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  • 1. Design  Thinking  Ac-on  Lab:     Assignment:   Prototype           Team:   NextStep     Submi=ed  by  Gail  Richards  
  • 2. Design  Thinking  Ac-on  Lab:  Prototype     Overview  of  Assignment     •  Original  Problem  Statement   •  Idea  selected  for  prototype  and  tes:ng   •  Test  Subjects  and  Methods   •  Prototype  1,  described  in  steps,     followed  by  summary   •  Prototype  2,  described  in  steps,   followed  by  summary   •  Reflec:ons      
  • 3. Problem Statement: High  school  seniors  deciding  what     path  to  take  aGer  gradua:on   need    a  way  to   evaluate  numerous  op:ons  when  determining    which  path  is  best  for  them   because   society,  and  high  schools,  communicate  overtly  and   implicitly  that  aIending  a  four-­‐year  college  as  being  the   best  op:on  for  all  students,  leaving  many  students   underserved,  confused  and  lost.     Design  Thinking  Ac-on  Lab:  Prototype  
  • 4. Solution to be Tested Require  high  school  students  to   interview    or  research  at  least  five   professionals  in  the  field  they  are  most   interested  in  with  the  purpose  of   learning  what  different  paths  they  took   to  get  where  they  are  today.     Design  Thinking  Ac-on  Lab:  Prototype  
  • 5. Design  Thinking  Ac-on  Lab:  Prototype     Test  Methods  and  Subjects     Two  Subjects   •  Individual  originally  interviewed  when  developing  problem   statement:  recent  high  school  grad  (one  year  ago),  made  choices   based  on  what  others  thought  was  best  for  him,  went  to  college   with  no  real  plan,  ended  up  leaving  university  and  working  un:l  he   can  formulate  a  beIer  defined  plan  that  beIer  met  his  needs.   •  Recent  college  grad  (this  year)  who  leG  high  school  focused  on  a   specific  career  that  suited  his  interests  but  that  did  not  have  great   career  poten:al.  Graduated  college  with  that  major,  but  headed  for   a  completely  different  career  choice  which  requires  addi:onal   educa:on  to  fill  in  gaps  not  met  by  college  major.    
  • 6. Design  Thinking  Ac-on  Lab:  Prototype     Test  Methods  and  Subjects     Test  Methods   •  Both  subjects  reviewed  following    two  descrip:ons/prototypes   illustra:ng  poten:al  processes  for  implemen:ng  select  solu:on.     •  Both  prototypes  address  the  same  solu:on  but  from  a  specifically   different  angle:  a  student  driven  approach  vs  a  school  driven   approach.   •  Subjects  were  asked  to  comment  on  pros  and  cons  of  each   prototype  and  to  iden:fy  which  seemed  beIer.     •  Of  the  approach  each  subject  thought  was  beIer,  they  were  asked  if   they  thought  it  was  a  viable  solu:on  to  the  problem,  or  simply   beIer  than  the  other  op:on  presented.    
  • 7. Prototype #1: Student Driven Approach Design  Thinking  Ac-on  Lab:  Prototype  
  • 8. Prototype #1: Step 1 Design  Thinking  Ac-on  Lab:  Prototype   Students  develop   a  set  a  ques:ons   that  answer  their   biggest  ques:ons   about  a  career  of   interest  and  path   to  it.  
  • 9. Prototype #1: Step 2 Design  Thinking  Ac-on  Lab:  Prototype   Students  iden:fy   and  contact  people   working  in  the  field   to  conduct   interviews.  
  • 10. Prototype #1: Step 3 Design  Thinking  Ac-on  Lab:  Prototype   Students  may  also   research  individuals   working  in  the  field   and  search  for   responses  to  their   ques:ons.  
  • 11. Prototype #1: Step 4 Design  Thinking  Ac-on  Lab:  Prototype   Students  (literally)  map  the  route  each  person   researched  or  interviewed  took  between  high   school  and  today.       Using  this  map,  students  iden:fy  the  most  viable   path  for  themselves,  or  create  a  hybrid  path  based   on  what  they  learned.       Example  map  on  next  page…      
  • 12. Prototype #1: Step 4 Design  Thinking  Ac-on  Lab:  Prototype  
  • 13. Prototype #1: Step 5 Design  Thinking  Ac-on  Lab:  Prototype   Students  break  the   selected  path  down   into  ac:on  steps   and  :meline,  then   act  on  it.      
  • 14. Prototype #1: Student Driven Approach SUMMARY Design  Thinking  Ac-on  Lab:  Prototype   1.  Students  develop  a  set  a  ques:ons  that  answer  their  biggest  ques:ons  about  the   career  and  path  to  it.   2.  Students  iden:fy  and  contact  5  people  working  in  the  field  to  conduct  interviews.   3.  Students  research  individuals  working  in  the  field  and  search  for  responses  to  their   ques:ons.   4.  Students  (literally)  map  the  route  each  person  researched  or  interviewed  took   between  high  school  and  today.    Using  this  map,  students  iden:fy  the  most  viable   path  for  themselves,  or  create  a  hybrid  path  based  on  what  they  learned.       5.  Students  break  the  selected  path  down  into  ac:on  steps  and  :meline,  then  act  on  it.      
  • 15. Prototype #2: School Driven Approach Design  Thinking  Ac-on  Lab:  Prototype  
  • 16. Prototype #2: Step 1 Design  Thinking  Ac-on  Lab:  Prototype   Educator  develops  a   standard  set  of   ques:ons  designed   to  elicit  informa:on   that  will  be  most   valuable  to  the   student  in  gaining   informa:on  for   decision  making.  
  • 17. Prototype #2: Step 2 Design  Thinking  Ac-on  Lab:  Prototype   Educator  and  staff  iden:fy   and  contact  5  mentors   needed  for  interviews,   explain  purpose  of   interview,    introduce  student   in  advance.  Students  set  up   and  conduct  interviews   based  on  standard  set  of   ques:ons.      
  • 18. Prototype #2: Step 3 Design  Thinking  Ac-on  Lab:  Prototype   Students  (literally)  map  the  route  each  person   researched  or  interviewed  took  between  high   school  and  today.       Using  this  map,  students  iden:fy  the  most  viable   path  for  themselves,  or  create  a  hybrid  path  based   on  what  they  learned.       Example  map  on  next  page…      
  • 19. Prototype #1: " Step 3 Design  Thinking  Ac-on  Lab:  Prototype  
  • 20. Prototype #2: Step 4 Design  Thinking  Ac-on  Lab:  Prototype   Students  break  the   selected  path  down   into  ac:on  steps  and   :meline  with  the   assistance  of  educator   and  staff.  Students  and   educator/staff  work   together,  have   milestones  and   accountability.      
  • 21. Prototype #2: School Driven Approach SUMMARY Design  Thinking  Ac-on  Lab:  Prototype   1.  Educator  develops  a  standard  set  of  ques:ons  designed  to  elicit  informa:on  that  will   be  most  valuable  to  the  student  in  gaining  informa:on  for  decision  making.     2.  Educator  and  staff  iden:fy  and  contact  5  mentors  needed  for  interviews,  explain   purpose  of  interview,    introduce  student  in  advance.  Students  set  up  and  conduct   interviews  based  on  standard  set  of  ques:ons.     3.  Students  (literally)  map  the  route  each  person  interviewed  took  between  high  school   and  today.    Using  this  map,  students  iden:fy  the  most  viable  path  for  themselves,  or   create  a  hybrid  path  based  on  what  they  learned.       4.  Students  break  the  selected  path  down  into  ac:on  steps  and  :meline  with  the   assistance  of  educator  and  staff.  Students  and  educator/staff  work  together,  have   milestones  and  accountability.      
  • 22. Reflections Design  Thinking  Ac-on  Lab:  Prototype   1.  The  idea  of  informally  connec:ng  to  different  people  with  different  experiences  in  the   professional  field  of  interest  is  desirable.   2.  Both  subjects  felt  the  school  driven  approach  was  beIer  because  it  included   accountability  between  student  and  educator  versus  the  student  driven  approach   which  relied  on  personal  mo:va:on  to  execute  and  succeed.     3.  Both  subjects  thought  the  school  driven  approach  could  be  viable  but  were  not  sure   how  it  would  fit  in  to  already  packed  school  schedules  as  a  required  ac:vity.     4.  Timing  of  ac:vi:es  would  be  important.  For  example,  if  a  student  chose  a  path   including  college,  applica:on  deadlines  would  have  to  met,  so  this  program  would   have  to  happen  well  in  advance  of  senior  fall.   5.  For  more  popular  careers  would  not  want  to  “burn  out”  or  annoy  the  professionals   interviewed.    New  idea:  aGer  one  interview,  answers  logged  for  future  students.