DESIGN THINKING: PROCESS & PRACTICE - ptopnetwork.jff.org Thinking... · Design Thinking for Educators Toolkit.] DESIGN THINKING. AN EXAMPLE “The rapid evolution of technology is

ChadDesharnais,ProgramManager,PathwaystoProsperityKyleHartung,Director,PathwaystoProsperityDanRiley,Director,Marlborough STEMEarlyCollegeHighSchool

June27,2016

DESIGNTHINKING:PROCESS&PRACTICE

> Welcome

> DesignThinking:Process

> ContextforPractice

> DesignThinking:Practice

> Implications

OVERVIEW

[additionalcontentalso:IDEO,LCC(2012).DesignThinkingforEducatorsToolkit.]

DESIGNTHINKING

ANEXAMPLE

“Therapidevolutionoftechnologyischanging notonlythewaystudentsthinkandlearn,buttheparadigms forclassroominstructionaswell.Foreducationalinstitutions,thisincreasinglymeanstransitioningfromtraditional,instructor-guidedclasssettingstomorecollaborative,interactiveenvironments.

However,newmodelsforactivelearningrequiremorethanmodifyingteachingmethodologies.Toengageandstimulatetoday’sstudents,thelearningenvironmentmustalsochange…”Source:CenterforInnovativeTeaching&Learning,IndianaUniversity:“NodeChairsMoveStudetns toNewActivity.”

Here’showSteelcasetackledthischallenge

ANEXAMPLE

DESIGNTHINKING

"Wechoosetogotothemooninthisdecadeanddotheother

things,notbecausetheyareeasy,butbecausetheyarehard…”– JohnF.Kennedy,1962–

WHOCARES?

BACKGROUND/CONTEXT

Mission/Goal> Enrich America’s classrooms with 100,000 excellent STEM teachers by 2021

to address one of the country’s most pressing challenges: Giving all kids access to great STEM learning.

Approach> Expand the network of hundreds of best in-class partner organizations, each

taking on a pivotal role in contributing to this goal. > Determined 7 grand challenges to overcome in achieving this goal.

BACKGROUND/CONTEXT

READY?

What’sthebigidea?

> Learnabouttheaudienceforwhomyouaredesigning

> Understandpeopleinthecontextofthechallenge

> Uncoverwhatis“true”and“meaningful”forpeople…whatdotheybelieve?

What’sthewhat?

> Seekoutthevoices/experiencesofthe“end”user

> Observe,engage,watch,&listentoharvestrichstories

STAGEONE

STAGEONE

Whymightthisbethecase?Whatdoyouimagine‘stakeholders’wouldsayaboutthis?

Considerthevoicesof:Families,Students,Schoolpeople,Industry(smallbusiness,corporate,non-profit),Communitymembers,Communityorganizations,Government,etc.

> SomefamiliesandcommunitiesarenotawarethatSTEMskillsareuniversalskills.

> Somefamiliesandcommunitiesdonotknowhowtocontributetostudents’STEMlearning.

> Thereisaperceptionthatpoorandminoritystudents,aswellasgirls,cannotexcelinSTEMcourses.

> Stemprofessionsarenotwell-understood.

STAGEONE

What’sthebigidea?

> ‘Unpack’&synthesizewhatyouhavelearnedfromyourempathyworktodrawconclusions

> ProblemFinding vs.ProblemSolving

> Consider: WhatdoIwanttobe“true”?Whatcouldbebetter?“Howmightwe…?”

What’sthewhat?

> Generateaproblemstatementbasedonpatternsofobservation

> Constructapointofviewthatisbasedon“user”needsandinsights[User+Need+Insight=POV]

STAGETWO

Communitiesaredisconnectedfrom

STEMlearning.

STAGETWO

> SomefamiliesandcommunitiesarenotawarethatSTEMskillsareuniversalskills.

> Somefamiliesandcommunitiesdonotknowhowtocontributetostudents’STEMlearning.

> Thereisaperceptionthatpoorandminoritystudents,aswellasgirls,cannotexcelinSTEMcourses.

> Stemprofessionsarenotwell-understood.

What’sthebigidea?

> Transitionfromidentifying problems tocreatingsolutions

> Combineyourunderstanding oftheproblemwithyourimagination

> Pushing forthewidestrangeofideas(notfinding a“best”solution”)

What’sthewhat?

> Generate/brainstorm ideas

> Gobeyond theobvious toharvestthecollectiveperspectivesofteam &uncover theunexpected

> Pursuevolumeandvariety

STAGETHREE

STAGETHREE

DO…

> Defer judgement

> Encourage wild ideas

> Build on ideas of others

> Stay focused on the problem

> Be visual

> Go for quantity

DON’T…

> Judge

> Criticize or filter

> Debate

> Engage in “power concentration”

> “Chat”

You can’t be wrong!Make each other look brilliant!

Refineyourideas

> “Cluster”relatedideas

> Frameoneortwo“big”ideas

> Doarealitycheck:Whatarethevalues/needs?Thechallenges/barriers?

> Describeitinmoredetail:

– Whatneeds/opportunities does itaddress?

– Giveitaname

– Sketchit

> Identify/lookforheadlines>>onesentencestatements

STAGETHREE,CONT.

What’sthebigidea?

> Prototyping is:

– RAPID(don’tperseverate!)

– Anactofthinking/learning

– Acommunicationofideas

– Thebeginningaconversation

– Failingquicklytotestpossibilities

What’sthewhat?

> Identifyakeyvariabletoworkwith&keep“user”inmind

> Createa“scale”representationofoneortwoofyour ideas(i.e.,“fleshitout”):Mock-up,Model,Diagram,Astory,etc.

STAGEFOUR

What’sthebigidea?

> Returnto“user”grouptotest ideas

> Refineprototypes andpotentialsolutions(ITERATE!)

> Learnmoreaboutthe“user”(needs,insights,POV,etc.)

> Refineyourown POVofthechallenge

What’sthewhat?

> Showdon’t tell:letthe”user”useit,incontext(createexperiences)

– Ifnotpossible,frameasituationwhereuserstakeonroles/task

> Askuserstocompare

> ”Alwaysprototype asifyouknowyou’reright,buttestasifyouknowyou’rewrong”

STAGEFIVE

Here’swhatwearegoingtodo…

1. Wearegoingtodisplayyourprototypes.

2. Forthefeedbackcycle,alldesignteamsaregoingtoassumetherole(andPOV!)ofadifferent”user”group toprovidefeedback:

• Families&Students[#1- ]

• Secondary/Post-secondary Folks[#2- ]

• Workforce/Industry (smallbusiness, corporate,non-profit) [#3- ]

• Communitymembersand/ororganizations[#4- ]

• Government/Municipal [#5- ]

STAGEFIVE– MODIFIED

POST&PONDER

Solution #1 Solution #2 Solution #3

Solution #4 Solution #5

Turnandtalk> Howmightyouincorporatedesignthinkingintoyourown

work?

> Considerimplicationsfor:

– Instructionalpractice&curriculardesign

– Studentlearning&experience

– Pathwaysdesign&implementation

– Schooldesign/redesign

IMPLICATIONS

100KIN10GRANDCHALLENGES

Wearealldesigners

Steppingoutofourcomfortzone=learning

Embracea‘beginner’smind’

Problemsarejustopportunitiesfordesignindisguise

CLOSINGTHOUGHTS

CHAD [email protected]

TEL 617.728.4446 FAX 617.728.4857 [email protected] Broad Street, 8th Floor, Boston, MA 02110 (HQ)

122 C Street, NW, Suite 650, Washington, DC 20001505 14th Street, Suite 900, Oakland, CA94612WWW.JFF.ORG

27

KYLE [email protected]

Marlborough STEM Early College High School431 Bolton StreetMarlborough, MA 01752Phone: 508.460.3500, x7510

DAN [email protected]