Design Thinking: Spring 18 : Day 1: Empathy: Joy FlashLab

For our first day of class, we did a deep dive right into the world of empathy -- the core principle behind a design thinking mindset.

Over the next semester, we will learn to become design thinkers.  This visual is here to help you understand the difference between a design, a design process, and design thinking.  It may not make a ton of sense to you here on day one -- and over the course of the semester -- heck, the first quarter -- it will. 

Design is a fusion; design process is a pathway; design thinking is a mindset #dtk12chat #fetc #designthinking #edchat pic.twitter.com/TVz71FVATh

— Dan Ryder (@WickedDecent) January 24, 2018

We completed a flashlab, which is just a name for a quick, rapid fire design experience.

We'll be tackled this big ol' question:  "How might we bring joy to others?" following Mary Cantwell's DEEPdt design process.  We'll be using DEEPdt  all semester long to practice empathy fueled, human centered problem solving. 

Your creative constraints for this challenge: 
1 manila folder. 
4 paper clips. 
Tape, scissors, markers, colored pencils

DISCOVER.  What brings joy/what takes joy away.
EMPATHY.  Interview a partner.  What brings them joy?  What takes their joy away?  Ask for a story.
EXPERIMENT.  Doodle possibilities. Make. Make. Make.
PRODUCE. Deliver a prototype.  Get feedback.  Bask in the joy.

Then we watched a video featuring an empathy experiment.  (We didn't quite get to the end, so we'll be diving back into the last couple of minutes during Class 2.)

There wasn't any homework to complete for Class 2 -- and there won't be homework every night in this class.  You CAN expect one assessment a week -- sometimes it will be a writing piece, other times a recording, a creative product, a presentation, a number of different things. 

We will get into semester expectations during Class 3.  Ms. Audy and I would like us to focus on the thinking around empathy first -- and THEN dig into the plan for the semester.

Eng 9: To Solve a Mockingbird: Experiment & Produce Phases

We'll start with a brief reading session and then . . .

And then . . . we invent and create.

There's an adjustment to the expectation for your invention:  you do not have to use Little Bits.  They are a tool.  They are a great tool.  My excitement about using them shouldn't limit your imagination or problem solving skills.

You MUST create a tangible invention.  It must be something you can hold and use -- or at least easily imagine is functional.  The Little Bits are there to make some of your ideas ACTUALLY happen -- and there are other inventions available too.

8 BOX/STORYBOARD/EMPATHY MAP.
In order to be released to build and hack and make and create, you must put the following in your Eng 9 IN folder on Google Drive:
* Full 8 Box and video documenting that you did it in 4 minutes (if you did it at home)
* Three panel storyboard of your invention in action
* Empathy Map of the character for whom you are designing a solution

Today is also the last day to build and create in class.  At 9 a.m. we will showcase what we've created, get some feedback in either Rose, Bud, Thorn or Four Corners Feedback,  as we get ready for new work next Tuesday and Thursday.

ONE PAGE STORY.
Once you've designed/built your invention, you must write a one-page story from the point of view of your character USING your invention to solve the problem.  Your story needs to demonstrate that you understand the character you have chosen and can empathize with him or her.  It must also prove you understand the story of To Kill a Mockingbird, as well as some of the big ideas -- themes -- in the film.



Anything you don't finish in class becomes homework.  Work hard.  Make awesome thing as I know you will.

Humanities: Fidget Design Challenge: This Week at a Glance

Hi folks,

Here you will find the game plan for Monday through Friday, including the blog prompts for each of the days.

Monday.

Station 1. Blake Videos.  Watch the videos.  As a group, affinity map them with Post-Its. What are the common denominators across the videos?  What are the outliers?

Station 2.  Low-Rez Tinkering.  Use the materials from the maker cart to experiment with designs for fidgets.  Our finished designs will be produced on the printer.  This is a chance to experiment in a quick way.  

Station 3.  Empathy Interview & Poll Design.  Work in a group to determine Qs to ask possible users as we try to create a design that meets their needs.  Determine poll items that we might be able to email/distribute through social media.

Station 4. Tinkercad Experimenting.  Play around with Tinkercad as you explore shapes, patterns and possibilities.  Try to create different textures w the tools available to you.

Station 5. Crazy Eights.  Use the Crazy Eights method to come up with 8 ideas for fidgets in only 5 minutes.  Then take one of those ideas and expand it into a 3-stage storyboard.  

Blog Prompt:  Adventure Grid Story.  Tell the story of your Discovery process.  What did you watch, read, listen and/or do and what did you learn along the way?   Use your storytelling skills to share your journey of learning about stress, anxiety, fidgets and design.   You should have an experience from at least three quadrants of the adventure grid.  DUE TUESDAY, 3/1.

Tuesday.

Station 1. Blake Videos.  Watch the videos.  As a group, affinity map them with Post-Its. What are the common denominators across the videos?  What are the outliers?  FINISH the videos?  Move on to the blog prompt.

Station 2.  Low-Rez Tinkering.  Doodle and use the materials from the maker cart to experiment with designs for fidgets.  Our finished designs will be produced on the printer.  This is a chance to experiment in a quick way.  

Station 3.  Empathy Interviews & Polls.  Go and interview.  You have enough time to hunt down at least one person.  We may also have some online opportunities to interview people/students not in our building.

Station 4. Tinkercad Experimenting.  Play around with Tinkercad as you explore shapes, patterns and possibilities.  Try to create different textures w the tools available to you.

Station 5. Crazy Eights.  Use the Crazy Eights method to come up with 8 ideas for fidgets in only 5 minutes.  Then take one of those ideas and expand it into a 3-stage storyboard.  Did it yesterday?  AWESOME.  MORE!  

Blog Prompt:  Blake Mycoskie and Start Something That Matters.  Based on the trends and outliers of what you saw in the Mycoskie videos, what do you believe it means to "Start Something That Matters?"  What are three questions you hope Mycoskie will answer in his book?   What are three OTHER questions you would like to ask him.  DUE WEDNESDAY, 3/2

Wednesday.

Station 1. Start Something That Matters Book Orientation.  Flip through the book.  Get familiar with how it is laid out, how the sections are determined, what sort of features are in there.  Create a sketchnote of how Start Something That Matters is organized and designed.  

Station 2. Empathy Interviews.  Go.  Interview.  Engage.

Station 3. Empathy Interviews.  Go.  Interview.  Engage.  More.  

Station 4. Low-Rez, Doodling and Tinkercad experimenting.

Station 5. Low-Rez, Doodling and Tinkercard experimenting.

Blog:  Empathy Interview and Empathy Map.  Document the results of your empathy interview and a complete an Empathy Map for at least one of your interviewees.  DUE THURSDAY, 3/3

Thursday.

1. Roots Quiz 9.  

2. Empathy Sorts.  What are the trends and outliers we are discovering in our interviews and our polls? 

What do we have to keep in mind with our experiments and our prototypes? Identify 3 big takeaways to inform our work. 

 

3. Tinkercad designing and printing.

Blog:  Connect the Dots.  Explain through sketchnotes, writing, audio and/or video how your current design for a fidget has been informed by your adventure grid work, your empathy interviews, crazy eights and/or any other process this week.  

Friday.

1. Experiment & print. 

2. Complete all blogs. 

3.  Group Share Out.  5 minutes per group.  Design so far.  Four corners critique sessions.

Humanities: Example of How to Design a Sanctuary for Others

Humanities: Sanctuary for Others Rubric

Sanctuary for Others Design Challenge

Single Point Rubric

Design a sanctuary for one of the following:

• a character from the book that is not Melinda
• a refugee, immigrant or asylum seeker
• someone in our class with whom you do not have a close relationship (push yourself to stronger empathy)

Criteria	Evidence of Exceeding the Standard (clever, insightful, unique, powerful, meaningful, professional)	What Meeting the Standard Looks Like	Evidence of Needs for Improvement (gaps, missing pieces or evidence, incomplete thoughts)
Prototype Quality (MEDIA)		I like how your prototype looks like a finished product that you can present to the class; I like how there are no obvious signs that you didn’t get it finished -- even though there may be ways in which you might improve it; I like that it shows evidence you understand how to use the media you chose to solve the problem in an effective way
Research and Connections (RESEARCH)		I like how your prototype clearly shows numerous accurate connections to your research (text, video, audio); I like how your explanations include page numbers/time stamps and quoted text as evidence to show that you really know what you are talking about; I like how you wrote or recorded your explanations; I like that you included an MLA formatted works cited page
Features & Intentions (SOCIAL STUDIES)		I like how your sanctuary demonstrates numerous, dynamic features of a safe space for your user; I like how you explain your intentions for each feature of the sanctuary  fully whether in writing, audio or video
PRESENTATION (LISTENING & SPEAKING)		I like how your presentation was clear and easily understood; even if you weren’t working from a script, you seemed very well prepared and comfortable sharing the information about your tiny house;  you were able to field and answer questions asked about your tiny house
MUGS (MUGS)		I like how any writing included is properly spelled and features proper use of any words on Commonly Mistaken Words 1
Empathy (HABITS of MIND)		I like how you clearly show an understanding of your user’s needs and how to meet them; I like how you connect your ideas in your sanctuary to the needs of your user you were able to identify from your research
Timeliness (HABITS of MIND)		I like how you turned it in within 24 hours of the agreed upon due date

Design Challenge Checklist (And the DEEP Design Thinking Phases connected)

1. Define Sanctuary and Identify Examples (DISCOVERY Phase)
1. What are different forms sanctuary can take?
2. How might it look?
2. User and User Needs Identified (EMPATHY Phase)
1. Necessary research (interviews, articles, novel) conducted
2. Empathy maps completed
3. Experiment with Sanctuary Features (EXPERIMENT Phase)
1. Rapid fire prototyping
2. Explore possibilities
3. Create a working prototype linked to user needs
1. 3-D or 2-D, using any materials/tools that serve your purpose
2. Suggested: 2-D art, SketchUp, Minecraft, LEGO, cardboard, wood, photography
4. Produce and Present Your Prototype (PRODUCE Phase)
1. Deliver a presentation
2. Subject your prototype to 4 Corners feedback
3. Revise and reiterate your prototype

5. Written Reflection (WRITING - new rubric and criteria to come after presentations)

NOTE FOR BLOGGING!  Any and all of the work above can be posted on your blog to demonstrate your understanding of the various standards.

Pop Culture: Design Challenge: Documentaries

We start our documentary design challenge today, giving us the opportunity to explore the facets of pop culture we find particularly important or meaningful to us individually while also examining a form of storytelling that continues to have a huge impact on us culturally.

How might we design 3 minute documentaries in 18 days?

Today we begin DISCOVERY Phase.

First, you'll need a design team of 1, 2 or 3 members.

Then we'll do quick spidea sketchnotes in our teams to determine what ideas, experiences, understandings we already have -- or think we have --  about documentaries

We'll dive right into watching clips from several documentaries and using a new discovery strategy to identify the qualities of an effective documentary as well as the questions that a filmmaker has to ask when making a documentary.  I'm calling it a Q & Q chart.

We'll watch clips from:

A Band Called Death
Spinning Plates
Magical Universe
Game Over
I Hate Christian Laettner
Blackfish

Note: We might experiment with our finding on Padlet before using Post-Its on Friday to help us sort.

Tonight, you will each need to explore as many documentaries as possible.  You don't need to watch the entirety -- chunks of several is fine -- but you want to see as many as possible.

On Wednesday, we will continue our research with several clips from which you may choose and a round of "What if . . . " and this exercise we haven't tried yet in class called 8 Box.  It's a way of visualizing a bunch of ideas in a hurry.

We might be using a new tool called Diigo to help us keep track of our research.

And then on Friday, we will take stock of our research, identify the key criteria to effective documentaries, and develop an empathy poll for the users of our documentaries to answer and Qs to be asked over next weekend.

It's a lot going on for certain.

Focus on today and what you need to do for tonight.  And remember, there's still blogging going on and a new critical creativity challenge to go after.

Show Your Thinking.

Blog.

1+ Post Due Friday. 12.4.15

Optional Critical Creativity Challenges:

Option 1.  Document your week using only emojis.  Be as specific as possible.

Option 2. Watch and review a complete documentary.  It may be from our lists or another you've discovered.

Option 3. Gamify Your Life.  What if your life was a game?  What shape would it take? How would it be played?

Documentary Design Challenge.  Discovery Phase.

Watch. Clips of at least 3 other documentaries.

Complete a new  Q and Q form based on the documentaries you watch.  Be sure to identify which doc spurs which thinking.

Due. Wednesday. 12.2.15

Film Culture Project and One-Page Self-Reflection/Analysis.

Past Due. 11.1.15

Phrankenomena and 3 Questions.

Due. 11.30.15

Eng 9: Tiny House & Big Dreams Design Challenge: Discovery and Literary 3x3s

Day before Turkey Break and we are going to do a ton of stuff!

1.  Roots 1-5 Quiz.  We'll tackle that right away.

2.  Literary 3x3: Of Mice & Men.

We haven't done these in Eng 9 yet this year.  Here's how it works.

Take the book and break it down into three, three-word sentences.

For example, if I were to write:

Tornado transports girl
Adventures reveal strengths
Discovers home persists

What movie would I have created?

How about . . .

Boy inhabits closet
School reveals fate
Friendship conquers magic

Now it is your turn. Write a Literary 3x3 of Of Mice and Men.

Do not repeat any words. Try to use only powerful words. Try to get an action word in each line.

Once we have our Literary 3x3s written, we'll transfer them over to index cards for the next round of thinking.  There will be a lot of shuffling and moving around and experimenting.  We'll take lots of pics for our blogs.

All of this is helping us to tune our brains around what really matters in our tiny house design, because then . . .

3. Tiny House, Big Dreams.  Discovery Phase continues.   First, we'll name our teams and determine team leaders.

We'll dig out your work you did for today and make visual maps of your information using Post-It notes.  We want to figure out if we are identifying the needs of our users and finding all of the information we need.   Then we need to identify the cracks -- what information are we missing? what do we really need in order to meet the needs?  How are we going to find that out?

We'll use whatever time we have left to keep gathering information we need and also looking at the fantastic prototype that Jeremy already made!

Pop Culture: Phrankenomenon Design Challenge: Day Two & Reflections

First, we will create Google Drive Pop Culture In Folders.

a.  Create a folder in Google Drive.
b.  Title It:  [Your name] Pop Culture Fall 2015 IN
c.   Share it with me and make me someone who can EDIT your Inbox.

From now on, including any materials for your Film Culture project, you will put anything you are turning in for class in this folder.  Remember that Pages documents still need to be exported as PDFs or copy and pasted into Google Docs.

Today your team of one, two, or three members will need to complete the Experiment and Production phases of your Phrankenomenon design challenge.

EXPERIMENT Phase.  Remix and mashup various features of other phenomena in order to create an original idea you believe capable of having the same degree of cultural impact.  

Demonstrate your ideas through a slide deck, sketchnote, video or Prezi.  This will make for excellent blog materail.

PRODUCTION Phase.  After sharing your ideas, we will conduct feedback rounds using the 4 Corners feedback form.

SHOW YOUR LEARNING.

Blog.

Critical Creativity Challenge: Phrankenomenon.

1+ Posts Due 11.20.15

And then you have three mandatory questions to answer.  You may want to blog them as evidence there or you may choose to submit them in your Pop Culture IN folder.  The extent to which you answer these questions will appear as a Media assessment in PowerSchool.

Question 1.  After seeing the various phrankenomena developed in class, what characteristics seem to surface most frequently?  Why do you think this is the case?

Question 2.  Based on your understanding of pop culture phenomena, which of the phrankenomena developed in class do you believe would have the great chance of becoming a real success story?  What understandings of the world around you lead you this conclusion?

Question 3.  How might understanding the features and characteristics of what makes a cultural phenomenon help you be successful in one of your possible future career paths?  How might you apply that knowledge to solve problems and achieve goals?  Be specific in your thinking.

Pop Culture: HMW Design a Film Festival

How might we design a film festival?  How might we demonstrate our listening & speaking skills via a film festival?

We'll use these for DISCOVERY phase. 15 min

http://www.sundance.org/pdf/film-guide/SFF14-FilmGuide.pdf

http://fantasticfest.com/

http://www.miff.org/

http://allsportslafilmfest.com/

http://iffboston.org/

http://www.festival-cannes.com/en.html

You might Notice/Wish/Wonder:

What do you notice about these film festivals?

What do you wish about film festivals?

What do you wonder about these film festivals?

OR

Rose/Bud/Thorn:

What are the roses (cool aspects) of these film festivals?

What are the buds (opportunities/ideas you have) based on these film festivals?

What are the thorns (things you don't like/find ineffective) in these film festivals?

EMPATHY phase. 15

Interview at least 2 people from another design team.

Ask these three Qs

Which genres of film do you enjoy the most?

Would you rather watch a film you love again or watch something new?

What

Ask at least one follow up question in each interview to help you program your festival.

Record the answers.

EXPERIMENT phase. 15 min.

Craft it!  Design it.  What are the films you would show?  What would it be called? Where would it be held?   Why?  Use your empathy knowledge and your discovery to help you.

PRODUCTION phase. 15 min.

Four corners feedback.  (More on this in class.)

AP Lit: Design Challenge: Prufrock Remixed

Design Challenge: Prufrockian Remixing.

How might we remix “Prufrock” into a derivative work (meaning, it is based on/inspired by an original) that reflects the poetic and design qualities and intentions of T.S. Eliot’s original?

DISCOVER.

Last class you did just this.  You spent a day exploring Prufrock and discussing and figuring.

Today, before you start empathizing and experimenting, take a moment to refresh your thinking with this spidea web.

Recreate this on paper in front of you.  When you think of what you’ve done with “Prufrock” so far, what immediately springs to mind.  5 min.  No more.

Follow this up quickly with an I NOTICE/I WISH/I WONDER over “Prufrock.”  Again, quick.  5 min.  Rekindle what you’ve already discovered.  

EMPATHIZE.

Work as a whole class on this.  Someone has to volunteer to be interviewed about their thoughts and feelings about “Prufrock.”  Here’s the thing.  It isn’t a lecture on Prufrock.  They must be asked questions by the other members of the class.  5 min interviewing one student.  

Then choose another.  Grand total.  10 minutes.

As you are taking notes during the interview, use this empathy map tool.  Consider what they are saying and doing as they are talking, and imagine what they might be thinking and feeling based on that.

This is your first twenty minutes of class.

EXPERIMENT!

Print off copies of “Prufrock.”   Cut it up.  Make it bigger.   Rewrite.  Move it around.  Remember in a remix you can add layers upon layers, bring in new, add your own.

There’s butcher paper in the lockers in the hallway.  Use it.  There’s stuff in the closet.  Use it.  There are LEGOs and Jenga blocks and who knows what? Use whatever you have and need.

The key?  Making sure it embodies the spirit and intention of the original while still seeming like a whole new work.

Inform your experimentation with what others have told you, what you’ve discovered about Prufrock.

Be wild.  Be free.  Try things.  See what happens.  Take lots and lots of pictures.  Put them on your blog.  Not because it is required but because it matters and it helps.  Please share them with me as well.

PRODUCE.

For next class, bring a working iteration of your remix for discussion, feedback, exploration.  We’ll be using the feedback wheel.  The what?  Next week we learn about the feedback wheel

Also, next week, we’ll  read and annotate  articles I will be sending to you about Prufrock and Eliot.  What do they uncover that we hadn’t?  How does your remixing experience lend itself to that sorts of thinking?

SHOW YOUR LEARNING.

Blog. 3+ Posts.

Req'd Critical Creativity.  Literary Emoji.  Choose any of our works from this year and express them in emoji form.  Or use symbols of your own.  Explain your thinking.  

Read & Respond.  How to Read Lit Like a Prof.  Is It a Symbol?

Post on your thoughts on Foster's ideas on your blog.

Essay Revisions. If you are intending to revise your  synthesis essay, you may want to get on it.  

I will only accept revisions up to October 27.  If you complete a revision, you must also submit a Revision Submission Form.

Due.  As many times as possible between now and Oct. 27.

Blogging.  If you revise your posts or if you post late, please use the fill tool on the blog tracker to turn that box, Green.  You can revise your blog posts 

Read & Design. Indie Book Project.

Due. Wednesday & Thursday.  November 4 & 5.

Pop Culture: How Might We Design a Better Music Experience?

Today, we are going to run a 20 minute design flashlab.  How might we design a better listening device?

We'll use DEEP design thinking to do this.

Discovery.  We'll start with making a list of all the devices we use to listen to music 1 min.

Empathy.  We'll make a massive bug list of what annoys about our listening devices. See what we like, dislike.  5 min.

Experiment. We'll dig into the maker cart and come up with prototypes for better listening devices.  They may be tiny.  They may be massive.  10 min.

Produce.  We'll share and quickly get some feedback.  4 min.

Consider building something like this for your project due this week.

Then you will have time to work on your projects, blogging, Pinterest and more.

Blog. 3+ Posts.

Curate.  1 Pinterest Pin.

Required Critical Creativity Blog Post Options.

Option 1. (From my friend Amy Burvall)   Analog Remix Found Poetry: Developed by David Theriault (another friend of mine) who has an excellent blog post/lesson plan about this with ideas for all disciplines. You can create the Burrough effect by laying two poems or lyrics or any text next to each other (he even suggests chapters from a textbook) and manually creating the found poem using a variety of techniques (“blackout poetry” is always a good choice, but you can get more fancy).

Option 2. Sketchnote the lyrics to a favorite song of yours. What are sketchnotes?

Option 3. Create a YouDubber that takes a current news story and puts a song on top of the footage for a an intentional effect. Explain your thinking.

http://www.youdubber.com/

Design & Submit. Music Culture Projects.  

Due. Wednesday. 10.7.15.

We start our film unit on Wednesday with a nice bridge: film score composition, sound tracking and music supervision.

AP Lit: Watchmen Discovery Phase Continues

Here we go folks . . . 21 days and we'll have a movie.

Today we dove into possibilities for this film and signing up for production teams.

Suit Up Sessions

We agreed on no central protagonist, multiple layers, original song to tie things together but not a music video, use of flashbacks and some sort of event or experience that unites all characters

I was playing around with ideas after school on Monday

Blog.  3+ Posts.
Req'd Post.  Empathy Phase.  Talk to potential users of our film.  Rather than ask for what they look for in a film, find out which themes and ideas might best relate to them.  What would they find interesting to explore and compel them to keep watching?   How might we use the big ideas of our work to engage audience  and how might our devices enhance those big ideas?
Due. Friday.  May 15.