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![DEFINE
Problem statement format:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Dave needs
a way to [ ______ ],
because [ insight ].
Look at sample problem statements, then construct your own
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016](https://image.slidesharecdn.com/design-thinking-educators-kducharme-080916-160813204432/75/Design-Thinking-for-Educators-Brainstorming-Engagement-19-2048.jpg)
![Thank you.
— Come and visit us at CAST!
— Join the conversation
— Twitter: #edUX
— LinkedIn: Educational User Experience Design
www.linkedin.com/groups/6956915
— Meetup: Experience Design for Learning
www.meetup.com/Experience-Design-for-Learning (Boston-based)
Kim Ducharme
Director of Educational User Experience Design
kducharme [at] cast.org
www.cast.org](https://image.slidesharecdn.com/design-thinking-educators-kducharme-080916-160813204432/75/Design-Thinking-for-Educators-Brainstorming-Engagement-38-2048.jpg)
Uploaded byKim Ducharme
Design Thinking for Educators: Brainstorming Engagement
The document presents a framework for applying design thinking in education, focusing on enhancing learner engagement through empathy, ideation, and iterative testing. It introduces tools such as journey mapping and personas to understand student emotions, needs, and barriers effectively. Key strategies include brainstorming creative solutions and formulating actionable problem statements based on insights gained from understanding the students' experiences.
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Design Thinking for Educators: Brainstorming Engagement
- 1. Design Thinking forEducators Kim Ducharme Director of Educational User Experience Design 2016 UDL Symposium August 9, 2016 www.cast.org — Brainstorming Learner Engagement
- 2. Goals —Learn about designthinking tools and methodologies —Gain empathy through journey mapping (a tool borrowed from user experience design) —Ideate a more engaging lesson plan through design thinking and the principles of Universal Design for Learning Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 3. Design Thinking The goalis matching people’s needs with what is technologically feasible and financially viable — Tim Brown, IDEO Is an innovation process Educational goals …and meets educational goals. Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016 Tim Brown, IDEO Deeply cross-disciplinary Involves the users and stakeholders in the design process
- 4. Design Thinking Problem findingProblem solving Solution testing EMPATHY DEFINE IDEATE PROTO- TYPE TEST Learn about your audience Define the problem space based on empathy insights Brainstorm creative solutions Test your ideas, iterate based on feedback Try experiments in the classroom Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 5. Design Thinking EMPATHY DEFINEIDEATE PROTO- TYPE TEST Today Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 6. EMPATHY — Learn aboutyour audience — Find the deep and meaningful NEEDS through observing and engaging EMPATHY DEFINE IDEATE PROTO- TYPE TEST Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 7. EMPATHY: Personas xious Alma esokay on homework verage student Struggles with science Lacks self-confidence Finds classroom environment threatening, struggles to concentrate Withdraws due to fear of failure – does not partcipate or engage with classmates – would rather refuse answering a question than risk getting it wrong Goof-off Gage Invests in making a positive impression (by being a goof-off) Assumes that he will fail right from the start, be seen as incompetent (tries to hide this by being a goof-off) Invests in appearing too smart to try Avoids authentic engagement in content — asks lots of questions to appear engaged, but gets answers from classmates. Undermines assessment feedback function by cheating + – – – – – – – – – – Helpless Hannah Displays neither enthusiasm nor bad behavior Views herself as incompetent and unable to master new academic material Assumes that she will fail, so why even try? Remains socially, intellectually, and emotionally detatched Interprets poor performance as confirmation of low expectations – – – – – Design Thinking for Educators — Emotions by Design Satisfied Santos Enjoys intellectual challenge outside of school, sophisticated science understanding beyond class curriculum Enjoys the social engagement of school, is popular, likable Does not rely on school performance for self-esteem Talent for writing science fiction Does not respond to grade incentives, satisfied with "C's" though could be earning "A's" Performs only enough to avoid negative attention ++ ++ + + – Safe Sally Performs well by most academic criteria Enjoys the respect of classmates and teachers Benefits from test-taking and other academic skills Engages only enough to get an "A," reads only what will be tested on Motivated by good grades and external recognition — learning is instrumental, but no intrinsic value, joy or excitement Avoids the risks of stretching herself, and rewards of creative exploration ++ ++ + – – – – + + – – – – – Alienated Al Responds well to those interested in, and engagin strengths and interests Likes to be held accounta high expectations, needs support achieving them Not trusted to use auto productively Assumes that he is not will fail Psychologically check assumes that no one Design Thinking for Educators — Emotions Student Personas — Imagine you’ve done some design research, and distilled findings into 6 unique “personas” (Alma, Gage, Hannah, Santos, Sally, and Al) Derived from Motivation to Learn, Deborah Stipek
- 8. EMPATHY: Going deeper —We’re going to imagine the experience of a lesson on circuits through the lens of our personas (Alma, Gage, Hannah, Santos, Sally, and Al) — How might we gain deeper insights? — Journey mapping EMPATHY DEFINE IDEATE PROTO- TYPE TEST Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
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- 13. — A toolfor more deeply understanding an experience — New insights on student emotions, needs, barriers, opportunities and strengths will fuel the process for ideating a better, more engaging circuits lesson that addresses a range of learner variability EMPATHY: Journey mapping Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 14. Circuits lesson: Lightinga Bulb / journey map starter skeleton Kim Ducharme, Emotion by Design / Design Thinking for Educators, 4.14.2016 INTRO TEACHERSTUDENT Stages Activity Emotion, engagement Barriers, pain points, triggers Needs, goals, aspiratioins Other DO FOCUS/CHALLENGE EMOTIONAL BASELINE DO REFLECTION & SENSEMAKING Introduce • activity • D-cell battery • vocabulary: D-cell, battery, source, electrical energy Introduce • lightbulb Challenge propose students make bulb light Monitor student progress Distribute worksheet Review successes with whole class Introduce terms: • electricity converter, • circuit • components • contact points Ask focus question: How do you decide if a bulb will light? Getters get materials Try studetns try different solutions Discuss ways to light bulb Predict & check think about and check predictions Record predictions Lead discussion • students discuss their predictions and observations • discuss a few circuit principles Discuss • predictions and observations Prompt to construct an explanation. Should contain • claim • evidence • reasoning Construct an explanation Write WHAT happened and WHY? Present explanation WHAT happened and WHY to group Debate/persuade best explanation Reconcile competing ideas using evidence Journey map A skeleton map of the circuits lesson Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 15. Journey map Journey Map/ Lighting a Bulb lesson - starter skeleton INTROStages Activity Emotion, engagement DO FOCUS/ Introduce • activity • materials • vocabulary Introduce • lightbulb Challenge #1 propose students make bulb light Monitor student progress Review successes with whole class Introduce the term “electricity converter” Getters get materials Try studetns try different solutions Discuss ways to light bulb Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 16. Lighting a Bulb Alesson on circuits Imagine the experience through the lens of your persona. Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 17. Journey mapping Journey Map/ Lighting a Bulb lesson - starter skeleton INTROStages Activity Emotion, engagement Barriers, pain points, triggers Needs, goals, aspiratioins Other DO FOCUS/CHALLENGE EMOTIONAL BASELINE DO Introduce • activity • materials • vocabulary Introduce • lightbulb Challenge #1 propose students make bulb light Monitor student progress Distribute worksheet Review successes with whole class Introduce the term “electricity converter” Ask focus question: How do you decide if a bulb will light? Getters get materials Try studetns try different solutions Discuss ways to light bulb Think & check think about and check predictions Use information from your persona’s experience over time to place insights onto the map — Think about emotions & levels of engagement, also note barriers and strengths for your student around understanding, action & expression Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 18. DEFINE — Reframe needsand insights from empathy stage (personas & journey mapping) into actionable problem statements DEFINEEMPATHY PROTO- TYPE TESTIDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 19. DEFINE Problem statement format: DEFINEEMPATHYPROTO- TYPE TESTIDEATE Dave needs a way to [ ______ ], because [ insight ]. Look at sample problem statements, then construct your own Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 20. Example problem statement: DEFINEEMPATHYPROTO- TYPE TESTIDEATE Hannah needs positive reinforcement, because she lacks feelings of confidence. Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 21. Example problem statement: DEFINEEMPATHYPROTO- TYPE TESTIDEATE Santos needs a way to make his own learning goals, because he likes moving at his own intellectual pace. Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 22. Example problem statement: DEFINEEMPATHYPROTO- TYPE TESTIDEATE Sally needs a way to feel comfortable in making mistakes, because the fear is limiting her learning. Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 23. IDEATE — Brainstorming andcoming up with creative solutions EMPATHY PROTO- TYPE TESTDEFINE IDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 24. Tim Brown, IDEO KimDucharme / Design Thinking for Educators / UDL Symposium 2016
- 25. IDEATE: Seed questions —Generate brainstorming seed questions from insights in problem statements + learning goal(s) “How might we…?” “What if…?” EMPATHY PROTO- TYPE TESTDEFINE IDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 26. IDEATE: Seed questionexamples Problem statement: Hannah needs positive reinforcement, because she lacks feelings of confidence. How might we give Hannah a chance to shine? EMPATHY PROTO- TYPE TESTDEFINE IDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 27. IDEATE: Seed questionexamples Problem statement: Santos needs a way to make his own learning goals, because he likes moving at his own intellectual pace. How might we support Santos’ autonomy while still supporting the classroom goals of the circuits lesson? EMPATHY PROTO- TYPE TESTDEFINE IDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 28. IDEATE: Seed questionexamples — Problem statement: Sally needs a way to feel comfortable in making mistakes, because the fear is limiting her learning. How might we help Sally redefine success? Write a few of your own — Consider how we might provide opportunities for multitiple means of engagement, representation, and action & expression. EMPATHY PROTO- TYPE TESTDEFINE IDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 30. Choose a seedquestion Decide on a brainstorming question* to work on. Some criteria: — One you are most excited about — The biggest problem (even if it’s hard) — The most potential to move forward (feasible) EMPATHY PROTO- TYPE TESTDEFINE IDEATE *Typically, you would brainstorm a series of questions Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 31. Rules for aGood Brainstorm • Encourage wild ideas. • Don't make any judgments about ideas. • Stay on the current question. • Express an idea and then move on. • Build on the ideas of others. • Have only one conversation at a time.
- 32. IDEATE: Brainstorm 1. Writedown ideas individually (5 mins) EMPATHY PROTO- TYPE TESTDEFINE IDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016 2. Put up on the wall (read aloud as you go) 3. Build on, combine, new ideas (5 mins)
- 33. — Choose thebest and wildest ideas 1. Group similar ideas, remove duplicates IDEATE: Narrow down EMPATHY PROTO- TYPE TESTDEFINE IDEATE Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016 2. Dot voting: Each person gets 3 green dots (best idea) 3 blue dots (wildest idea) 3. Discuss and choose 2 best, 2 wildest ideas 5 mins
- 34. Consolidate Journey Map /Lighting a Bulb lesson - starter skeleton INTROStages Activity Emotion, engagement Barriers, pain points, triggers Needs, goals, aspiratioins Other DO FOCUS/CHALLENGE EMOTIONAL BASELINE DO Introduce • activity • materials • vocabulary Introduce • lightbulb Challenge #1 propose students make bulb light Monitor student progress Distribute worksheet Review successes with whole class Introduce the term “electricity converter” Ask focus question: How do you decide if a bulb will light? Getters get materials Try studetns try different solutions Discuss ways to light bulb Think & check think about and check predictions Groups share out: — Persona, problem statement, brainstorm question — Add best ideas & craziest ideas to big, class map This is our potential future state journey map Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 35. Design Thinking Problem findingProblem solving Solution testing EMPATHY DEFINE IDEATE PROTO- TYPE TEST Learn about your audience Define the problem space based on empathy insights Brainstorm creative solutions Test your ideas, iterate based on feedback Try experiments in the classroom Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 36. Reflection …on the designthinking process and journey mapping tool Journey Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015 INTROStages Activity Emotion, engagement Barriers, pain points, triggers Needs, goals, aspiratioins Other Opportunities (future state) DO FOCUS/CHALLENGE EMOTIONAL BASELINE DO NEW CHALLENGE DO Introduce • activity • materials • vocabulary Introduce • lightbulb Challenge #1 propose students make bulb light Monitor student progress Distribute worksheet Review successes with whole class Introduce the term “electricity converter” Ask focus question: How do you decide if a bulb will light? Getters get materials Try studetns try different solutions Discuss ways to light bulb Think & check think about and check predictions Record predictions Introduce vocabulary: • circuit • components • contact points New challenge can you make a one-wire circuit? Lead discussion • students discuss their circuits • discuss a few circuit principles Do challenge Draw as students succeed, draw circuit Discuss students study and discuss their circuits Prompt to answer focus question — write an explaination in their science notebook Answer focus question in science notebook —On today’s experience —On applying to your own work — How would you use, extend, change, add to the tools? —Other applications? e.g. — Look at teachers’ experience — Use as conversation piece in design research Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 37. Feedback Put two post-itson today’s session journey map Journey Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015 INTROStages Activity Emotion, engagement Barriers, pain points, triggers Needs, goals, aspiratioins Other Opportunities (future state) DO FOCUS/CHALLENGE EMOTIONAL BASELINE DO NEW CHALLENGE DO Introduce • activity • materials • vocabulary Introduce • lightbulb Challenge #1 propose students make bulb light Monitor student progress Distribute worksheet Review successes with whole class Introduce the term “electricity converter” Ask focus question: How do you decide if a bulb will light? Getters get materials Try studetns try different solutions Discuss ways to light bulb Think & check think about and check predictions Record predictions Introduce vocabulary: • circuit • components • contact points New challenge can you make a one-wire circuit? Lead discussion • students discuss their circuits • discuss a few circuit principles Do challenge Draw as students succeed, draw circuit Discuss students study and discuss their circuits Prompt to answer focus question — write an explaination in their science notebook Answer focus question in science notebook 1. Identify one highlight — & why 2. Identify one thing you would change — & how you would change it Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
- 38. Thank you. — Comeand visit us at CAST! — Join the conversation — Twitter: #edUX — LinkedIn: Educational User Experience Design www.linkedin.com/groups/6956915 — Meetup: Experience Design for Learning www.meetup.com/Experience-Design-for-Learning (Boston-based) Kim Ducharme Director of Educational User Experience Design kducharme [at] cast.org www.cast.org