Design challenge brief prototype and test

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Stanford Design challenge brief prototype and test

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  • Teenagers don’t like listening to people the would be bored – they would prefer to do.
  • Difficult is students are not interested in particular industry to which school is affiliated.Only one industryIs this similar to work experience?Is there legal and occupation health and safety ramifications?Are are they to actively participate?
  • Design challenge brief prototype and test

    1. 1. Problem statement Find a way to provide students with experiences that provide the additional skills obtained through real life experiences that will ensure students are able to cope with confidence, both work wise and personally.
    2. 2. My most practical idea - Ex students talking their experiences. This is the simplest and most practical idea. By bringing ex students (from different industries) who are now in the workforce back to the school to discuss what happened to them, both good and bad, current students will have more realistic expectations. They may also get ideas on things they need to do to prepare for a working life and also not have huge idealistic expectations of being able to change the world in the first year of their working life (even if I hope they do).
    3. 3. Ex students talking about their work life experiences School maintains contact with past students Ensure good spread of universities and different industry Share tips and hints on working life Share good experiences and bad Get ex-students to agree to being interviewed through first few years of their employment Separate section going to university and a finding work internship or apprenticeship Info shared via presentation, men toring programs and info available via school’s career intranet Can be via facebook, linke din, youtube , email, blogs, a nd skype Ask ex students to keep diaries Have specific questions in relation to transition to university or to the work place Managed through school career dept
    4. 4. feedback  The process I used to test was just to sit and discuss with the “client” the way the prototype would work.  Client asked for more detail in some areas and also provided some words of wisdom to make you wonder whether the idea was right or needed tweaking. Words of wisdom  Teenagers don’t like listening to people the would be bored – they would prefer to do.  Thought that facebook/youtube interface might appeal to young students
    5. 5. My favourite idea - Create classrooms within industry Logistics may be difficult but actually getting teachers and industry to join together to run relevant classes within industry will bring students teachers and industry together. The learning of students by watching what happens within industry would be great for them. The learning of industry as to what students are doing and how they are learning would be great for them. I see this as a win-win for both sides and would go a long way to guiding students on their transition from school, to degree, to work.
    6. 6. Create classrooms with industry Classrooms within industry All industries have training areas Make students do same work hours and breaks, make them have the same rules Subjects have skills that are relevant to industry. Language, communic ation, marketing, nu merical analysis report writing etc Use these areas for teacher to teach students industry relevant skills Use additional resources from with the industry to reinforce the connection between subjects and work Show students the connectivity between schooling and work Teach and understand Skills needed within the work place team work, leadership empathy
    7. 7. feedback Same process used as above (sit and discuss with the “client” the way the prototype would work). Feedback  Difficult if students are not interested in particular industry to which school is affiliated.  Only one industry? Maybe schools will need multiple industry relationships or a change in concept!  Is this similar to work experience?  Are there legal and occupational health and safety ramifications?  Are students able to actively participate?
    8. 8. Written reflection prototype and test Was very interesting going through the test phase. When describing my first idea about having ex students come in to provide their experiences to help students was told that teenagers hate being spoken to that they prefer to experience it themselves. This put me on the back foot and when describing that we would look at using Facebook and youTube and possibly Skype this this was seen as a possibility. The testing phase is so important to really understand whether you are on the right track and providing what your client actually needs. It is also a great tool to stop you diverge to what you think is better to what your client actually needs. Who knew testing is probably one of the most important parts of the process!

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