UX for Good - Vancouver 2013 (Educating the Heart)

1
Vancouver, B.C.
May 9-12, 2013
EDUCATING THE HEART

VANCOUVER, B.C. | MAY 9-12, 2013
INTRODUCTION
Agenda
• Welcome & Introductions
• Reflection
• Framework, Themes and Concepts
1. Brand Values
2. Compassion in Action
3. Heart-Shaped Toolbox
4.Community Allies
5. Measurement
6. The Edge of Technology
• Next Steps
2

INTRODUCTION
Thank you!
3

INTRODUCTION
A ‘heartfelt’ thank you!
4

INTRODUCTION
The Designers
Brian Winters
Jason Kunesh
Emily Luke
Marie-Claire Dean
Greg Melander
Davide Casali
Lee-Sean Huang
Patrick DiMichele
Judy Siegel
Wil Kristin
Dan Saimo
Carolyn Chandler
5

INTRODUCTION
The Instigators
Jason Ulaszek
Jeff Leitner
Chris Kelly
Andrew Benedict-Nelson
Howell Malham
Jim Jacoby
Brad Smith
Yarrow Kraner
6

INTRODUCTION
Our Challenge
• Seek ways to embed the "teaching of the heart"
into interactions that take place between
children and adults
• Investigate what the school system could do to
embed social and emotional learning into the
relationships between student and student, child
and child
7

INTRODUCTION
Our Process
• Day 1: Research and immersion
• Day 2: Research and immersion
• Day 3: Synthesis
• Day 4: Presentation and discussion
8

INTRODUCTION
By the Numbers...
• 30+ interviews with DLC members, school administrators,
teachers, conference attendees and students
• 200+ hours of primary and secondary research
• 1,000s of Post-Its, sketches and visioning documents
• Dozens of ideas for building traction in the community
• 4 kindergarten sing-alongs (yes, really)
• 32 karaoke songs observed (sympathy, not empathy)
• Full compliment of feelings (oddly, no crying)
9

1:15am
10

Design framework
12
Discovery
Synthesis
Creation
Validation

REFLECTION
Discovery
• Problems
• Insights
• User groups & roles
• Tactics
• Quotes
• Scale
• Timing
• Stages
• Risks
• Protections
• Social/Emotional factors
• Thought-starters
• Provocations
• Terms/Jargon
• Metaphors
• Criteria
• Stories
13

VANCOUVER, B.C. | MAY 9-12, 2013 14

We don't need more programs–
we need a roadmap.

I would like small classes,
more storage, and be
valued in society as a
kindergarten teacher.

"Don't let me get sold."
Anecdote from a child in
an orphanage.

A frenzied, unhappy,
frightened brain
cannot learn.
22

Inertia is big, reform is
hard, money is being cut.
We can do it on the edges
but it is hard to hit the core.

Empathy? They
come to my class
hungry. Their
beds aren't safe.

We are all one.

We have poverty of the soul,
not just poverty of money.
Dr. Joanne Roussy
30

“We are the living room of the community.”
–Gary Dobbin & Diane Willman
31

Suffering and adversity are the
necessary conditions for
developing patience and
tolerance.
33

You can be silent
and communicate.
With emotions.

SECTION TITLE HERE
42
Media&
Policy&
Business&&&Professions&
Social&&&Cultural&Inﬂuences&
Research&
NEIGHBORHOOD&
Children&&&Youth&
Parents& Educators&
The$socially$
and$emo/onally$
capable$$
young$person$
COMMUNITY&

REFLECTION
Domains of the Heart-Mind Index
43

REFLECTION
Synthesis
• See patterns
• Categorization
• Prioritization
• Generation
• Reduction
44

REFLECTION
Re-shape the challenge
• How to embed social and emotional learning into
children's school experience.
• We re-organized the two teams into one team
during synthesis to share insights, then split into
pairs to tackle each part of the challenge.
45

REFLECTION
Stories
• Stories translate data into meaning
• Parents tell their story, not outcome
data. Empower them
• Stories must transmit data and
emotion
47

REFLECTION
Design Principles
• Be empathetic with the people you’re
trying to convince
• Don’t feed the trolls, build your community
• Establish a controlled, neutral vocabulary
for mindful social emotional outreach
• Find low cost solutions that build on
available infrastructure
49

REFLECTION
Building awareness & action
• Activate your influencers to activate your
message
• Identify community champions and give
them actionable information
• Invite policy makers to the movement, but
give parents the baton
• Massive scale comes from 1 on 1 human
interactions
51

DISBELIEVERS
KIDS
AGE 0-4
AGE 4-12
AGE 13-18
EDUCATORS
ADMINS
PRINCIPALS
TEACHERS
FAMILY
PARENTS
KIDS
EXTENDED
NON-BELIEVERS TRUE BELIEVERSBELIEVERSINQUIRERS
GRID OF POTENTIAL AUDIENCES
REFLECTION
53

REFLECTION
Constraints framework
55
Now
Root
Easy
Analog
Free
Single
Local
Future
Leaf
Hard
Digital
Expensive
Many
Global

EDUCATION*SYSTEM*COMMUNITY*
Parents( Educators(Extended(
Family(
Admins(Allies( Policy(
Makers(
Children(&(Youth(

REFLECTION
Solution considerations
• Audience
• Problem
• Outcome
• Measurement
• Concept pitch
• Visual
• Key terms
• Key insights
59

REFLECTION
Validation framework
• Develop baselines using current metrics
• Difficulty & importance
• Depth: enrich experience of existing programs
• Breadth: Expand the breadth of the Mindful
Education movement
• Use these vectors to help choose your first
projects
60

BRAND VALUES
Brand Values
"In the Snake Sutra, the Buddha also tells us that the
Dharma is a raft we can use to cross the river and get
to the other shore. But after we have crossed the
river, if we continue to carry the raft on our
shoulders, that would be foolish. "The raft is not the
shore." He said: "Bhikkhus, I have told you many
times the importance of knowing when it is time to
let go of a raft and not hold onto it unnecessarily."
62

BRAND VALUES
Brand Values
Scale means relinquishing control.
63

BRAND VALUES
Brand Values
Teach mindfulness by being mindful, not preaching
mindfulness. Appeal to emotion to tell the story of
the importance of emotional education.
64

BRAND VALUES
Brand Values
Both branding and mindfulness are exercises in
subtraction, removing clutter to get to foundational
truths.
65

BRAND VALUES
How?
Use language and terms that appeal to broad or
global audiences; avoid trigger words that can
impact the implementation of the tools, programs
and products.
66

You teach who you are.
- Maria LeRose

BRAND VALUES
How?
Implement using the tools and resources that you
have. Don't try to create new policy frameworks.
68

BRAND VALUES
How?
To achieve your goals, the messaging platform
needs to take a neutral, secular focus.
69

BRAND VALUES
How?
• Compassion -> Caring
• Peace -> Conflict resolution
• Mindfulness -> Thoughtfulness and Cooperation
70

BRAND VALUES
How?
Simplicity
Modularity
Connectivity
71

HEART-SHAPED TOOLBOX
Toolbox Intention & Goals
• Deliver information to help people better
understand the benefits of mindfulness.
• Centralize resources to help people easily infuse
mindfulness into their lives and classrooms.
• Facilitate sharing to help people find and use
ideas and activities that encourage mindfulness.
• Jumpstart conversations to help people
introduce mindfulness within their community.
• Foster engagement to move people from
awareness, to implementation to advocacy to
evangelism.

Inside the Toolbox
• Activities
• How-to Guides
• Dialogue
• Community
• Support

Toolbox Shapes and Sizes
Poster Website Mobile Hand-out

Topics:
• About
• Activities
• Talking Points
• How-To Guides
• News
Audiences:
• Parents
• Teachers
• Administrators
• Adult Advocates
• Policymakers
Toolbox Focus
Tasks:
• Search
• Explore
• Donate
• Contact
• Contribute
Content & Ideas

Meet Teacher Tamara
Background and context:
• Tamara has witnessed the benefits of
mindfulness in the classrooms of her
peers and would like to learn more.
• Her goal is to learn the basics and find
quick and easy ways to experiment.
• Tamara doesn’t have much time to take
away from the classroom to implement
a program.
• She needs to see how mindfulness can
fit into her existing approach.
• If she gets positive results, she’ll be
back to learn and explore more.

Teacher Tamara can:
• Learn about the benefits of
mindfulness in a friendly and
accessible way; Read stories
about its impact.
• Utilize teacher, how-to and
implementation guides
explaining process, concepts
and intended outcomes.
• Find classroom activities
organized by categories of
the Heart & Mind Index.
1. Gathering Information

Get Along with Others
Compassionate and Kind
Peaceful
Secure and Calm
Attentive and Engaged

Comment
Pretend to be an animal.
Be an animal for a minute. Then, sit down
and be still for a few moments. Breathe in
and then release letting out an “Ahhh...”
Suggested Duration: 2-3 Minutes
Suggested Frequency: Weekly
Suggested Age: 4-8

BRAIN BREAK
Pretend to be an
animal.

Teacher Tamara can:
• Find exercises and
inspirations suggested by
peers and practitioners.
• Provide feedback and
testimonials on the
exercises she incorporates.
• Contribute her own
experiences and ideas.
2. Explore content, engage peers.

3. Tell stories, spread the word.
Teacher Tamara can create
talking points intended to:
• Engage inquisitive parents
• Support peer teachers
• Advocate to administrators

Summary
IS:
• Descriptive
• Collaborative
• Point of departure
• Open-Source
• Ever-changing
IS NOT:
• Prescriptive
• Authoritative
• Final destination
• Proprietary
• Ever finished

COMMUNITY ALLIES
Small commitments, big results
• People have a strong drive to appear consistent
in their behaviors.
• Once they’ve agreed to something, they’re more
willing to commit to new things in line with it.
• In a 1987 study participants were asked, “Are you
voting tomorrow?” 100% said yes. About 87% of
them did, compared to 61% of those not asked.

Simple starts become tipping points

Make it easy to give and receive thanks
Ally Links

Sponsors and volunteers join in

Deeds, stories, art and thanks

MEASUREMENT
Can help us be mindful.
By making the unseen visible and actionable.
Data can help us make better decisions.

GOAL
The goal of measurement is to
be more aware of what is going
on so we can take appropriate
actions for kids and this
program. In other words, we
need to create a feedback loop.

CONSIDERATIONS
Easy – easy and natural ways to
capture the data
Trusted – authoritative &
accurate
Privacy – use the data to help
not hurt. At some point
anonymous & private

MEASURE WHAT?
Students
1. Heart & Mind Index (Clyde Hertzman)
2. Effectiveness of the Program for kids education
What else should we measure for…?
Teachers
Parents
Schools
Communities

THE FEEDBACK LOOP
CHECK IN
AWARENESS
LEARN Student
Teacher Parents
School
Community
Awareness,
Support,
Value
Funding

ONE EXAMPLE CONCEPT
THE
MOTIVATOR
CHECKING IN ON FEELINGS.
TAKING APPROPRIATE ACTION.

THE PITCH
Problem
Students have a habit of negative thoughts and
poor grades.
Solution – The Motivator
What if there was an easy way to capture the pulse
of students and Direct resources to help the
problems
Outcome
Happier more educated children contributing to
society in a meaningful way.

Policy Media Business /
Professions
Research
Social /
Cultural Influences
Neighbourhood
Community
Parents Children
and
Youth
Educators
Parent
and
Child
Parent
and
Educator
Child
and
Educator
The Socially
and Emotionally
Capable
Young
Person

Affectiva
Galvanic Skin Response Bracelet
146

all of them
build feedback loops
with children
and teachers
150

Shared Sign
Today we feel good
152

A place for people interested in self-
tracking to gather, share knowledge
and experiences, and discover
resources.
157

VANCOUVER, B.C. | MAY 9-12, 2013 158

NEXT STEPS
What’s next?
• Webvisions Hackathon - May 19th in Portland
• Discussion about moving ideas forward

161
From the bottom of our hearts...
THANKYOU.

UX for Good - Vancouver 2013 (Educating the Heart)

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