New Approaches to the Long-Form Article DMGT 732

8/20/2019 New Approaches to the Long-Form Article DMGT 732

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FACILITATOR

Molly Blessington

PARTICIPATING ENTITY

KidsHealth

FACILITATING CREATIVE THINKING:

New Approaches tothe Long-Form Article

COURSE SECTION

SCAD DMGT 732OL

PROFESSOR

Regina Rowland, Ph.D.

Figure 1. Photo o six hats aligned wi th project activities. Author’s image.


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Table of ContentsPROJECT OVERVIEW The Project Goal .....................................................

The Expected Outcome .........................................

The Entity .................................................................

The Location ............................................................ The Participants .......................................... ............

PROJECT ACTIVITY PLAN The Deined Problem .............................................

Warm-up Activity ....................................................

Visual Storytelling Activity ....................................Cool-down Activity .................................................

WARM-UP ACTIVITY Overview ...................................................................

Activity in Progress .................................................

The End Product .....................................................

Takeaways ............................................................ ....

Suggested Improvements .....................................

3

3

4

4

5

7

8

1012

14

15

16

17

18

VISUAL STORYTELLING ACTIVITY Overview ................................................................

Activity in Progress ...............................................

The End Product ..................................................

Takeaways ........................................................... ..

Suggested Improvements ..................................

PROJECT ANALYSIS Workshop Assessment .................................. ......

Peer-to-Peer Interaction ............................. ........

APPENDIX Detailed Design Plan (Warm-up) .......................

Detailed Design Plan (Visual Storytelling) .......

Obtaining Permission .............................. ............

Collecting Feedback ............................................

Video Presentation ..............................................

Reerences .............................................................

Tables .....................................................................

Figures ....................................................................

20

21

22

28

29

31

33

35

36

38

42

43

44

45

46

Figure 2 . Photo o tablet devi ce used to rame Table o Contents. Author’s image.


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THE PROJECT GOAL

As deined in the context o this course, “knowledge acquisition involves complex

cognitive processes including perception, learning, communication, association, and

reasoning (Byrnes, 2009).” Through a series o creative exercises, a group o non-designers

recruited rom KidsHealth, were required to apply lateral thinking strategies to reshape

how they acquire knowledge.

Afer communicating with the non-designer group, a problem was deined to serve as

a ocal point or acilitation. The goal or the group was to generate a multitude o new

approaches that could potentially solve the deined problem.

For the purpose o this course, the acilitator was responsible or encouraging creative

exploration through a Warm-up Activity and Visual Storytelling Activity. Both creative

activities afforded participants the opportunity to think beyond traditional andconventional ways o addressing the problem.

Afer partaking in both creative exercises, there was an opportunity to provide eedback.

Collecting eedback is important as it gauges the success o the experience rom

the participant’s perspective and can be used as a barometer or measuring against

deined goals.

PROJECT OVERVIEW:

The Objective

THE EXPECTED OUTCOME

As one can deduct rom the project goals, th e intent o both activities was

not to implement a solution to the problem. The outreach was ar greater and

transormative in nature.

As design managers, we were tasked with the responsibility o acilitating

creative thinking strategies to enable our non-designer group to reconnect

with their inner child to nurture creativity and innovation. Through the

application o lateral thinking strategies, the overarching experience has the

potential to oreshadow uture opportunities by empowering individuals to

think beyond more traditional, vertical pathways when aced with a problem.

As a result, the expected outcome was to truly explore the problem through

ideation — an outcome that was met and exceeded expectations.

Figure 3 . Photo o materials supplied at the onset o the Warm-up Activity. Author’s image.


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THE LOCATION

The site selected or both creative exercises was a conerence room located

at the Applied Bank Center in Wilmington, DE. This location is considered a

second home to many o the participants who spend their days e volving the

KidsHealth brand.

Convenience and amiliarity with the environment played a part in selecting

this location. Also, it was crucial to ind a location that offered the amenities

that would set the stage or a successul execution o both exercises.

Some amenities offered at this location included: a long table to support

collaboration, comortable chairs to keep the participants relaxed, and

ambient lighting to support the creative climate.

THE ENTITY

KidsHealth is a non-proit organization located in Wilmington, DE. Established in 1992 as

part o The Nemours Foundation, KidsHealth is a pediatrician-led group dedicated to the

creation o user-riendly and reliable inormation about children’s health (Izenberg, 2014).

In 1995, KidsHealth emerged with an online presence, more commonly reerred to as

KidsHealth.org. To date, KidsHealth.org remains the most-visited online resource or

children’s health (Izenberg, 2014). In addition to the website, KidsHealth creates a wide

range o amily oriented children’s health media products — to name a ew examples:

instructional health videos, pediatric-ocused patient instructions, sequenced email

newsletters, patient texting programs, and interactive content linking.

Overall, the experience o entity selection was relatively seamless. As an employee o

KidsHealth, direct contact was made with Dr. Neil Izenberg, Chie Executive and Founder.Dr. Izenberg was very responsive to the idea, as well as the involvement o proposed staff

members.

Next steps, involved organizing a team most beitting to the project. Through inormal

conversations with proposed team members, insights were gathered that led to deining

the problem. A ollow-up email clearly deining the problem and outlining expectations

was circulated to the proposed group members. Some questions ensued, but th e majority

responded with affirmation that they’d like to partake in the experience.

PROJECT OVERVIEW:

The Selection Process

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Figure 4 . Photo o conerence room prior to participants arriving or Warm-up. Author’s image.


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THE PARTICIPANTS

Afer considering the overarching project and

weighting shared interests among KidsHealth staff

members, a group o 7 participants were recruited

rom the Clinical, Editorial, and Business Development

teams. The approach to group composition employed

the underlying concepts introduced through the

context o reading, The Medici Effect (Johansson,

2006). By stepping into the intersection o disciplines,

the participants generated a multitude o new creative

approaches to the long-orm article.

Figure 5 . Photo o Michelle.Author’s image.

Figure 8. Photo o Mary Lou.Author’s image.

Figure 6 . Photo o Debra.Author’s image.

Figure 9 . Photo o Fiona.Author’s image.

Figure 11. Photo o Sean.Author’s image.

Figure 10 . Photo o Ryan.Author’s image.

MichelleEditorial Director

Mary Lou, M.D.Senior Medical Editor

DebraProduct Manager/Editor

FionaSenior Editor

Sean

Senior Editor

RyanManager/Partner Relations

PROJECT OVERVIEW:

The Group Composition

Figure 12 . Photo o Molly.Author’s image.

MollyGroup Facilitator

Figure 7 . Photo o Nicole.Author’s image.

NicoleSenior Editor

“All are potential creators and merelyneed guidance and effort to realize that

potential.” — Weiner, 2000


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Project

Activity Plan

Figure 13 . Photo o tablet devi ce used to rame title o content section. Author’s image.


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THE DEFINED PROBLEM

According to research indings published in 2014 (Attention Span Statistics), evidence

supports the average human attention span is eight seconds — a declining number by

our seconds rom the year 2000. For research p urposes, attention span is deined as “the

amount o concentrated time on a task without becoming distracted (Attention Span

Statistics, 2014).”

KidsHealth.org receives approximately a million visits each weekday rom parents,

kids, teens, and educators (Izenberg, 2014). These visitors can access a large library,

which includes thousands o articles and other medically reviewed content like videos,

animations, illustrations, quizzes, polls, and slideshows. Due to the nature o health-

related topics, many articles assume a long-orm, in-depth content style. The staff at

KidsHealth have come to deine this style as a multi-paginated (optimized or desktop)

and multi-scrolling (optimized or mobile) article o 3000+ words.

While KidsHealth is committed to optimizing long-orm articles to increase learning

or users, the growing decline in attention span is a problem that conronts the

children’s health and parenting brand. The long-orm article has always been an

integral part o the KidsHealth online offering — reaching various audiences across

a multitude o platorms and devices. Some at KidsHealth suspect a new approach

to the long-orm article can make inroads on attention span. Herein lies the problem

the group addressed: What new approaches to the long-orm, article can KidsHealth

employ to increase learning, while delivering on the promise to engage, educate, and

motivate audiences?

PROJECT ACTIVITY PLAN:

Activity Overview

Figure 14 . Sample o long-orm KidsHealth article on tablet device (prototypeview). Adapted rom “A Guide or Fi rst-Time Parents,” 2014, http://kidshealth.org/parent/pregnancy_center/newborn_care/guide_parents.html. Author’s image.

You’ve survived 9 months of pregnancy. You’vemade it through the excitement of labor anddelivery, and now you’re ready to head homeand begin life with your baby. Once home,though, you frantically realize you have no ideawhat you’re doing!

These tips can help even the most nervousrst-time parents feel condent about caring fora newborn in no time.

Getting Help After the BirthConsider getting help during this time, whichcan be very hectic and overwhelming. Whilein the hospital, talk to the experts aroundyou. Many hospitals have feeding specialistsor lactation consultants who can help you getstarted nursing or bottle-feeding. In addition,


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OVERVIEW

The Warm-up Activity, An Object + An Object = A New Object , takes root in the elementary

mathematical operation o addition. It is intended to engage participants in a un exercise

that helps them creatively interact with one another beyond the everyday exchange o

email. What differientiates this activity rom a traditional icebreaker is the lateral twist at

the end — strategically staged as a oreshadowing to the the next scheduled session, the

Visual Storytelling Activity.

PURPOSE

WHAT: This activity incorporates creative thinking, sketching, and peer interaction. To

initiate the activity, the acilitator instructs the participants to take a sheet o paper and

write down the name o an object that begins with the irst letter o their last name. Next,

the participants draw the object. When inished, the y old the piece o paper and place it

in a hat located on the table in ront o them.

WHY: The middle portion o the activity is intended to provide participants an opportunity

to collaborate with a partner to build conidence in creative thinking and drawing. Afer

each participant places their paper in a hat, they pass their hat to the person on their

right. Pairing with someone nearby, the participants orm into small groups. The newly

ormed groups combine the two unrelated objects to create an entirely new object. The

pair draw the new object and use creative thinking to name it and write a description.

Each pair o participants share their new object. Afer all objects are shared, the acilitator

introduces Edward De Bono’s thinking strategies.

HOW: During the latter portion o the activity, the introduction to De Bono is

intended to set the stage or ideation during the Visual Storytelling Workshop.Each hat is selectively chosen to represent the Six Thinking Hats (De Bono,

1990), a group discussion tool, implemented by De Bono. In addition to

aligning each hat with De Bono’s color spectrum, the acilitator pasted a

sheet o paper with a description o the thinking mode beneath the brim. Each

participant takes a turn reading the description ound in the hat they possess.

When the last person is done reading, the acilitator adds an interesting twist

to the activity. Each participant is asked to use a mode o thinking to relect upon

the experience through a debrieing exercise. The derieing brings closure to the

Warm-up session.

RESOURCES

• Consent Forms (7)

• Small pieces o paper (28)

• Large sheet o paper

• Pens (7)

• Packs o Markers (7)

• Packs o Crayons (7)

• Video camera (1)

• Hats (white, red, black, yellow, green, and blue)


Warm-up Activity (An Object + An Object = A New Object)

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Warm-up Activity (An Object + An Object = A New Object)

DEBRIEFING

Afer the activity is inished, a Debrieing exercise helps

participants relect upon the experience. The exercise is

designed to be unconventional and highly, creative. It

reshapes the experience o providing eedback to a acilitator.

The Debrieing begins by asking a participant to draw a large-

scale outline o a person intended to represent a KidsHealth

persona. Each participant evolves the persona by drawing

and writing responses to a series o directives aligned with

the new modes o thinking. Participants are encouraged

to have un, while consolidating all that was learned and

experienced.

Draw the object on sheet o paper. When you’re done, old andplace the paper in the hat appearing on your table.

Sketch independently 3 minutes

Pass the hat to the person on your right. In turn, open the sheet opaper and pair the object with someone nearby.

Exchange col laboratively 1 minute

Working in pairs, combine the two unrelated objects to orm a newobject. Draw, name, and write a description o the object.

Experience ideation 5 minutes

Starting with the person holding the white hat, each person willread the description taped beneath the brim.

Introduce Six Hats 2 minutes

Thanks or your participation! Hopeully, you had un and learnedsomething new. I look orward to our next workshop on 2/18.

Wrap-up 1 minute

Dig deep into you inner child, be creative and think o an objectthat begins with the irst letter o your last name. Write it down.

Think creatively 1 minute

STEP TIME INSTRUCTIONS

30 minutes

Welcome to this Warm-up Activity. Let’s spend a ew minutesreviewing the consent orm beore diving into the creative exercise.

Welcome & Consent 4 minutes

This activity takes root in the elementary mathematical operationo addition. It’s a un exercise that will help you creatively get-to-know one another beyond the everyday work conversation.

Overview 3 minutes

Table 1Overview of Warm-up Activity Plan (Consolidated View)

Using De Bono’s six modes o thinking, let’s create a personathat consolidates our learning and provides eedback in anunconventional way.

Debrieing 7 minutes

When inished, each paired group will share their newly ormedobject.

Share innovation 3 minutes


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OVERVIEW

The Visual Storytelling Activity helps participants identiy new approaches to the problem

and explore creative ways to potentially solve it. Through the application o lateralthinking strategies, the group revisits the Six Thinking Hats (De Bono, 2007) to rame the

creative process.

PURPOSE

WHAT: To initiate the activity, the acilitator presents six easels to the group. Each easel,

combined with an easel pad, supports the evolution o new approaches. To provide a

visual connect to purpose, each easel is adorned with one o the colored hats introduced

during the Warm-up. Prior to beginning with the White Hat Activity, the acilitator directs

the group’s attention to a dry erase board mounted in the room. The acilitator reads the

problem as stated on the board, which serves as a rame o reerence or the ensuing

activities. Afer a brie introduction to the props, the acilitator presents guidelines or the

White Hat Activity.

WHY: Beginning with the white hat and ending with t he blue hat, individual activities are

staged to acilitate various modes o thinking. The intent is to combine creative thinking

with material supplies to unveil new approaches to the problem. As relective o the

mode, the creative experience is intended to reach a climax when the group engages

with the green hat. During this mode, participants are encouraged to break rom the

conventional, long-orm article and create a new approach to the KidsHealth article

ramework. Each participant is given a sheet o paper with a border serving as the only

conventional element. Additionally, each participant is given other material supplies to

combine lateral thinking with incongruous elements to orm an article storyboard.

HOW: During the blue mode, the group uses the Ladder of Abstraction (Prather,

2010) to make the approaches rom the green mode o thinking more actionable.The ollowing question serves as a staging ground or this process: How can this

approach become more actionable, while delivering on the promise to engage,

educate, and motivate audiences? The group is required to answer the “How”

three times or each storyboard to “ladder down” the idea to be more speciic and

actionable. In addition to making the storyboards more actionable, this process

osters an environment o reinement. Afer the Blue Hat Activity is inished, a

Debrieing Exercise and Cool-down Activity ensue.


Visual Storytelling Activity (Six Hats & a Problem)

• Small sheets o paper (21)

• Post-it sticky notes (7)

• Long-orm article template (7)

• Sheet with content types (14)

• Blank paper (14)

• Dry Erase Board

RESOURCES

• Easels (6)• Easel pads (6)

• Hats (6)

• Markers (7 packs)

• Crayons (7 packs)

• Gluesticks (7)

• Scissors (7)

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Visual Storytelling Activity (Six Hats & a Problem)

DEBRIEFING

Afer the activity is inished, a Debrieing helps participants

relect upon the experience. Building upon the Warm-up

Debrieing, the exercise is designed to be u nconventional

and highly creative. Once again, it reshapes the experience o

providing eedback.

At the outset, each participant is given a small-scale cutout

o a person intended to represent their KidsHealth work

persona. Each participant draws and writes in response to a

series o directives aligned with De Bono’s modes o thinking.

Participants are encouraged to have un, while consolidating

all that was learned. Upon completion, each participantcombines and discusses their personas while designing a

surrounding community.

Using the red mode o thinking, let’s identiy eelings, hunches, andintuition that can help us urther explore the problem.

Red Hat Activity 4 minutes

Using the black mode o thinking, let’s create a web o judgment.Record your ideas on Post-its, then we’ll share and post to our web.

Black Hat Activity 6 minutes

The sun’s rays will provide a orum or each o you to share andpost ideas that relect the yellow mode o optimism.

Yellow Hat Activity 4 minutes

Using the article sheet and materials supplied, let’s create somenew approaches to the long-orm article.

Green Hat Activity 9 minutes

Applying De Bono’s six modes o thinking, let’s relect upon theexperience and create some personas using paper cutouts.

Debrieing 7 minutes

Using the white mode o thinking, let’s identiy ideas that align withwhat we know or need to know about the long-orm article.

White Hat Activity 5 minutes

STEP TIME INSTRUCTIONS

60 minutes

Welcome and thanks or being a part o this workshop. Today, we’llbe using lateral thinking strategies to explore a deined problem.

Welcome 1 minute

The goal or the group is to generate a multitude o newapproaches that could potentially solve the deined problem.

Activity Overview 4 minutes

Using the article storyboards, let’s address the “How” three times toladder down the idea to be more actionable and reined.

Blue Hat Activity 7 minutes

Creating memory cards, let’s consolidate what was learned. Thanksor your participation in this creative experience!

Cool-Down & Closure 10 minutes

The deined problem is the long-orm KidsHealth article, which hasbeen deined as 3000+ words.

Deining the Problem 3 minutes

Table 2Overview of Visual Storytelling Activity Plan (Consolidated View)


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OVERVIEW

A Cool-down Activity is organized to take place afer the Visual Storytelling Debrieing.

While the Debrieing provides an opportunity to relect upon the experience and offereedback, the Cool-down Activity provides a inal creative opportunity to consolidate

acquired learning.

PURPOSE

While the project parameters do not include a plan or implementation, closure is an

important part o making participants eel as though the experience is complete. So,

too, closing provides an opportunity to gauge what was learned and retained by the

participating group.

Using small cards, the group is asked to create a memory game to share with other

KidsHealth staff members unable to partake in the experience. Each participant creates 3

pairs o memory cards. Each pair includes a picture on one card that pairs with words on a

totally separate card. The picture and words highlight key takeaways rom the workshop.

On the reverse side o each card, the participants are asked to draw the KidsHealth logo

— a nice way to identiy with the entity and bring closure to the session.


Cool-down Activity

Figure 15. Illustration o memory cards prepared or Cool-down Activity. Author’s image.

EXPECTED OUTCOMES

Afer partaking in the activity, expected outcomes will include:

• The group will use verbal-visual associations to consolidate learning intoa collection o memory cards.

• The activity will provide the non-designer group an experience beyondconvention.

RESOURCES

• Markers (7 packs) • Crayons (7 packs) • Small blank index cards

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Warm-up Activity



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OVERVIEW

As deined in the Project Activity Plan, the Warm-up is an icebreaker that encouraged

participants to use creative thinking and drawing independently and within pairedgroups. The goal was to oster creative exploration in an environment that allowed

participants to build conidence in drawing, while making verbal-visual associations with

identiiable objects. The participants were encouraged to have un and invite humor into

the equation.

ACTIVITY RATIONALE

Since the task at hand was to acilitate a creative exercise with a non-designer group, an

activity grounded in rudimentary arithmetic set the stage or ideation. The rationale was

to keep it simple while allowing participants to become comortable in using creative

thinking to generate an idea that would materialize on paper with art supplies providedby the acilitator.

As an aside: Having worked with the participants or quite a ew years, the acilitator

knew the introduction o crayons and other art supplies within a conerence room setting

would be an anomaly. Materializing on this knowledge helped shape the experience or

the non-designer group.

WARM-UP ACTIVITY:

Documentation

Figure 17 . Sample o Warm-up Activity created by acilitator. Author’s image.

EXPECTED OUTCOMES

The outcomes that were met and exceeded expectations included:

• The participants were inspired to draw with enthusiasm and conidence.• The activity motivated participants to think outside the box.

• The group established a supportive environment o collaboration and open

communication with one another.

• The experience served as a transitional gateway to the Visual Storytelling

Workshop.

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ACTIVITY IN PROGRESS

The excitement was evident rom the moment the participants entered the room and

were greeted with an array o art supplies and six colored hats. Eager to use the suppliesplaced on the table, the participants were asked to hold the excitement or a ew short

minutes — namely, to allow or a ormal introduction and review o the consent orms. It

wasn’t long beore the activity ensued.

As planned, the particpants were instructed to draw an object that began with the irst

letter o their last name. Afer a slight pause to consider possible options, the participants

began laughing and joking while drawing their objects. Some wore the colored hats

as they engaged in the creative experience. Afer placing their drawings in a hat and

swapping them with one another, collaboration reached a height when the participants

were paired and asked to create a new object. The relaxed climate nurtured creative

thinking or the duration o the activity.

WARM-UP ACTIVITY:

Documentation

Figure 18 . Photo o Fiona and Michelle drawing their new object entitled “hedgy basket.” Author’s image.

Figure 19 . Photo o Ryan, Sean, and Debra drawing an object that begins with the irst initial o their last name.Author’s image.

Figure 20 . Photo o Debra and Mary Lou drawingtheir object entitled “goatscab.” Author’s image.

Figure 21. Photo o Michelle presenting the newobject, “hedgy basket.” Author’s image.


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THE END PRODUCT

The participants created a antastic collection o objects, which they were asked to

present in the orm o an equation. The newly ormed objects included the ollowing:

skate + marble = skate-able

Skates with marbles placed in the wheels. As you skate, the marbles orm a beat and

connect with your iPod to play music.

goat + scab = goatscab

A medical condition caused by a hipster’s overzealous trimming o his goatee. Lesion is

characterized by supericial abrasion and crusting associated with generalized anxiety

about appearance.

hedgehog + basket = hedgy basket

For your “prickliest” thoughts and secrets!

WARM-UP ACTIVITY:

Documentation

Figure 22 . Photo o “skate-able” object created by Ryan and Sean. Author’s image.

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Figure 23 . Photo o “goatscab” created by Mary Lou and Debra. Author’s image.

Figure 24 . Photo o “hedgy basket” created by Fiona and Michelle. Author’s image.


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TAKEAWAYS

As planned, the Debrieing provided a unique opportunity to offer eedback through

a shared activity. The group created a KidsHealth persona by using the six modes othinking to consolidate what was learned and experienced. Arms, legs, and other areas

were populated by the participants with hand drawn and written responses. It wasn’t

long beore the group became attached to the new persona.

When project planning, a physical attribute seemed to be a predictable inishing touch.

To the contrary, the inal maniestation involved name selection. The group consensus

was “Short-Form Phil” — a transormative name intended to set the stage or the deined

problem, the long-orm article.

Based on the responses to the various modes o thinking, it was obvious the group

thoroughly enjoyed the Warm-up Activity. So, too, having the reedom to engage in lateralthinking when giving eedback provided an experience well beyond the norm o a

conventional survey. The yellow mode o thinking seemed to encapsulate the experience

and summarized the Warm-up Activity with a breath o optimism. Some terms which

suraced rom the participants included: closeness, lightheartedness, positive energy,

inspired, brainstorm, and thumbs-up.

WARM-UP ACTIVITY:

Documentation

Figure 25. Photo o Debra drawing in the green mode o thinking. Author’s image.

“I normally don’t like meetings where you have to stand-up and do

something, but I have to say movement equals engagement.”— Debra, February 4, 2015

“Good beginning!”— Michelle, February 4, 2015


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SUGGESTED IMPROVEMENTS

While the experience o the Warm-up and Debrieing Activities was overwhelmingly

positive, here are some areas that could be adapted and improved. Most suggestionsapply to the Debrieing, also reerred to as the Persona Activity.

Avoid the yellow marker. To urther associate the color with the mode o thinking, markers

were appropriately paired and used. It became apparent during the course o the activity

that yellow marker can be difficult to read on white paper — in particular, when reading

rom a distance.

Allow more time or debrieing. The Debrieing was extremely well received. The

participants had un relecting upon the experience with creativity at the h elm. While the

activity was completed in ull, it would have been advantageous to provide additional

time to shape a more inished end product — a product that includes more acial eatures,

accessories, etc.

Push beyond horizontal boundaries. Although the persona took shape on a sheet o

paper approximately six eet long, the participants tended to write and draw in conined

spaces on a horizontal axis. Encouraging participants to push beyond conormity and

allow themselves to reely ill the space both vertically and horizontally could urther

enhance the experience.

WARM-UP ACTIVITY:

Documentation

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Figure 26 . Photo o KidsHealth persona created during the Debrieing. Author’s image.

“This has started off really well, so I have high expectations.”— Mary Lou, February 4, 2015

“Well run!”— Fiona, February 4, 2015


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Visual Storytelling

Activity



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OVERVIEW

The Visual Storytelling Activity is designed to use the Six Thinking Hats (De Bono, 2007) to

rame the creative process. Using the various modes o thinking, participants engaged inactivities to explore the deined problem. The white, red, black, and yellow modes set the

stage or creativity to peak in the green mode. During the green mode, participants created

an article storyboard that visually depicts a new approach to the long-orm article. Afer

the storyboards were created, the group used the Ladder of Abstraction (Prather, 2010)

during the blue mode to make the new approaches more actionable.

ACTIVITY RATIONALE

Since the deined problem has many layers o complexity, the rationale was to keep

participants on track by using parallel thinking strategies. This approach was intended

to encourage participants to generate as many ideas as possible that align withthe appropriate mode. In theory, this rationale cultivates ideation and eliminates

controversy — namely, since the ideas and ensuing discussion stay grounded in the acts,

eelings, and subject matter.

VISUAL STORYTELLING ACTIVITY:

Documentation

Figure 28 . Photo o Molly reviewing the consent orm with the group prior to the Visual Storytelling Activity.Author’s image.

EXPECTED OUTCOMES

The outcomes that were met and exceeded expectations included:

• The participants engaged in hands-on creative thinking exercises to explorethe deined problem.

• The group acquired knowledge through lateral pathways.

• The activity inspired a climate o ideation through peer-to-peer collaborationand shared humor.

• Multiple new approaches to solving the problem emerged rom thenon-designer group.

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ACTIVITY IN PROGRESS

From the outset, the participants were greeted with three activities to explore the long-

orm article on parallel tracks. Ideas were recorded on sticky notes, then shared with thegroup. Due to time constraints, the Yellow Hat Activity was slightly altered. However, the

change was seamless to the low o the session.

As the group explored the green mode, the creative climate varied rom those who were

overwhelmed with the task o designing a stor yboard to those who embraced the task with

ease. The creative jitters settled as the group was inormed there was no right or wrong

approach. All worked diligently as they amassed th eir ideas on paper. Cutting, gluing, and

coloring added a dimension o humor and comort. When inished, the participants took

great pride as they shared their ideas. Laddering gave closure to the modes o thinking

and provided an actionable method o approaching the deined problem.


Documentation

Figure 29 . Photo o Mary Lou, Debra, Nicole, and Ryan creating article storyboards. Author’s image.

Figure 30 . Photo o Sean drawing web o j udgment or Black Hat Activity. Author’s image.

Figure 31. Photo o Michelle creating articlestoryboard. Author’s image.

Figure 32 . Photo o Fiona writing on sticky notesduring Black Hat Activity. Author’s image.


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THE END PRODUCT: WHITE HAT

The White Hat Activity was designed to use sticky notes to share inormation known or

needed. To initiate the process, one o the participants drew a replica o a tablet deviceon a large sheet o paper. In addition to providing a ramework or the sticky notes, the

tablet was used to create a visual connect to purpose.

The sticky notes ranged rom known acts to questions in need o urther exploration.

One o the more relevant “knowns” deined the long-orm article as it relates to KidsHealth

content as 3000+ words. As or inormation needed, a content inventory and baseline

metrics were among the ideas generated.

One o the participants shared some industry trends aligned with the deined problem.

The trends seemed to relect a need or both content orms. Some o the more pertinent

trends included:• Attention span is on the decline.

• Social blogging sites (i.e. Twitter) limit character counts — lends itsel to short-orm

content snippets.

• Google SEO (search engine optimization) seems to avor long-orm content.

• Some video sites are eaturing 6-second clips to convey messaging.

• Digital books are on the rise and offer a p otential alternative or long-orm content.


Documentation

22

Figure 33 . Photo o sticky notes posted to tablet during the White Hat Activity. Author’s image.


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THE END PRODUCT: RED HAT

At the outset o the Red Hat Activity, a participant drew an outline o a person on an

enlarged sheet o paper that would serve as a backdrop to the eelings, hunches, andintuition recorded on sticky notes.

The responses shared by the participants offered a wide range o ideas — including, but

not limited to the ollowing:

• People want to ind what they need quickly. They don’t need a history lesson.

• People want immediate, speciic inormation — especially, when it comes to healthcare.

• Most people are turned off by large chunks o text.

• Can’t compromise the voice o KidsHealth.

• Longer ormat is not ideal on smaller, mobile devices.

• Better consumer engagement, but at what r isk to searchability?

• Build engagement by adding videos, slideshows, etc.• Keep legacy articles, but change presentation (i.e. collapsible headers).

• Low literacy level is a concern, which equates to a need or sh orter-orm articles.

• There is a time and p lace or long-orm articles (i.e. the newly diagnosed).

• Create shorter content pieces th at link together.

• Incorporate more tools or reinorcement learning (i.e. quizzes, polls, etc.).

• Short-orm articles would provide stickiness and more return visitors.

• Nothing beats a legacy article in Google — long- or short-orm.

• Avoid replacing the long-orm, but enhance it.

• Long articles = too much reading.


Documentation

Figure 34 . Photo o sticky notes posted to person during the Red Hat Activity. Author’s image.


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THE END PRODUCT: BLACK HAT

As the group transitioned to the Black Hat Activity, a participant drew a black web to serve

as a web o judgement. The group began to record ideas on sticky notes to differentiatewhat is and isn’t working or the long-orm article.

Some ideas introduced by the group included:

• Provides a sense o completeness and is comprehensive.

• Ensures medical accuracy.

• KidsHealth should make no judgments without baseline metrics.

• One size doesn’t it all.

• Provides a one-stop-shop or inormation.

• People need all the acts to make inormed decisions about their health.

• Very little health inormation is medically reviewed online. KidsHealth long-orm

articles provide ree advice that is medically vetted — a rare and valuable advantage.

• No stickiness. Visitors read an article, then leave the site.

• Provides better SEO (search engine optimization).


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24

Figure 35 . Photo o sticky notes posted to web during the Black Ha t Activity. Author’s image.


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THE END PRODUCT: YELLOW HAT

During the yellow mode o thinking, the activity was adapted in the interest o time. A

participant drew a sun with rays extending outward or the group to record ideas alignedwith brightness and optimism. An orange marker was used to make the drawing and

writing more visible.

As it turns out, the group enjoyed the departure rom sticky notes when sharing and

posting ideas beitting the yellow mode o thinking. Some o the pertinent ideas, which

radiated rom the deined problem included:

• Provides comprehensive content.

• Offers a whole-healthy perspective.

• Establishes more personality and voice.

• Supports the idea that depth = expertise.

• Tells a story.


Documentation

Figure 36. Photo o sun with ideas posted during the Yellow Hat Activity. Author’s image.


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THE END PRODUCT: GREEN HAT

During the Green Hat Activity, the participants created an impressive collection o

storyboards. Using a sheet o paper with a border, the participants played the roleo designer — selectively choosing how they’d like to present article content. Their

approaches built upon ideas suggested during the other modes o thinking. The inal

storyboard collection ranged rom abstract to more realistic.

As the participants presented their storyboards,

some suggested approaches that could

potentially heighten engagement and increase

learning included:

• Feature a main video supported by collapsible

menus o multimedia content.

• Construct a content ramework dictated by

enhancement properties.

• Create a main landing article that links to

standalone supporting articles.

• Curate content into smaller, more digestible

articles with embedded rich media.

• Consolidate content through collapsible menus

that users can search i a deep dive into more

in-depth content is desired.


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26

Figure 38 . Photo o storyboards created by participants during the Green Hat Activity. Author’s image.

Figure 37 . Photo o storyboard created by Michelle.Author’s image.


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THE END PRODUCT: B LUE HAT

The Ladder of Abstraction (Prather, 2010) was used during the blue mode o thinking to

make the storyboards more actionable. Unortunately, time only supported ladderingdown one o the approaches. However, the abstract pathway resulted in a concrete

method o actionability best summarized as resource allocation. This idea was urther

expanded to suggest organizing an interdisciplinary team that meets regularly to ensure

new approaches to the long-orm article are properly implemented.

To initate the laddering down process, a

selected storyboard was moved to the

topmost opening o the ladder. To relect

the downward penetration toward a

more actionable outcome, arrows with

responses rom the group to the question

“How?” were placed in the three open

spaces. As the inal leg o the visual

storytelling experience, this activity

communicated a clear pathway rom

abstraction to a more concrete method

o actionability.


Documentation

Figure 40 . Photo o Ladder o Abstraction using the blue mode o thinking.Author’s image.

Figure 39 . Selected storyboard used during the Ladder oAbstraction. Author’s image.


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TAKEAWAYS

Framing the experience with the Six Thinking Hats (De Bono, 2007) was extremely

effective in establishing lateral pathways o creative exploration. Each mode o thinkingencouraged the group to dissect the problem into digestible chunks o inormation.

Throughout the workshop, the participants were engaged and adapted well to the

various modes o individual and group interaction.

As relective o the eedback received during the Persona Activity, the tactile experience o

creating an article storyboard was a welcomed challenge. So, too, the participants duly

noted collaboration combined with creativity were positive attributes o the experience.

“Eye-opening,” a descriptor appearing on multiple personas, seemed to capture the

essence o the workshop. Participants expressed interest in continuing the conversation

beyond the completed session. As the acilitator, this request was “eye-opening” and

unanticipated, but a welcome challenge to pursue in the weeks to come.


Documentation

28

Figure 41. Photo o personas created by participants during the inal Debrieing Activity. Author’s image.

“People are invested in how this turns out.”— Michelle, February 18, 2015

“Total engagement!”— Debra, February 18, 2015


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SUGGESTED IMPROVEMENTS

While the Visual Storytelling and Debrieing Activities were successul in achieving the

deined project goals, here are some suggested improvements to consider.Allow more time or discussion. As a novice to acilitation, it was challenging to gauge time

when raming the Project Activity Plan. During the actual workshop, some discussions

needed to be tabled due to time constraints.

Adapt to the surrounding environment. During the prior session, the physical space o the

conerence room elt somewhat conining. While this ostered a c lose-knit community, a

substition was made or the easels — namely, to avoid a tripping hazard. The combination

o large sheets o paper and colored hats were hung rom the walls on magnetic hooks.

As relective o the experience, the adaptation supported a more comortable climate o

ideation.

Schedule Warm-up and Visual Storytelling sessions together. Following the weeksdesignated in the course outline, the activities were scheduled on two separate days. In

retrospect, the creative energy that emerged during the Warm-up would have beneited

the Visual Storytelling Activity i they occurred on the same day.


Documentation

“Insightul. Fun. Wish we had more time!”— Nicole, February 18, 2015

“Excellent!”— Sean, February 18, 2015

Figure 42 . Photo o Nicole during Persona Activity. Author’s image.

Figure 43 . Photo o Sean during Red Hat Activity.Author’s image.

Figure 44 . Photo o Mary Lou presenting an articlestoryboard. Author’s image.


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Project Analysis



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LESSONS LEARNED

Being afforded an opportunity to acilitate the creative sessions, equating to a ull

Workshop, was a truly rewarding experience. The group successully engaged in theactivities with creativity, humor, and insight. While there was some initial concern during

the Warm-up, as to how the group would react when presented with an icebreaker that

required drawing, the response was extremely positive — both visually and verbally.

This was a lesson well learned as it eliminated preconceived notions and affirmed the

positive attributes o acilitating an experience with non-designers.

Much time and effort went into project planning, which paid dividends when acilitating

the experience. In retrospect, an unexpected lesson learned was to be ready to adapt

to the unoreseen. The morning o the scheduled Warm-up session, there was a

cancellation rom a participant due to sickness. A back-up plan was quickly devised,

which offered two alternatives: 1) recruit another participant or 2) regroup the

participants or the activity. As luck would have it, another participant volunteered to

partake in the session — a testament to the wonderul personalities o KidsHealth.

Afer orchestrating the Visual Storytelling Activity, the lessons learned extend well

beyond the pages o this book. While this book provides a narration o the experience,

the learning can be extracted with a metaphor grounded in planting the seeds o

acilitation. The seeds will only germinate i the ollowing needs are met: a conducive

climate, healthy nourishment, and ample light or ideation. As design managers, we are

tasked to acilitate the germination process and nurture the plant well into adulthood.

Successul acilitation leads to a maturation o the adult plant, unamiliar with design

thinking, to envision new ideas and propose solutions to deined problems.

PROJECT ANALYSIS:

Workshop Assessment

Figure 47 . Photo o Michelle placing her hand drawn object in the blue hat during the Warm-up. Author’s image.

Figure 46 . Photo depicting the development o the newly ormed object entitled “goatscab” during the Warm-up.Author’s image.


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FINAL REFLECTIONS

While speciic areas o improvement have been suggested in prior sections o this

book, this section provides an opportunity or relection and closure. As a novice to

acilitating the creative thinking process, the course project provided an opportunity

to hone planning, presentation, and communication skills. The activities successully

introduced the group to new pathways o ideation and lateral thinking strategies.

The results produced a new level o engagement that transormed the experience o

exploring a deined problem.

In the coming weeks, the plan is to continue the conversation with the non-designer

group at KidsHealth. While the course project doesn’t require a solution or plan or

implementation, the group is truly invested in honing an approach to the long-orm

article. Extending the conversation through uture sessions has the potential to intersect

lateral and vertical pathways toward achieving a solution to the deined problem —

a win-win or the participants, the acilitator, and the entity o KidsHealth.

PROJECT ANALYSIS:

Workshop Assessment

Figure 48 . Photo o Sean, Fiona, and Michelle during Persona Activity. Author’s image.

Figure 49 . Photo o Nicole drawing during Red HatActivity. Author’s image.

Figure 50 . Photo o Molly acilitating during GreenHat Activity. Author’s image.

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PROJECT ANALYSIS:

Peer-to-Peer Interaction

PEER FEEDBACK

Peer eedback proved to be extremely beneicial in shaping the creative activities.

During the weekly webinars, inputs rom the group provided odder to eed the creative

appetite. One o the sessions resulted in a complete revamp o the initial Warm-up

Activity — namely, to shape a more collaborative experience between participants.

In addition to the webinars, eedback rom an assigned peer group was tremendously

helpul. Depending on the submitted course part, comments posted to the project blog

varied rom week-to-week.

The ollowing example related to the change in course with the Warm-up:

“Wow! This is great! I like your new ice breaker. It is a nice

introduction to lateral thinking.”

- Katherine Bradley, Personal Communication, February 1, 2015

This example provided eedback on the submission o the Project Activity Plan:

“The logic o the overall document is great; It was evident that you

had thought and written careully in a way that preigured each

‘next moment’ in the process, which made it eel like a well-

designed experience.”

- Kristoer Skrade, Personal Communication, February 2, 2015

Figure 51. Photo o persona created by Fiona. Author’s image.


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Appendix


APPENDIX


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APPENDIX:

Detailed Design Plan (Warm-up Activity)

Date: 02.04.1512:00 pm -12:04 pm

(4 minutes)

Welcome Orient participants and address

any initial concerns.

Welcome participants and ask them to share what they expect rom this activity session. Next,distribute and review consent orm with participants. I all seems agreeable, ask participantsto proceed with signing and collect orms.

Consent ormsPens

Have consent ormsand pens on table.

12:04 pm -12:07 pm(3 minutes)

Activity OverviewIntroduce participants to activityand begin to build rapport.

Provide participants with an overview o the Warm-up Activity. Thank them or volunteering tobe part o the creative experience. Ask i anyone has questions and respond accordingly.

Sheets o paper(small & large)Markers (7 packs)Crayons (7 packs)Hats (6)EaselEasel Pad

1. Ask participants to take a sheet o paper and write down the name o an object that beginswith the irst letter o their last name. (1 minute)

2. Next, ask participants to draw the object. When they’re done, have them old the piece opaper and place it in the hat on the table. (3 minutes)

3. Ask participants to pass their hat to the participant seated to their right. In turn, thatparticipant opens the sheet o paper and pairs the object with someone nearby. (1 minute)

4. Working in pairs, combine the two unrelated objects to orm a new object. On a separatesheet o paper, draw a picture o the newly deined object. Use creative thinking to nameand write a description or the object. (5 minutes)

5. Each pair o participants (a total o three groups) will share their new object. (3 minutes)6. Afer the last group has inished, the acilitator will introduce De Bono’s Six Hats through

group participation. Each participant will locate and read the description ound under thebrim o the hat they possess. (3 minutes)

7. As a oreshadowing to the Visual Storytelling Workshop, each participant will apply DeBono’s six modes o thinking to debrie rom the activity. The acilitator will ask a participantto draw an outline o a person measuring approximately six-eet on a large piece o paper. Inturn, each participant will add to the person as ollows:

- DRAW a symbol (i.e. smile, heart, etc) to represent how they’re eeling (red hat). - WRITE one positive learning on the lef arm (yellow hat). - WRITE one need to know or uture workshop on the right arm (white hat). - WRITE a one to two word judgment regarding the experience on the legs (black hat). - DRAW an accessory (i.e. KidsHealth logo, hat, etc) to add a creative touch (green hat). - SHARE and discuss contributions made by the group to help manage the process

(blue hat). (7 minutes)

Thank the participants and let them know you look orward to engaging in the creativeworkshop scheduled or two weeks rom today.

12:07 pm -12:29 pm(22 minutes)

Warm-up Activity: An Object + An Object =A New Object Use creative thinking strategiesto combine two unrelatedobjects into a new object throughverbal-visual associationsshared between paired peergroups. The activity is intended

to be un and engaging, whilesetting the stage or the VisualStorytelling Workshop. A inaldebrieing affords participantsan opportunity to visually relectupon the experience.

12:29 pm -12:30 pm(1 minute)

Wrap-Up Express gratitude and remindgroup o next session.

Have paper, markers,crayons, and hats ontable. Place easel inlocation visible to allparticipants.

TIME INTENT (WHY) METHOD & STEPS (WHAT & HOW) MATERIALS SET-UP

Total: 30 minutes

Table A1Detailed Design Plan of Warm-up Activity: An Object + An Object = A New Object

APPENDIX:


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APPENDIX:

Detailed Design Plan ( Visual Storytelling Activity)


Date: 02.18.1512:20 pm -12:21 pm

(1 minute)

Welcome Reorient group to the physical

space and thinking pathway.

Welcome participants and thank them or being a part o this workshop. Remind participantsthe session will utilize lateral thinking strategies to creatively explore a deined problem.

12:21 pm -12:25 pm(4 minutes)

Activity Overview Ensure participants are aware otheir surroundings and the toolsavailable to assist in the creativethinking process. Inspire a spirito teamwork.

Markers (7 packs)Crayons (7 packs)Gluesticks (7)Scissors (7)Small sheets opaper (21)Post-it notes (7)

Long-orm articletemplate (7)Sheet with othercontent types (14)Blank paper (14)Dry erase board

1. Proceed to the dry erase board and read the problem as deined. Expand on the problem toground participants in the current reality acing KidsHealth. (3 minutes)

2. White Hat: Ask i anyone can recall the thinking mode o the white hat. The correct responseis: inormation known or needed (De Bono, 2007). Each participant is asked to write down3-5 ideas on Post-its that align with what we know or need to know about the problem. Aska participant to draw an enlarged tablet device on an easel pad. Participants will share andpost their ideas within device (5 minutes)

3. Red Hat: Remind the group the red hat signiies eelings, hunches, and intuition (De Bono,2007). Ask a participant to draw an enlarged silhouette on an easel pad to represent apersona that aligns with the KidsHealth parent audience. Utilizing sticky notes, ask eachparticipant to record and post their red mode o thinking on the persona. (4 minutes)

4. Black Hat: Remind the group the black hat is the devil’s advocate (De Bono, 2007) and willbe used to express judgment and difficulties as they relate to the problem. Ask a participantto draw a black web. Next, the participants will use Post-its to record their ideas. The groupwill share and post their ideas to the easel pad to create a web o judgment. (6 minutes)

5. Yellow Hat: The yellow hat represents optimism and brightness (De Bono, 2007). Aparticipant will be asked to draw a sun with 7 rays — a ray or each participant. Ideas will berecorded on each ray representing positive attributes that shape the problem. (4 minutes)

6. Green Hat: Since the ocus o this hat is creativity (De Bono, 2007), a new hands-onopportunity is introduced to the group. Each participant is given a sheet o paper with aborder serving as the only conventional element. Using the article sheet and other materials

supplied, each participant is instructed to create a new approach to the long-orm article —in essence an article storyboard. They are invited to use any o the materials supplied togenerate their idea. Upon completion, each participant will take turns posting theirapproach and verbally sharing their ideas. (9 minutes)

12:25 pm -1:10 pm(45 minutes)

Visual Storytelling Activity:

Six Hats & a Problem Activity Make sure group is amiliar withthe deined problem, so they caneffectively engage in the activity.Use parallel thinking techniquesthrough the exploration o theSix Thinking Hats (De Bono,2007) to develop new ideas thatcould lead to potential solutions.Inspire and motivate participantsthrough open dialogue andshared learning. Collect eedbackthrough creative expression toprovide closure.

Make sure materialsupplies areaccessible to allparticipants. Havedeined problemwritten on dry eraseboard hanging in the

room.

Provide participants with an overview o the activity. Introduce the group to the props, whichwill serve as additional players or the workshop — including, the six hats used during theWarm-up Activity. Make sure participants eel comortable and ready to begin. Ask i anyonehas questions. End with a quote rom Marty Neumeier to set the tone or the workshop:”Teamwork is an advanced orm o creativity, requiring players who are humble, generous,and i ndependent-minded” (Neumeier, 2014).

Easels (6)Easel pads (6)Hats (6)

Have easel and easelpads positionedin a highly, visiblelocation.

Note: Action steps continued in chart ound on page 25.36

Table A2Detailed Design Plan of Visual Storytelling Activity: Six Hats & a Problem

APPENDIX:


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APPENDIX:

Detailed Design Plan ( Visual Storytelling Activity)

7. Blue Hat: Remind the group the ocus o this hat is managing the process (De Bono, 2007).Using the new article storyboards created during the green mode o thinking, the group willuse the ladder o abstraction (Prather, 2010) to make some o the approaches more

actionable. Time will be a determinant o how many storyboards can be used as a stagingground or this portion o the workshop. The group will select storyboards to post to an easelpad, then answer the ollowing question: How can this approach become more actionable,while delivering on the promise to engage, educate, and motivate audiences? The group willbe required to answer the “How” three times to ladder down the idea to be more speciic andactionable. In addition to making the storyboards more actionable, this process will oster anenvironment o reinement. (7 minutes)

8. Building upon the Warm-up Debrieing, each participant will apply De Bono’s six modes othinking to relect upon the experience and provide eedback rom the workshop. As a modeo departure rom the prior Debrieing, the acilitator will distribute cutouts in the shape o aperson. When inished, participants will shape a community on an enlarged sheet o papershowcasing their personas. Each participant will create their persona using these guidelines:- DRAW a symbol (i.e. smile, heart, etc) to represent how they’re eeling (red hat).

- WRITE one positive learning on the lef arm (yellow hat).

- WRITE one need to know or the uture on the right arm (white hat). - WRITE a one to two word judgment regarding the experience on the legs (black hat). - DRAW an accessory (i.e. KidsHealth logo, hat, etc) to add a creative touch (green hat). - SHARE and discuss contributions while developing a community on paper to help manage

the process (blue hat). (7 minutes)

As a Cool-down activity, the group is asked to construct a memory game. Each participant willcreate 3 pairs o memory cards. Each pair should include a picture on one card that matcheswith words on a totally separate card. The picture and words should highlight key takeawaysrom the workshop. On the reverse side o each card, the participants will draw the KidsHealthlogo — a nice way to identiy with the entity and bring closure to the session.

The experience o today’s workshop has been tremendously insightul and inspiring. Youparticipated in activities affording you an opportunity to think beyond convention. Collectively,you’ve made inroads to address the deined problem. While this workshop isn’t designedto implement a inal solution, I intend to stay the course and ind ways to continue the

conversation. I encourage you to embrace lateral thinking as you tackle problems and allowyoursel an opportunity to continually reconnect with your inner child to nurture creativity andinnovation. Thank you again or giving me the gif o your time and creative energy!

See list on page 14.12:25 pm -1:10 pm(45 minutes)

See instructions onpage 14.

Note: Action steps continued rom chart ound on page 24.


See description on page 14.

1:10 pm -1:20 pm(10 minutes)

Small blank indexcards (42)Markers (7 packs)Crayons (7 packs)Logo sample

Have index cardsready to distribute.Participants willhave markers andcrayons on handrom prior activity.

Cool-down & Closing

Closure is an important part omaking the process eel complete.The intent o this portion o theworkshop is to have participantsrelect on their experience andrecord key takeaways.

Total: 60 minutes

Table A3Detailed Design Plan of Visual Storytelling Activity: Six Hats & a Problem

APPENDIX:


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APPENDIX:

Informed Consent

OBTAINING PERMISSION

Prior to conducting the workshop sessions, the acilitator reviewed the

deined project scope, which included three parts: a Warm-up Activity, a

Visual Storytelling Activity, and a Post Interview (optional). A description o

the project was given to each participant in printed orm prior to signing the

consent orm.

38

Figure 1A. The project description document given to each participant prior to conducting the workshop.Sample supplied by Proessor Regina Rowland, Ph.D.

Facilitating Creative Thinking:

COLLABORATIVE WORKSHOP

The ollowing inormation provides an introduction to the collaborative workshop and

post interviews that will be conducted at KidsHealth located in Wilmington, DE, betweenJanuary 5th and March 12th, by Molly Blessington, Design Management graduate student

at the Savannah College o Art and Design.

PURPOSE OF THE STUDY

The purpose o the study is to acilitate a series o collaborative workshops with a group

o non-designers recruited rom KidsHealth. The group will be required to apply lateral

thinking strategies to reshape how they acquire knowledge.

RESEARCH QUESTION

The research will be guided by the ollowing question: What new approaches to the long-

orm, in-depth article can KidsHealth employ to increase learning, while delivering on the

promise to engage, educate, and motivate a udiences?

DATA COLLECTION METHODOLOGY

Data will be collected through:1. recorded (audio, video and/or photography) observations

2. participation in a warm-up activity, a visual storytelling activity, and a post interview

3. completion o a debrieing activity that will elicit eedback

DATA MANAGEMENT

Data will be collected during the live sessions and stored on the acilitator’s hard drive.

Data will be kept or uture use and presentation purposes.

CONTACT INFORMATION

This project is being conducted through the Design Management Department at the

Savannah College o Art and Design. For additional inormation please contact:Molly Blessington | 302.332.2704 | [email protected]

APPENDIX:


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:

Informed Consent


Afer reviewing the project description document, an inormed consent

orm was distributed and reviewed with the group. All participants were

required to sign the consent orm to relect their willingness to partake in

the recorded activities.

Figure 2A. The inormed consent orm required to be signed by all participants prior to conducting the workshop.Sample supplied by Proessor Regina Rowland, Ph.D.

Informed Consent Form

I voluntarily agree to participate in a multi-part workshop perormed by a student

at the Savannah College o Art and Design. I understand that a warm-up activity,

a visual storytelling activity, and post interviews are being conducted by Molly

Blessington, in order to ullill the required coursework or Facilitating Creative

Thinking. The purpose o the activities and post interview is to explore lateral

thinking strategies to suggest new approaches to the long-orm article that is part

o the KidsHealth online product offering.

I understand that the evaluation methods may include:

1. recorded (audio, video and/or photography) observations

2. my participation in a warm-up activity, a visual storytelling activity,

and a post interview (Note: Participants are not required to partake in the post

interview experience.)

3. my completion o a debrieing activity that will elicit eedback

I grant permission or the activities and interviews to be recorded and transcribed,

and to be used only by Molly Blessington or analysis o interview data. I grantpermission or this data—generated rom the above methods—to be used in an

educational setting.

_______________________________________________Printed Name

_______________________________________________Signature

_______________________________________________Date

APPENDIX:


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Informed Consent


Prior to beginning the Warm-up Activity, all participants were required to sign an inormed

consent orm. The images depicted represent the ull collection o signed orms.

Figure 3A.Michelle’s signed consent orm.

40

Figure 4A. Mary Lou’s signed consent orm.

Figure 5A. Debra’s signed consent orm. Figure 6A. Fiona’s signed consent orm. Figure 7A. Nicole’s signed consent orm. Figure 8A. Sean’s signed consent orm. Figure 9A. Ryan’s signed consent orm.

APPENDIX:


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Informed Consent


Prior to beginning the Visual Storytelling Activity, all participants were required to sign an

inormed consent orm. The images depicted represent the ull collection o signed orms.

Figure 10A.Michelle’s signed consent orm. Figure 11A. Mary Lou’s signed consent orm.

Figure 12A. Debra’s signed consent orm. Figure 13A. Fiona’s signed consent orm. Figure 14A. Nicole’s signed consent orm. Figure 15A. Sean’s signed consent orm. Figure 16A. Ryan’s signed consent orm.

APPENDIX:


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Debriefing Activity

COLLECTING FEEDBACK

As described in the Visual Storytelling Debrieing, the acilitator collected eedback in

an unconventional manner. The intent was to reshape the experience through lateral

strategies that build conidence in creativity. Each participant was given a cutout in the

shape o a person. Using the Six Thinking Hats (De Bono 2007), each participant created

their own KidsHealth persona as ollows:

- DRAW a symbol (i.e. smile, heart, etc) to represent how they’re eeling (red hat).

- WRITE one positive learning on the lef arm (yellow h at).

- WRITE one need to know or the uture on the righ t arm (white hat).

- WRITE a one to two word judgment regarding the experience wherever it its best(black hat).

- DRAW an accessory (i.e. KidsHealth logo, hat, etc.) to add a creative touch (green hat).

- SHARE and add persona to an enlarged sheet o paper to manage the process(blue hat).

Figure 17A. A sample o the cutout that will be used to collect eedback.42

APPENDIX:


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Video Presentation

Figure 17A. Photo o video title screen. Author’s image.

THE EXPERIENCE

A video was created to relect the creative activities,

group participation, and post-activity interviews rom

the workshop organized with the participants romKidsHealth. The video is a compliment to the process

book documentation. The video can be accessed at:

https://vimeo.com/121578116

APPENDIX:

f

https://vimeo.com/121578116https://vimeo.com/121578116https://vimeo.com/121578116


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References

Byrnes, J. (2009). Unexploded ordnance detection and mitigation: NATO science

for peace and security series B: physics and biophysics . Dordrecht, NL: Springer.

De Bono, E. (1990). Lateral thinking: Creativity step-by-step . New York, NY: Harper

Perennial.

De Bono, E. (2007). Six thinking hats: An essential approach to business

management . New York, NY: Little, Brown & Company.

Izenberg, N. (2014). About KidsHealth . Retrieved rom http://kidshealth.org/

parent/kh_misc/about.html.

Johansson, F. (2006). The medici effect: What elephants & epidemics can teach us

about innovation . Boston, MA: Harvard Business School Press.

National Center or Biotechnology Inormation, U.S. National Library o Medicine,

and The Associated Press. (2014). Attention span statistics. Retrieved rom http://

www.statisticbrain.com/attention-span-statistics/.

Neumeier, M. (2014). The 46 rules of genius: An innovator’s guide to creativity .

Indianapolis, IN: New Riders Publishing.

Prather, C. (2010). Manager’s guide to fostering innovation and creativity in teams .

New York, NY: The McGraw-Hill Companies, Inc.

Weiner, R. (2000). Creativity & beyond: Cultures, values, and change . Albany, NY:

State University o New York Press.

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Table 1

Overview of Warm-up Activity Plan (Consolidated View) .............................

Table 2

Overview of Visual Storytelling Activity Plan (Consolidated View) ................

Table A1

Detailed Design Plan of Warm-up Activity: An Object + An Object =

A New Object ...........................................................................................

Table A2

Detailed Design Plan of Visual Storytelling Activity: Six Hats & a Problem .....

Table A3

Detailed Design Plan of Visual Storytelling Activity: Six Hats & a Problem .....

Tables

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Figure 1

Photo o six hats aligned with project activities ..........................................

Figure 2

Photo o tablet device used to rame Table o Contents .... .... ... .... ... ... .... ... ..

Figure 3

Photo o materials supplied at the onset o the Warm-up Activity ................

Figure 4

Photo o conerence room prior to participants arriving or Warm-up ..........

Figure 5

Photo o Michelle ...................................................................................... Figure 6

Photo o Debra ............................................................................................. Figure 7

Photo o Nicole ........................................................................................... Figure 8

Photo o Mary Lou ..................................................................................... Figure 9

Photo o Fiona .......................................................................................... Figure 10

Photo o Ryan ...........................................................................................

Figure 11

Photo o Sean ...........................................................................................

Figure 12

Photo o Molly ...........................................................................................

Figure 13

Photo o tablet device used to rame title o content section ................................

Figure 14

Sample o long-orm KidsHealth article on tablet device (prototype view) .............

Figure 15

Illustration o memory cards used as a sample during Cool-down Activity ............. Figure 16

Photo o tablet device used to rame title o content section ................................

Figure 17

Sample o Warm-up Activity created b y acilitator ................................................

Figure 18

Photo o Fiona and Michelle drawing their object entitled “hedgy basket” ............ Figure 19

Photo o Ryan, Sean, and Debra drawing an object that begins with the irst initialo their last name ...............................................................................................

Figure 20

Photo o Debra and Mary Lou drawing their object entitled “goatscab” .................

Figure 21

Photo o Michelle presenting the new object “hedgy basket” ......... ... ... .... ... ... .... ...

Figure 22

Photo o “skate-able” object created by Ryan and Sean .......................................

Figure 23

Photo o “goatscab” created by Mary Lou and Debra ............................................ Figure 24

Photo o “hedgy basket” created by Fiona and Michelle .......................................

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Figure 25

Photo o Debra drawing in the green mode o thinking ... ... .... ... .... ... ... .... ... .

Figure 26

Photo o KidsHealth persona created during the Debrieing .... ... .... ... .... ... ...

Figure 27

Photo o tablet device used to rame title o content section ...... .... ... ... .... ...

Figure 28

Photo o Molly reviewing the consent orm with the group p rior to the

Visual Storytelling Activity .........................................................................

Figure 29

Photo o Mary Lou, Debra, Nicole, and Ryan creating article storyboards .....

Figure 30

Photo o Sean drawing web o judgment or Black Hat Activity ... .... ... .... ... ...

Figure 31Photo o Michelle creating article storyboard .............................................

Figure 32

Photo o Fiona writing on sticky notes during Black Hat Activity ..... .... ... .... ..

Figure 33

Photo o sticky notes posted to tablet during the White Hat Activity ............

Figure 34

Photo o sticky notes posted to person during the Red Hat Activity ..............

Figure 35

Photo o sticky notes posted to web during the Black Hat Activity ...............Figure 36

Photo o sun with ideas posted during the Yellow Hat Activity ... ... .... ... .... ... .

Figure 37

Photo o storyboard created by Michelle ...... ....... ...... ....... ....... ....... ....... ....... ...... .

Figure 38

Photo o storyboards created by participants during the Green Hat Activity ..........Figure 39

Selected storyboard used during the Ladder o Abstraction .................................

Figure 40

Photo o Ladder o Abstraction using the blue mode o thinking ..... ... .... ... .... ... ... ..

Figure 41

Photo o personas created by participants during the inal Debrieing Activity .......

Figure 42

Photo o Nicole during Persona Activity .... ....... ....... ....... ....... ....... ...... ....... ....... ....

Figure 43 Photo o Sean during Red Hat Activity ....... ....... ....... ...... ....... ....... ....... ....... ....... ...

Figure 44

Photo o Mary Lou presenting an article storyboard .............................................

Figure 45

Photo o tablet device used to rame title o content section ...... .... ... ... .... ... .... ... ..

Figure 46

Photo depicting the development o the newly ormed object entitled “goatscab”

during the Warm-up ...........................................................................................

Figure 47

Photo o Michelle placing her object in the blue hat during the Warm-up .... .... ... ...

Figures

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Figure 48

Photo o Sean, Fiona, and Michelle during Persona Activity ..... ... .... ... .... ... ..

Figure 49

Photo o Nicole drawing during Red Hat Activity .........................................

Figure 50

Photo o Molly acilitating during Green Hat Activity ...................................

Figure 51

Photo o persona created by Fiona ......... ....... ....... ....... ....... ...... ....... ....... ...

Figure 52

Photo o tablet device used to rame title o content section ...... .... ... ... .... ...

Figure 1A

The project description document given to each participant prior to

conducting the workshop. Sample supplied by Regina Rowland, Ph.D. .......

Figure 2AThe inormed consent orm required to be signed by all participants prior

to conducting the workshop. Sample supplied by Regina Rowland, Ph.D. ....

Figure 3A

Michelle’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ...

Figure 4A

Mary Lou’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ...

Figure 5A

Debra’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. .......

Figure 6A

Fiona’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ........

Figure 7A

Nicole’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ............

Figure 8A

Sean’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ..............

Figure 9A

Ryan’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ..............

Figure 10A

Michelle’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. .........

Figure 11A

Mary Lou’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ........

Figure 12A

Debra’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. .............

Figure 13A

Fiona’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. .............

Figure 14A

Nicole’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ............

Figure 15A

Sean’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ..............

Figure 16A

Ryan’s signed consent orm. Sample supplied by Regina Rowland, Ph.D. ..............

Figure 17A

Photo o video title screen ..................................................................................

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New Approaches to the Long-Form Article DMGT 732

Documents