View this slideshow first, as our "pitch" to potential users. Then please visit our Blendspace to view the Guide itself!
Phase 5: EvolutionThis phase was all about feedback and revision. We analyzed the feedback from our peers, and made plans for sharing outside the norm. Sadly, this is only a 6 week course so this is where our project ends, for now.
Please read the blog post following this one, and check out our prototype: The Ultimate Guide to Going 1:1. We hope that it will prove valuable to education leaders that are attempting to provide 1:1 devices to their students. Thank you for following this journey! Resources for Phase 5: Evolution My Phase 5 Reflection Our Phase 5 Checklist Our Phase 5 Blendspace Prototype Ongoing Summaries Document Phase 4: Experimentation
Phase 4 is all about action! In this phase my group worked very hard, all throughout the week, and we could have probably worked on this prototype for a month or more. We took our refined findings and questions from the popplet in Phase 3, combined with some feedback from our instructors to refine our focus, and decided to look at the issue of devices. How can we get devices to our students? Our solution was that schools could go 1:1 with devices! That ensures students have a device and access. Our prototype had to be something that achieved this goal, so we designed a How-To Guide for districts and schools looking to go 1:1. We created a plan, then a slideshow, then a few screencasts, and embedded all of it with our rationale into a blendspace lesson. Now we await feedback to move into part 2 of this phase, which is collecting and analyzing the feedback, in preparation for Phase 5.
Resources for Phase 4: Experimentation My Phase 4 Reflection Our Phase 4 Checklist Our Phase 4 Blendspace Prototype and the Google Slideshow that is presented in it Ongoing Summaries Document Update: Feedback
Here is a Storify that displays all our feedback from our cohort. Thanks to Kerry Strong for putting it together for our group!
Phase 3: IDeationPhase three of the Design Thinking Process is all about coming up with ideas, the more the better! We used a different Web 2.0 tool, Popplet, which is designed to facilitate brainstorming. We looked at our refined question from Phase 2, “How might we provide students equal access to online homework assignments?” and came up with 100 ideas that might help answer this question or solve this problem of inequity. After generating a list of 100 ideas we refined it down to 4, and had another brainstorming session for how those would benefit end users as well as how they might cause more problems. In the end we decided on one idea that was a combination of a few we had discussed, and started sketching a rough blueprint for how to proceed next week for Phase 4. See my resources for more details.
Resources for Phase 2: Interpretation My Phase 3 Reflection Our Phase 3 Checklist Our Phase 3 Popplet Ongoing Summaries Document Phase 2: Interpretation
In this second phase of the Design Thinking Project, much of our work was done using the Web 2.0 tool Padlet. We took our overarching question, "How might we provide students equal access to homework assignments?" and used that focus to delve deeper into the issue and come up with more "How might we..." questions.
Some of us focused on end users, some focused on experts, and then we shared our stories of the information found and new stories coming to light. We then categorized the the input we received according to themes. With those themes we created new, deeper questions to guide our upcoming work. Resources for Phase 2: Interpretation My Phase 2 Reflection Our Phase 2Padlet Ongoing Summaries Document My Inspiring Story: StorifyPhase 1 : DiscoveryIn this phase we brainstormed questions and started to center our thoughts around homework as an equity and social justice issue. We used a google doc of the checklist to throw out ideas and questions and noticings we had. Then we had to define the end user of our problem, which we decided would be the students. We have a technology focus, so looking at students that are low income and lack technology to do online homework was a consideration we had. Also English learners that may struggle to comprehend and access the homework on their own. We then looked at who our experts would be, deciding on those that are closest to the student and understand their needs. We made a plan to do some research and divided up the duties. My role was to look for scholarly articles and research about homework as an equity issue. Other team members are still in school, but I am out for summer break, so they are more able to access students and teachers for interviews and I am more able to do research.
In the second and third part of the Discovery Phase we made a plan and did the research. We decided who we would contact and what we would ask, with specifics. We made our plan, and I began doing my part to conduct research on what the experts thought about homework. I added that research to the checklist via a link, and other teammates interviewed teachers, students, and parents, and added their findings on to our google checklist. Now we are ready for Phase 2: Interpretation. Resources: My Phase 1 Reflection Our Phase 1 Checklist Ongoing Summaries Document |
AuthorJessica Billeci is an educator for Juvenile Court and Community Schools, and a student in SDSU's M.A. of Ed Leadership w/ Technology Emphasis. ArchivesCategories |