DESIGN THINKING GROUP PROJECT
For this Phase, my Design Thinking group and I focused on detailing and creating our selected prototype. We went through the checklist, (that I had created and shared through Google Docs), and we made contributions to each point together on Google Hangout. Once we decided on a website for our End Users, I helped check Instagram and Twitter for hashtags that we could “claim” and associate our prototype with. We then decided on the components of the site; and as one person shared their computer screen and built it on Weebly, the others gave inputs along the way. Any additional changes could be made by any member since we are all Editors. To complete Part 1 of the Experimentation Phase, I included screenshots of our website prototype and organized our brainstorming where needed.
Next, I linked our project onto BlackBoard, and once there was feedback from our peers I compiled and sorted the responses into a graph that we addressed at our next meeting. We went through each of the comments to see where improvements were needed or what aspects stood out. That being said, I think our challenge with this phase was getting a substantial number of feedback from our cohort members. If school had not ended for the summer we could have had an additional group of colleagues to assist us with this part of the process.
If we did implement actual End Users to this process of experimentation, our prototype would need to be nearly completed before asking them to test the full effect of our website. We would conduct trials with our End Users, be a guide, and make ongoing modifications. End Users would be asked to test out our resources and to let us know if it successfully allowed creativity to develop in their non art classes. Was it user friendly? Were the resources sufficient? Were they appropriate for the grade and applicable to the class subject? Consequently, more time would be required for the End Users to plan the integration of resources, implement lesson plans, and report back their thoughts to us. Further observations on how the website is put into practice by End Users would be an additional step in the process of retrieving feedback and rating the effectiveness of the site.
In conducting this process with students or colleagues at my school, I would encourage multiple reviews of the prototype. To start off, direct the use of a pro-con list that identify benefits and constraints the prototype has and include End User input, by perhaps using a simple survey. Then create a descriptive outline and simple model to show visually. In presenting the prototype, have the End Users fill out another survey that will collect additional feedback. Revise the prototype and arrange a trial run. End Users are presented with the prototype without instructions this time and to then observed. Like any experiment, multiple tests must be performed before deeming them successful.
Furthermore, in ensuring effective and meaningful collaboration occurs, each member of the Design Thinking team must actively participate with one another through discussions, sharing of ideas, asking questions, and providing support, to say the least. The meeting space must also be comfortable, accepting, respectful, and trusting. In order to be efficient and resourceful with the time and team members, each person should be assigned an agreed upon role and/or responsibility. Decisions are made as a group even if a task is to be completed by an individual. Continual communication allows clarity and connections.
SLIDESHOW COLLABORATIVE NARRATIVE
1) Using Google Docs, we shared our thoughts and learnings.
For this Phase, my Design Thinking group and I focused on detailing and creating our selected prototype. We went through the checklist, (that I had created and shared through Google Docs), and we made contributions to each point together on Google Hangout. Once we decided on a website for our End Users, I helped check Instagram and Twitter for hashtags that we could “claim” and associate our prototype with. We then decided on the components of the site; and as one person shared their computer screen and built it on Weebly, the others gave inputs along the way. Any additional changes could be made by any member since we are all Editors. To complete Part 1 of the Experimentation Phase, I included screenshots of our website prototype and organized our brainstorming where needed.
Next, I linked our project onto BlackBoard, and once there was feedback from our peers I compiled and sorted the responses into a graph that we addressed at our next meeting. We went through each of the comments to see where improvements were needed or what aspects stood out. That being said, I think our challenge with this phase was getting a substantial number of feedback from our cohort members. If school had not ended for the summer we could have had an additional group of colleagues to assist us with this part of the process.
If we did implement actual End Users to this process of experimentation, our prototype would need to be nearly completed before asking them to test the full effect of our website. We would conduct trials with our End Users, be a guide, and make ongoing modifications. End Users would be asked to test out our resources and to let us know if it successfully allowed creativity to develop in their non art classes. Was it user friendly? Were the resources sufficient? Were they appropriate for the grade and applicable to the class subject? Consequently, more time would be required for the End Users to plan the integration of resources, implement lesson plans, and report back their thoughts to us. Further observations on how the website is put into practice by End Users would be an additional step in the process of retrieving feedback and rating the effectiveness of the site.
In conducting this process with students or colleagues at my school, I would encourage multiple reviews of the prototype. To start off, direct the use of a pro-con list that identify benefits and constraints the prototype has and include End User input, by perhaps using a simple survey. Then create a descriptive outline and simple model to show visually. In presenting the prototype, have the End Users fill out another survey that will collect additional feedback. Revise the prototype and arrange a trial run. End Users are presented with the prototype without instructions this time and to then observed. Like any experiment, multiple tests must be performed before deeming them successful.
Furthermore, in ensuring effective and meaningful collaboration occurs, each member of the Design Thinking team must actively participate with one another through discussions, sharing of ideas, asking questions, and providing support, to say the least. The meeting space must also be comfortable, accepting, respectful, and trusting. In order to be efficient and resourceful with the time and team members, each person should be assigned an agreed upon role and/or responsibility. Decisions are made as a group even if a task is to be completed by an individual. Continual communication allows clarity and connections.
SLIDESHOW COLLABORATIVE NARRATIVE
1) Using Google Docs, we shared our thoughts and learnings.
2) We each created slides on Google Slides. One slide is based on the article: "If I Had a Hammer: Technology in the Language Arts Classroom" by Richard Jester. | The other slide is based on the text: "Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement (Ch. 6)" by Schrum & Levin & the TEDtalk: "A Garden in My Apartment" by Britta Riley. |
3) Then we narrated each other's slides using Screencast.
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