Presented by Lori Anthony at The Innovative Library Classroom 2014 conference at Radford University

1. 1

2. 2

3. Today we are going to explore the idea of unique educational challenges.
3

4. Take a few minutes to write on your post it note 3 unique educational challenges
Can you tell me a few?
4

5. Several of you may have already seen this video but I’d ask that you indulge me once more
as I believe it is extremely relevant to our discussion this morning.
Also, it seems every time I watch it, I pick up on something new
This is the 2014 version of shift happens – the video is about 7 minutes long
5

6. Now, I’d like you to look at your original challenges. After seeing the video – would you
make any changes?
6

7. We are truly faced with different challenges that are changing every day
We can no longer merely hope to stay afloat – if we want to be competitive, we need to
constantly stay ahead of the curve
But how do we do that?
Traditional methods no longer seem to be working.
This is where the design thinking process can be most beneficial.
7

8. • Many of today’s problems are so complex they’ve actually been termed
“wicked”
• Many of you many have identified several on your post it note.
• Wicked problems are complex and can’t be solved in disciplinary silos
• Traditional methods don’t work
8

9. • In the past problems were solved using quantitative methods. Math
worked. It gave us answers. But with the influx of new technologies and a
global market, computational means of solving problems was not enough.
• Many started to explore the idea of design – and not just design but the
design process.
• Probably one of the most successful to do so was Steve Jobs and I love this
quote…
9

10. • Designers have been working within this framework for years
• Recently others found it to be successful across a multitude of non‐design
disciplines including nursing, IT and business
• The process involves:
empathetic problem identification, multi‐disciplinary teamwork,
brainstorming and ideation, prototyping, testing, & revising, final
implementation of the idea
10

11. How many of you remember using the typewriter?
I must admit, I typed my first resume on one. If you remember using typewriter, then you
remember how exciting it was when white out and then white out tape were introduced!
The problem with the typewriter was that it prevented you from making a mistake. If you
did, you started over.
With design thinking, just the opposite is true.
The idea is that failing is encouraged – particularly early in the development stage. You
want to fail so that you identify the kinks – you then have time to work through the
glitches, refine and correct them. By doing so, you’ve reduced the potential for failure
when you launch your product, service or process.
11

12. So I ask all of you today – can librarians be design thinkers?
12

13. I would venture to bet the answer is yes
“Significant innovations don’t come from incremental tweaks. Design thinkers pose
questions and explore constraints in creative ways that proceed in entirely new directions.”
(Tim Brown, 2008, p. 87)
“They not only rely on analytical processes…but also exhibit the ability to see all of the
salient aspects of a confounding problem and create novel solutions that go beyond and
dramatically improve on existing alternatives.” (Brown, 2008, p. 87)
“The best design thinkers don’t simply work alongside other disciplines; many of them have
significant experience in more than one.” (Brown, 2008, p. 87)
“The best design thinkers don’t simply work alongside other disciplines; many of them have
significant experience in more than one.” (Brown, 2008, p. 87)
“They can imagine multiple perspectives – those of colleagues, clients, end users, and
customers (current and prospective). By taking a “people first’” approach; design thinkers
can imagine solutions that are inherently desirable and meet explicit or latent needs.”
(Brown, 2008, p. 87).
“They assume that no matter how challenging the constraints of a given problem, at least
13

14. one potential solution is better than the existing alternatives.” (Brown, 2008, p. 87)
13

15. You have no doubt been using design thinking tools and strategies already!
What I want to share with you now is a project we’ve been working on for the past year.
This project involved special education teachers from Spotsylvania Middle School –
people who had no idea they were design thinkers!
14

16. Myself and two other colleagues worked with 20 special education middle school teachers.
We were specifically looking at the physical learning environment and wanted to identify
challenges associated with inclusive classrooms.
15

17. Despite their passion for teaching and the unique connection to their students, special
education teachers are not typically involved in solving challenges related to the learning
environment.
16

18. The teachers were already modifying the environment to meet their needs
17

19. We conducted 5 design thinking workshops over the course of 5 weeks.
We knew given the timeframe that we would not be able to take them through the entire
design thinking process so instead our goal was to identify the challenges of the learning
environment and have the teachers develop strategies for solving the problems
We spent the day on site and because we met with teachers during their planning periods,
the group sessions were small.
What was so interesting was that when we began, the conversations were all self directed –
“I need this”, “my class does this” – and while good information, we realized our challenge
would be to get teachers to think bigger.
Using design thinking activities and strategies, workshops 1 and 2 worked toward
identifying problems
Workshops 3 and 4 worked toward developing ideas for solving those problems
Problems
18

20. From the five workshops, 4 common themes were evident:
1. Distraction and focus
2. Social skills and communication
3. Space limitations and conflicts
4. Attitudes and behavior
19

21. What I want to show you now is a video of our experience. You will see the teachers
engaging in several design thinking activities.
20

22. And in the end…
21

23. Our next steps for this project are to move one or more ideas forward to prototyping and
testing.
I believe this quote captures the spirit of this project.
22

24. Our project with Spotsylvania focused on space. The design thinking process can address
curriculum issues, ‐ I was also involved with a project where we converted a traditional 4
year bachelors degree into a 3 year offering without summer study – it can help solve
problems related to processes and tools and finally, it can be beneficial in working with
problems related to systems.
23

25. It’s simply a matter of beginning with questions.
Why is it this way?
Who cares about this issue – who are the stakeholders?
How can I make it better?
The design thinking process addresses each of these questions leading to unimagined
outcomes.
24

26. I now want you to go back to the 3 issues you listed earlier in this session.
Select one and start thinking about all of the stakeholders represented by the problem.
Who are they?
Consider getting a group together to begin brainstorming ideas of how to address this
problem.
Be ready for
25

27. Get ready for ideas you never imagined….
26

28. And open your mind to the possibilities.
Design thinking promotes ideation that culminates in ideas never
imagined. I mean who ever thought the idea of a two second tent
was possible?
Imagine what the design thinking process can do for you.
27

29. So are you ready to face tomorrow’s unique educational challenges?
28

30. 29

31. 30

32. 31