

Safe Sally

Performs well by most academic

criteria

Enjoys the respect of classmates

and teachers

Benefits from test-taking and

other academic skills

Engages only enough to get an

"A," reads only what will be

tested on

Motivated by good grades and

external recognition — learning

is instrumental, but no intrinsic

value, joy or excitement

Avoids the risks of stretching

herself, and rewards of creative

exploration

++

++

+

–

–

– –

+

+

–

–

– – –

Alienated Al

Responds well to those

interested in, and engaging, his

strengths and interests

Likes to be held accountable to

high expectations, needs

support achieving them

Not trusted to use autonomy

productively

Assumes that he is not capable,

will fail

Psychologically checked out,

assumes that no one cares

Derrived from Motivation to Learn, Deborah Stipek

Design Thinking for Educators — Emotions by Design

Student Personas

— Imagine you’ve done some design research, and distilled findings into 6 unique “personas”(Alma, Gage, Hannah, Santos, Sally, and Al)

Derived from Motivation to Learn, Deborah Stipek

EMPATHY: Going deeper— We’re going to imagine the experience of a lesson

on circuits through the lens of our personas(Alma, Gage, Hannah, Santos, Sally, and Al)

— How might we gain deeper insights?— Journey mapping



blog.blackboard.com/what-educators-can-learn-from-interaction-design

www.intuitlabs.com

www.uxmatters.com/mt/archives/2011/09/images/EffectiveUIJourneyMapExample.jpg [EffectiveUI, Inc., 2010]

www.adaptivepath.com/uploads/images/ap_exploratorium_journeymap_2%281%29.png

— A tool for more deeply understanding an experience — New insights on student emotions, needs, barriers,

opportunities and strengths will fuel the process for ideating a better, more engaging circuits lesson that addresses a range of learner variability

EMPATHY: Journey mapping


Circuits lesson: Lighting a Bulb / journey map starter skeleton

Kim Ducharme, Emotion by Design / Design Thinking for Educators, 4.14.2016

INTRO

TEAC

HER

STUD

ENT

Stages

Activity

Emotion,engagement

Barriers,pain points,triggers

Needs, goals,aspiratioins

Other

DO FOCUS/CHALLENGE

EMOTIONAL BASELINE

DO REFLECTION & SENSEMAKING

Introduce

• activity• D-cell battery• vocabulary: D-cell, battery, source, electrical energy

Introduce

• lightbulbChallenge

propose students

make bulb light

Monitor

student progress

Distributeworksheet

Reviewsuccesses with

whole class

Introduce

terms:

• electricity converter, • circuit• components• contact points

Ask

focus question:

How do you decide

if a bulb will light?

Getters

get materials

Try

studetns try

different solutions

Discussways to light bulb

Predict & check

think about and

check predictions

Record

predictions

Lead discussion

• students discuss their predictions and observations• discuss a few circuit principles

Discuss• predictions and observations

Prompt

to construct an explanation.

Should contain • claim • evidence • reasoning

Construct an

explanation

Write WHAT happened

and WHY?

Present

explanation

WHAT happened

and WHY to group

Debate/persuade best explanation

Reconcile competing ideas

using evidence

Journey map

A skeleton map of the circuits lesson


Journey mapJourney Map / Lighting a Bulb lesson - starter skeleton

INTROStages

Activity

Emotion,engagement



Other

Opportunities (future state)

DO FOCUS/CHALLENGE

EMOTIONAL BASELINE

DO

Introduce

• activity• materials• vocabulary

Introduce

• lightbulbChallenge #1

propose students

make bulb light

Monitor

student progress

Distribute

worksheet


whole class

Introduce

the term “electricity

converter”

Ask

focus question:

How do you decide


Getters

get materialsTry

studetns try

different solutions

Discuss

ways to light bulb

Think & check

think about and

check predictions


Lighting a Bulb

A lesson on circuits

Imagine the experience through the lens of your persona.


Journey mappingJourney Map / Lighting a Bulb lesson - starter skeleton

INTROStages

Activity

Emotion,engagement



Other


DO FOCUS/CHALLENGE

EMOTIONAL BASELINE

DO

Introduce


Introduce


propose students

make bulb light

Monitor

student progress

Distribute

worksheet


whole class

Introduce


converter”

Ask

focus question:

How do you decide


Getters

get materialsTry

studetns try

different solutions

Discuss

ways to light bulb

Think & check

think about and

check predictions

Use information from your persona’s experience over time to place insights onto the map— Think about emotions & levels of engagement, also note barriers and

strengths for your student around understanding, action & expression


DEFINE— Reframe needs and insights

from empathy stage (personas & journey mapping) into actionable problem statements

DEFINEEMPATHY PROTO-TYPE TESTIDEATE


DEFINEProblem statement format:


Dave needs a way to [ ______ ],because [ insight ].

Look at sample problem statements, then construct your own


Example problem statement:


Hannah needs positive reinforcement, because she lacks feelings of confidence.




Santos needs a way to make his own learning goals, because he likes moving at his own intellectual pace.




Sally needs a way to feel comfortable in making mistakes, because the fear is limiting her learning.


IDEATE— Brainstorming and coming up with

creative solutions

EMPATHY PROTO-TYPE TESTDEFINE IDEATE


Tim Brown, IDEO


IDEATE: Seed questions— Generate brainstorming seed questions

from insights in problem statements + learning goal(s)

“How might we…?”“What if…?”



IDEATE: Seed question examplesProblem statement: Hannah needs positive reinforcement, because she lacks feelings of confidence.

How might we give Hannah a chance to shine?



IDEATE: Seed question examplesProblem statement: Santos needs a way to make his own learning goals, because he likes moving at his own intellectual pace.

How might we support Santos’ autonomy while still supporting the classroom goals of the circuits lesson?



IDEATE: Seed question examples— Problem statement: Sally needs a way to feel comfortable in

making mistakes, because the fear is limiting her learning.

How might we help Sally redefine success?

Write a few of your own — Consider how we might provide opportunities for multitiple means of engagement, representation, and action & expression.



Choose a seed questionDecide on a brainstorming question* to work on. Some criteria:— One you are most excited about— The biggest problem (even if it’s hard)— The most potential to move forward (feasible)


*Typically, you would brainstorm a series of questions


Rules for a Good Brainstorm

• Encourage wild ideas.

• Don't make any judgments about ideas.

• Stay on the current question.

• Express an idea and then move on.

• Build on the ideas of others.

• Have only one conversation at a time.

IDEATE: Brainstorm

1. Write down ideas individually (5 mins)



2. Put up on the wall (read aloud as you go)

3. Build on, combine, new ideas (5 mins)

— Choose the best and wildest ideas

1. Group similar ideas, remove duplicates

IDEATE: Narrow down



2. Dot voting: Each person gets 3 green dots (best idea)3 blue dots (wildest idea)

3. Discuss and choose 2 best, 2 wildest ideas5 mins

ConsolidateJourney Map / Lighting a Bulb lesson - starter skeleton

INTROStages

Activity

Emotion,engagement



Other


DO FOCUS/CHALLENGE

EMOTIONAL BASELINE

DO

Introduce


Introduce


propose students

make bulb light

Monitor

student progress

Distribute

worksheet


whole class

Introduce


converter”

Ask

focus question:

How do you decide


Getters

get materialsTry

studetns try

different solutions

Discuss

ways to light bulb

Think & check

think about and

check predictions

Groups share out:— Persona, problem statement, brainstorm question— Add best ideas & craziest ideas to big, class map

This is our potential future state journey map


Design Thinking

Problem finding Problem solving Solution testing


Learn about your audience

Define the problem space based on empathy insights

Brainstorm creative solutions

Test your ideas, iterate based on feedback

Try experiments in the classroom


Reflection

…on the design thinking process and journey mapping toolJourney Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015

INTROStages

Activity

Emotion,engagement



Other


DO FOCUS/CHALLENGE

EMOTIONAL BASELINE

DO NEW CHALLENGE DO

Introduce


Introduce


propose students

make bulb light

Monitor

student progress

Distribute

worksheet

Review

successes with

whole class

Introduce

the term

“electricity

converter”

Ask

focus question:

How do you decide


Getters

get materials

Try

studetns try

different solutions

Discuss

ways to light bulb

Think & check

think about and

check predictions

Record

predictions

Introduce

vocabulary:

• circuit• components• contact points

New challenge

can you make a

one-wire circuit?

Lead discussion

• students discuss their circuits• discuss a few circuit principles

Do

challenge

Draw

as students

succeed, draw

circuit

Discuss

students study and

discuss their circuits

Prompt

to answer focus question

— write an explaination in their

science notebook

Answer

focus question in

science notebook

—On today’s experience

—On applying to your own work — How would you use, extend, change, add to the tools?

—Other applications?e.g. — Look at teachers’ experience

— Use as conversation piece in design researchKim Ducharme / Design Thinking for Educators / UDL Symposium 2016

Feedback

Put two post-its on today’s session journey mapJourney Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015

INTROStages

Activity

Emotion,engagement



Other


DO FOCUS/CHALLENGE

EMOTIONAL BASELINE

DO NEW CHALLENGE DO

Introduce


Introduce


propose students

make bulb light

Monitor

student progress

Distribute

worksheet

Review

successes with

whole class

Introduce

the term

“electricity

converter”

Ask

focus question:

How do you decide


Getters

get materials

Try

studetns try

different solutions

Discuss

ways to light bulb

Think & check

think about and

check predictions

Record

predictions

Introduce

vocabulary:

• circuit• components• contact points

New challenge

can you make a

one-wire circuit?

Lead discussion

• students discuss their circuits• discuss a few circuit principles

Do

challenge

Draw

as students

succeed, draw

circuit

Discuss

students study and

discuss their circuits

Prompt

to answer focus question

— write an explaination in their

science notebook

Answer

focus question in

science notebook

1. Identify one highlight — & why

2. Identify one thing you would change — & how you would change it


Thank you.— Come and visit us at CAST!

— Join the conversation — Twitter: #edUX

— LinkedIn: Educational User Experience Design www.linkedin.com/groups/6956915

— Meetup: Experience Design for Learning www.meetup.com/Experience-Design-for-Learning (Boston-based)

Kim DucharmeDirector of Educational User Experience Designkducharme [at] cast.org

www.cast.org