![INTERVENTION
UNIT OF SCALE
intervene | ˌin(t)ərˈvēn |
verb [no object]
1 come between so as to prevent or alter a result or course of events:](https://image.slidesharecdn.com/1-190226042320/85/Shifting-Education-4-320.jpg)
![BIO-COST
Where are you
leaking energy ?
Bio-cost is the energy, attention, and stress that people
expend over time to achieve their goals—to get what they
want” in Ashby’s sense. [Ashby 1956]](https://image.slidesharecdn.com/1-190226042320/85/Shifting-Education-26-320.jpg)
Uploaded byRana Chakrabarti
Shifting Education
The document discusses a framework for intervening in educational systems through design-thinking, detailing a historical timeline from 2016 to 2018, as well as key steps for effective interventions. It outlines specific phases including diagnosing the system, flagging low-effort situations, uncovering constraints, and creating pathways for change. The approach seeks to empower students and promote effective learning through real-world experiences and collaborative efforts among educators.
Shifting Education
- 1. ⓒ Rana Chakrabarti2018. All Rights Reserved. SHIFTING EDUCATION How to intervene large systems Via Stuart Rankins/ Flickr
- 2. “If you wantto truly understand something, change it -Kurt Lewin
- 3. A BRIEF HISTORY •2016 - set out introduce design-thinking in classrooms across the United States. • 2017 - created tools & pedagogy and trained over 100 educators in 20+ universities. • 2018 - seeing our work multiply
- 4. INTERVENTION UNIT OF SCALE intervene| ˌin(t)ərˈvēn | verb [no object] 1 come between so as to prevent or alter a result or course of events:
- 5. ⓒRanaChakrabarti2018.AllRightsReserved. Inspiration : Don( Norman) and my discussion on nudging systems Current Activity Intervention Original Goal New Goal e.g. Student missing classes frequently e.g.Full attendance e.g. Paid internship in return for full attendance e.g. Need finding and problem solving meeting
- 6. DIAGNOSE THREE PHASES OFSHIFTING SYSTEMS SCALEINTERVENE
- 7. CHEAT SHEET :SHIFTING SYSTEMS 1. Create a Mission with a High Ceiling 2. Study the System 3. Flag Situations with Low Return on Effort 4. Uncover Constraints 5. Find the Soft Spot 6. Place a Bet 7. Design Interventions 8. Create Pathways 9. Create Cohorts 10. Tell Stories DIAGNOSE INTERVENE SCALE
- 8.
- 9. CREATE A MISSIONWITH A HIGH CEILING Unambiguous + Unreasonable 1
- 10. OUR STATED MISSION Designa system and experience, that empowers students, to become design- minded intrapreneurs, with purposeful careers.
- 11. OUR REAL MISSION Introducedesign-doing into classrooms across the United States
- 12. STUDY THE SYSTEM Createsystems artifacts 2
- 13. Via Stuart Rankins/Flickr SYSTEMS 101 Connected Capable of Learning Humans working in Concert
- 14. SYSTEM FACTS Inputs, Outputs,Levels, Rates, Friction2a
- 15. EXHIBIT 1 :EDUCATION SYSTEM FACT SHEET 1. Only 3% of 14 million students go to private college in the U.S. 2. On average 50% of those who enter college, leave without graduating 3. The university system is driven by the conditions of federal grants 4. Quality of teaching is not incentivized in the university system. Research is. 5. There is no measure of how well the student is learning 6. Grade inflation is common 7. The university punishes students for exploring outside a prescribed path 8. The university system is a bubble 9. Students across the board learn better through real-life experiences 10. Students are coming out, at best, qualified but deficient in critical skills
- 16. SYSTEM EXPERIENCE What isit like to go through it ?2b
- 17. EXHIBIT 2 :EDUCATION SYSTEM BEHAVIOUR Freshman Sophomore Junior SeniorYear Act 1 : Entry Shock Act 2 : Class Roulette Act 3 : “Light My Fire” Act 4: Exit Shock Intervention Space
- 18. SYSTEM ARCHETYPES What behavioral“types” make up the system ?2c
- 19. EXHIBIT 3 :STUDENT ARCHETYPES
- 20. SYSTEM STRUCTURE What isthe structure creating the behaviour ?2d
- 21. EXHIBIT 4 :EDUCATION SYSTEM | STUDENT EXPERIENCE 50% 56% in 6 yrs 6.5s “Noisy” Channel “No Fit!” “Class Roulette” “Light My Fire”
- 22. EXHIBIT 5 :EDUCATION SYSTEM | EDUCATOR EXPERIENCE $ ?
- 23. INTERVENTION SPACES Which isthe best spaces to intervene ?2e
- 24. EXHIBIT 6 :INTERVENTION SPACES $ C L A S S R O O M R E A L - W O R L D P R O B L E M S *spaces relevant for the design challenge TA L E N T M AT C H I N G
- 25. FLAG SITUATIONS WITH LOWRETURN ON EFFORT Which are the best situations to intervene ? 3
- 26. BIO-COST Where are you leakingenergy ? Bio-cost is the energy, attention, and stress that people expend over time to achieve their goals—to get what they want” in Ashby’s sense. [Ashby 1956]
- 27. EXHIBIT 7 :STUDENT ENGAGEMENT LEVELS source : advances in physiology education
- 28. EXHIBIT 8 :RESUME LOADS source : Sarena Riggi @ SAP
- 29. UNCOVER CONSTRAINTS What iskeeping the situation in place? 4
- 30. THIS IS SYSTEMCHANGE
- 31. CONSTRAINTS FEELS LIKE Iwant to… but..
- 32. EXHIBIT 9 :I WANT TO, BUT.. SAP University Alliances Academic Conference , San Diego, 2016
- 33. FIND THE SOFTSPOT5 Which constraints can you influence?
- 34.
- 35. EXHIBIT 10 :GRADE INFLATION Because : Universities accept federal grants Universities have to accept the conditions of federal grants Universities have to focus on retention Professors feel pressured not to fail students Professors grade students higher than they normally would See more constraint chains here
- 36.
- 37. PLACE A BET Predicthow things will turn out 6
- 38. WHY : UNINTENDEDCONSEQUENCES
- 39. FORMULATION : BET Given… If We… Then… Resulting In..
- 40. EXHIBIT 11 :THE CLASS LAB BET Given …educators spend 3x time upfront creating a project-based course If We…made it easy and fun for educators to re- design their curriculum Then…most of them will sign up Resulting In..a powerful channel to integrate design into the education system
- 41. EXHIBIT 12 :THE TEACHDESIGN BET Given …project-based educators have to scrape together assets for a class each time If We…made it easy for them to find and integrate assets into their class Then…most of them will use our material Resulting In..a powerful channel to introduce industry methods into the classroom
- 42. EXHIBIT 13 :14 BETS ON HIGHER EDUCATION #2 #1 #2 #3 #3 ** *
- 43. DESIGN AN INTERVENTION Changebehavior 7
- 44. SYSTEM How will theintervention fit in ?7a
- 45. EXHIBIT 14 :TEACHDESIGN SYSTEM
- 46. FORM How will interventionlook & work ?7b
- 47. WHY : THENUDGE source: swipsesnse
- 48.
- 49. EXAMPLE : FORMULATION Whatmight a kit for introducing design-doing into the classroom look like ?
- 50. EXHIBIT 15 :TEACHDESIGN RECIPE
- 51. EXAMPLE : FORMULATION Whatmight a safe space for educators to learn a new approach be like ?
- 52.
- 53. EXHIBIT 17: COURSEDESIGN CANVAS
- 54. EXHIBIT 18: CLASSROOMLAYERS
- 55.
- 56. EXHIBIT 20: DESIGNJOB RUBRICS Design Jobs JOBS TO BE DONE FRAMING MARKET RESEARCH DESIGN RESEARCH SYNTHESIZE DEFINE IDEATE PROTOTYPE VALIDATE BUILD OUTPUT DESIGN CHALLENGE FACTS STORIES INSIGHTS POINT OF VIEW IDEAS PROTOTYPE CUSTOMER FEEDBACK PRODUCT ABILITY BASIC FRAME A PROBLEM FACT AS AN OPPORTUNITY STATE FACTS EVOKE EVENTS DETECT PATTERNS COMMUNICATE A SINGLE POINT OF VIEW GENERATE HIGH VOLUME OF IDEAS BUILD A SKETCHY PROTOTYPE CONDUCT AN INTERVIEW BUILD A CONCIERGE PRODUCT ADVANCED FRAME A PROBLEM SITUATION AS AN OPPORTUNITY STATE THEMES EVOKE STORIES APPLY FRAMEWORKS COMMUNICATE MULTIPLE POINTS OF VIEW GENERATE HIGH VARIETY OF IDEAS BUILD A REALISTIC PROTOTYPE CONDUCT AN EVALUATION BUILD A MINIMUM VIABLE PRODUCT EXPERT FRAME A PROBLEM NARRATIVE AS AN OPPORTUNITY STATE TRENDS EVOKE VALUES & EMOTIONS DEVELOP SYSTEMS COMMUNICATE SYSTEMIC POINT OF VIEW GENERATE HIGH QUALITY IDEAS BUILD A WORKING PROTOTYPE CONDUCT AN EXPERIMENT BUILD A SCALEABLE PRODUCT
- 57.
- 58. CREATE PATHWAYS Stage forprogressive commitment 8
- 59.
- 60. CHANGE PATHWAY: TEACHDESIGN OLD NEW Expose RECIPES Experience CLASSLAB Engage COHORT
- 61. EXPOSE: TEACHDESIGN WEBSITE #1on Google
- 62.
- 63.
- 64. CREATE COHORTS Use groupsas force multipliers 9
- 65. WHY : USEFORCE MULTIPLIERS
- 66. EXHIBIT 21 :CLASSLAB COHORT 100+ educators, 20+ universities
- 67. TELL STORIES Show ChangeIs Possible 10
- 68. EXHIBIT 22: ARUN’SSTORY
- 69. CHEAT SHEET :SHIFTING SYSTEMS 1. Create a Mission with a High Ceiling 2. Study the System 3. Flag Situations with Low Return on Effort 4. Uncover Constraints 5. Find the Soft Spot 6. Place a Bet 7. Design Interventions 8. Create Pathways 9. Create Cohorts 10. Tell Stories DIAGNOSE INTERVENE SCALE
- 70.
- 71. ⓒ Rana Chakrabarti2018. All Rights Reserved. SHIFTING EDUCATION How to intervene large systems Via Stuart Rankins/ Flickr