During this phase we got introduced to our group members and we immediately made an attempt to start collaborating through a google doc and through google hangouts. We created a google doc and started brainstorming. Once we had a chance to try to make sense of the information and see in what direction we were headed, somewhat, we decided to participate in a google hangout. This google hangout session cleared things up for us and we had a better sense of direction after our meeting. Our google hangout session proved to be very helpful and gave us all a chance to collaborate and distribute responsibilities amongst group members.
Together we identified a challenge related to social justice and then we brainstormed lots of questions surrounding that challenge in order to help us refine our question. Our question revolved around the issue of how can we make homework accessible to all students regardless of their home situation. After identifying our challenge, we brainstormed different types of questions, about our question, that would help expand and clarify our thinking. The next step was identifying the end users. We agreed that it made sense that our end users would consist of teachers, parents and students. After identifying the end users, we brainstormed everything we could possibly think of regarding what we think we know about the end users and then we identified what we didn’t know about them. This allowed us to determine what type of information we still needed to find out more about.
We created a visual reminder that represented our question and then we made a plan for our research. Once we established who we needed to contact (end users and experts) we divided the responsibilities and everyone was clear on what they were being held accountable for. Together we brainstormed how we would contact the end users and what types of questions we would ask in order to find out as much information as possible. We clarified what kind of information we would report back and by what date so that everyone could plan out their work in a timely manner.
Conducting the research was the most exciting part of the phase, in my opinion. My individual contribution to this week’s work was going out and interviewing parents and students regarding on-line homework. I felt I learned so much from conducting these interviews due to the responses I was receiving. Taking the time to really find out what is going on is so valuable! In addition to collecting valuable data, I discovered that students and parents really appreciated the work I am doing. They felt valued and respected. I wondered if the sentiment would have been the same if their own teacher would have interviewed them during the school year or if they would have felt that they were in some sort of trouble or maybe even judged. I believe that it made a difference because they saw me as an educator who was trying to help the situation in some way. It was a truly enriching and rewarding experience.
Some challenges we faced as a group included all trying to participate in google hangouts at the same time. Due to conflicting schedules, meeting times were difficult. We compromised and were able to participate in google hangouts, but it was a challenge. A challenge that I faced as an individual was getting a hold of some of the end users I interviewed. Once I got a hold of them, they were very willing participants and very interested in what I was doing. However, I almost felt like a pest trying to schedule some of the interviews. It was a lot easier to get a hold of students. Getting a hold of parents was more of a challenge due to their demanding schedules.
Something I would do differently, next time, is the way that I contact my end users. I feel I could have done it in a much more organized manner. Next time I will do something to the effect of creating a google doc with open time slots where my end users can click on the link and sign up for their preferred time slot and date that I can contact them. That way seems less chaotic than the approach I took this time around.
I would apply the design thinking process with students at my site in either a social studies or science lesson. We can use the design thinking process to improve a product in a science lesson or to improve a social justice situation we may learn about in our social studies lessons. My students and I could also use the design thinking process to offer solutions to situations on campus that we may not necessarily like and instead of just complaining about it, we can take a proactive approach in which all students feel empowered because they are part of the solution and they will realize that they do have control over their sphere of influence.
Together we identified a challenge related to social justice and then we brainstormed lots of questions surrounding that challenge in order to help us refine our question. Our question revolved around the issue of how can we make homework accessible to all students regardless of their home situation. After identifying our challenge, we brainstormed different types of questions, about our question, that would help expand and clarify our thinking. The next step was identifying the end users. We agreed that it made sense that our end users would consist of teachers, parents and students. After identifying the end users, we brainstormed everything we could possibly think of regarding what we think we know about the end users and then we identified what we didn’t know about them. This allowed us to determine what type of information we still needed to find out more about.
We created a visual reminder that represented our question and then we made a plan for our research. Once we established who we needed to contact (end users and experts) we divided the responsibilities and everyone was clear on what they were being held accountable for. Together we brainstormed how we would contact the end users and what types of questions we would ask in order to find out as much information as possible. We clarified what kind of information we would report back and by what date so that everyone could plan out their work in a timely manner.
Conducting the research was the most exciting part of the phase, in my opinion. My individual contribution to this week’s work was going out and interviewing parents and students regarding on-line homework. I felt I learned so much from conducting these interviews due to the responses I was receiving. Taking the time to really find out what is going on is so valuable! In addition to collecting valuable data, I discovered that students and parents really appreciated the work I am doing. They felt valued and respected. I wondered if the sentiment would have been the same if their own teacher would have interviewed them during the school year or if they would have felt that they were in some sort of trouble or maybe even judged. I believe that it made a difference because they saw me as an educator who was trying to help the situation in some way. It was a truly enriching and rewarding experience.
Some challenges we faced as a group included all trying to participate in google hangouts at the same time. Due to conflicting schedules, meeting times were difficult. We compromised and were able to participate in google hangouts, but it was a challenge. A challenge that I faced as an individual was getting a hold of some of the end users I interviewed. Once I got a hold of them, they were very willing participants and very interested in what I was doing. However, I almost felt like a pest trying to schedule some of the interviews. It was a lot easier to get a hold of students. Getting a hold of parents was more of a challenge due to their demanding schedules.
Something I would do differently, next time, is the way that I contact my end users. I feel I could have done it in a much more organized manner. Next time I will do something to the effect of creating a google doc with open time slots where my end users can click on the link and sign up for their preferred time slot and date that I can contact them. That way seems less chaotic than the approach I took this time around.
I would apply the design thinking process with students at my site in either a social studies or science lesson. We can use the design thinking process to improve a product in a science lesson or to improve a social justice situation we may learn about in our social studies lessons. My students and I could also use the design thinking process to offer solutions to situations on campus that we may not necessarily like and instead of just complaining about it, we can take a proactive approach in which all students feel empowered because they are part of the solution and they will realize that they do have control over their sphere of influence.