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TLS v.1 - planning board

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Leticia Britos Cavagnaro

on 15 May 2017

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Transcript of TLS v.1 - planning board

Humera:
1) Hone my own teaching craft
2) Build on the strength of the Fellows'
offering to serve our current customers; and
3) Help us achieve program sustainability for the UIF team.
What do we want to get out of this?
Leticia
collaborate and play with great people
create a SPECTACULAR and transformative experience for participants
start a
movement
and community of practice to advance T&L
get more schools to join UIF
+ Have fun as a teaching team.
Tanner W.
Learn from the experts in this group
Learn from workshop participants
Learn more about facilitating Design Thinking workshops
Learn about the behind the scenes planning
Help support the life-changing UIF program
Go to heaven on earth = The d.school
Meenu:
1) Develop and share DT curriculum targeted towards faculty (inspiration for working with faculty at UMD!)
2) Learn from the process of planning an immersive, interactive experience from scratch
3) Learn from participants (what's happening at their schools, what their hopes/dreams/wishes are...)
4) Have fun and hang out with a cool, dynamic team :)

Erica:

Collaborate with cool people (the teaching team) & learn new ways to teach DT content
Focus on & experiment with teaching DT content to faculty
Develop curriculum for faculty based on what we've seen faculty struggle with
Re-fresh & re-energize by being back "home"
teachers and students learning together
Have faculty reflect on & be specific about what they want to improve/what their own goals are/what does success look like
have students and faculty gain empathy for each other! #empathymatters
(yes, i agree!)
teaching in many different places (a museum, a crappy amphitheater, outdoors, Tresidder, the exploratorium, the gym, the church)
Provide participants with the ability to design and iterate multiple times (3x or more) with different populations and learning objectives in mind. More cycles, more learning.
allow faculty to build out something they can try on the first day they get back (experiments)
inspire a bias towards action

tailor workshop experience to faculty goals -- can we have a menu, and each day, faculty choose from the menu what they want to learn?
e.g. (working with a project partner, introducing innovation in a traditionally lecture-based-course, how to evaluate/grade innovation projects)
faculty collaborating across disciplines!
Create an experience that is almost 'Startup Weekend' like, in that participants propose a specific class and over four days, fine-tune, iterate and deliver the experience to different audiences.
Out in the world learning
come up with many possible ways to assess learning of skills and mindsets
I want faculty to leave with one clear experiment/thing they will try when they get home.
allow faculty to reflect
Have part of the experience require faculty talking with their past students about the student experience. How did the class make them feel? How did they relate to the other students? To the faculty member?
Get faculty out of their comfort zone
Establish ourselves not as experts in teaching, but experts in the process. (We don't have the answers and no one does!)
Information on grading in this type of learning
participants give TT a challenge and then observe us create a learning experience - then it's their turn
Use different ways to teach the same content. In person, video, scavenger hunt, game, etc. Perhaps it is content they presently deliver... or maybe we all hone in on one class for one set of users, all exploring the myriad of ways it can be taught.
surprise teaching gig at the end
follow up call with participants
participants do something in advance
outcomes/aspirations
activities
Establish equality among participants
Go through the whole process
empathy!
small bets + action
community norms
teaching by demoing
exposing the 'behind the scenes'
assessment/making learning visible is important!
iteration boosts learning
have faculty needs in mind
The participant's experience could be like...
the allegory of the cave
Behind the scenes at a Broadway musical.
Working in an art studio.
Backstage tour of The Tonight Show.
immersive
like virtual reality
pre
post
day 1 (Tue 7/26)
day 2 (Wed 7/27)
day 3 (Thu 7/28)
day 4 (Fri 7/29)
-try experiment and report back (to us? to everyone? to a buddy?)
myriad of vignettes:
-love letter between carbon & silicon (developmental biology)
-longboard (large engineering class w project teams)
-a great example of STEM class using games? (Privatera, Biomedial Engineering at U of Cincinnati)
-Fellows constructing their learning using Landscape Canvas
-empathy work on campus
12-12:30 intros and set norms of learning community (thru activities) - 30min
space
productive struggle
modeling elements first
reframing constraints as opportunity
wrap up
iteration
reframing in the moment/ mcgiver: post-it notes that don't stick to the wall
resilience: best laid plans
from yes, but to yes, and - Improv (Lisa, Dan)
topics for challenge:
Monday morning

10-11am DP0 in traditional classroom (30-60 min)
1:15-5:30 DP1: empathy, define, with modeling on the field (1 day)
Rationale for DP00
Introduce themselves to one another
Establish a baseline:
Get them to do something right away without seeing the whole arc
Reflect on the process
What were the considerations
What did you do as a team
-Identify barriers for this type of learning on their campus (perhaps not for pre)
-Reflect on your approach to teaching (submit diagram, essay)
-Seek out a new learning experience and reflect on it
note to self (LBC): remember Brad, partial attendance
learning objectives: beyond knowledge acquisition
productive struggle // doing to learn vs learning then doing // generate need to learn //autonomy // growth mindset
real world problems without an existing/single answer // expansive learning // constructivism
student intrinsic motivation // ownership of learning
space//built pedagogy
reflection // debrief
working in teams
assessment // formative vs summative // process vs product
whole student
problem defining/ solving
Pedagogical Learning Objectives
Notes from interview w/ Ilya:
"...not teach a class on DT..."
"I want to integrate DT into core curriculum and train other faculty"
"master class"
"I liked the Meet Me Halfway activity at the Meetup"
"I need a way to convince other faculty that it's 'do-able'"
"Babson Entrep. Program had lobster at the end. I'll never forget that!" (what's our "lobster"?)
Simulation idea: "You get $300,000 from your campus - what do you do with it? // try?"
loves high-energy teaching team!
wonders how to:
empower faculty to feel credible teaching DT?
troubleshoot?
have a process for designing, troubleshooting?
design together and facilitate together?
gel as a teaching team? (roles)
frame a design challenge?
1. put them in teams of 2-3
2. give them focus to design a 15-20 min experience: ideation


learning experience design (in 5 subgroups)- part I
to do: reserve other spaces
potential audiences:
open workshop (post on website - need additional facilitator, Nihandrea? Alex and Laura? Mo?)
Microsoft employees
Google employees
SAP employees or interns
students from Stanford summer program (ask Tom Kosnik?)
Minerva students (where are they in the cycle?)
open enrollment for community members
SSEA (college freshman in engineering camp/ minorities and women)
CODE2040 summer interns (they will have done DT 2-3 hs challenge July 14)
-survey with creative agency questionnaire + six hats?
DO TIMELAPSE OF THE 4 DAYS AND SHARE AFTER (OR WHEN WE TOUCH ON SPACE)
Faculty Push Back List
I teach by myself — I don’t have a team of teachers, and organizing these class sessions takes time.
At the end of the day, I need to “give grades” and evaluate students — how do I do this with regard to teaching open-ended challenges/projects where design thinking is used?
I teach a required course, so my students are there only to do the minimum required to get the credit — this type of teaching and projects requires more motivation on this students’ part — how do I do inspire motivation?
A lot of the “do first, reflect later” seems to require students to be vocal about what they learned — when I ask questions during class, students rarely raise their hands to respond — how do I inspire them to speak up and get more involved?
My class is 80 students….
Students always complain that while working in teams, work distribution is unfairly uneven. Should students evaluate each other? How do we help students see the value in teams despite the challenges?
I tried some of these active-learning approaches last semester, and my course evaluations were brutal — why should I keep doing this if students don’t seem to like it?
Students find some of this stuff “silly.” I’m worried it will go in one ear and out the other. I’m also worried that they will perceive the course to be less rigorous.
Our space looks nothing like the d.school — I teach in a dungeon-like classroom in the basement of the engineering building.
The rest of the faculty/TA’s/etc that I work with haven’t been exposed to these concepts, and it will take too much time to get everyone on the same page. In fact, some of them might not even buy in….
Design Thinking seems to be really popular — what about other innovation processes, are they not valid? (e.g. The Artistic Process, systems thinking, traditional research methods)
Is there a place where we can find examples of design thinking being applied to various fields? (public policy, art, criminal justice, etc)
How is Design Thinking revolutionary? It’s basically what we already do in our field. (e.g. international development)
Students are most invested in projects when they can work on something they’re passionate about, so I like to let them choose their topic. I’m worried that they will not be excited about a curated design challenge that everyone in the class works on, and therefore won’t take it seriously.
Possible constraints for 2nd Teaching Challenge:
classroom/teaching space
size of class
length of time
time of day
no technology
year of students (all freshmen…)
level of experience with design thinking
required class or elective?
access to materials (prototyping, post-its, etc)
5:30-6:00 debrief:
-mindmapping
POV: learner
debrief:
as learner (about the process)
the how (pedagogy)
-what are the main barriers in engaging students, and struggles
-share photos of your classrooms
idea: TT designs experience (recorded)
chalk walk to d.school with buddy:
-what stood out about the activity?
-why are you here?
-connect with one another
use reaction to am activity for intros
12:30-1:15 GET TO KNOW YOUR TEAM LUNCH
11-12
DP1:
ideation, proto, presentations
with lunch
1:00-3:30
5:30-5:40
Last minute tests of resilience, flexibility and ability to pivot:

1) Your campus has lost power rendering your power points useless. Your class must go on.

2) Your family member has a medical procedure that requires you to miss most of the class the next day, but you’re on an extremely tight schedule and the show must go on. You can be there for the first 10 minutes and the last 10 minutes. Thankfully, your class is scheduled to meet for a lab the afternoon beforehand, enabling you to send any instruction or assignment to students in advance.

3) This morning you woke up to find you had lost your voice. How might you teach the same learning opportunity without using your voice.
submit reflection: written, drawing,etc.
submit reflection: written, drawing, etc.
submit reflection: written, drawing,etc.
see google doc/ folder for updated list and schedule
what did you struggle with as a learner in DP0, DP1?
how did DP1 build on your learnings from DP0?
becoming guides on the side: (surprise) coaching mini DT challenge
need audience
3:30-4:00
debrief
expectations for learners in DP0 vs DP1
teaching modes/roles
submit final reflection: written, drawing,etc.
IL/IW
learning experience design (in 5 subgroups)- part II
10:00-1:00
3. initial prep in teams of 2 or 3 (60 min)
4. deliver to subgroup (3 activities) (75 min)
5. feedback within subgroups
5:40-6:00
coffee break
4:00-4:30
david shaw
conversation with coaches
4:30-5:30

6. whole group debrief
learning experience design (in 5 subgroups)- part III
just lunch
1:00-1:45
1:45-2:15
starting to design sth to implement back home
3:30-5:30
1. rough plan (individual)
2. identify challenges (individual)
3. synthesize and form learning circles
2:15-3:30
Aleta
reserve atrium
idea (LBC): metaphor warmup (would need to add time), or perhaps is an small team assignment for next morning (what might the experience you create be like?)
workshop + inspiration breaks
stories:
Rosemary Knight (space as lever)
us
seamus (storytelling)
David Johnson (Law School)
lunch + fireside chat with Carl Wieman
early start (9am): audio experience - start at white plaza
"yes, but..." brainstorming session
1. painstorm challenges (give example: how do you evaluate students?
2. brainstorm and prototype solutions
3. present
3:30-4:30
10:00-12:00
cape kudos
dear me postcards
5:30-6:30pm: dinner + SSG
http://www.decibel.stanford.edu/status
six hats? (if not on day 1)
Topics for DP0.5
monday morning
wallet
name tag
gift giving
new city
Topics for DP1
monday morning
moving
saving and spending
school to work transition

ALL THE TIME. Ok, maybe not that much. But I'm generally someone who tends to watch for a long time then get involved and this workshop didn't allow that. Where I had the hardest time was the day we taught the 90 min workshop.
I struggled not with teaching on the fly but rather working with and trusting another person.
It turned out well, and my partner filled where I was lacking... But it stuck with me and still sticks with me as an experience I'd rather not repeat. That is, not really taking the time to come together as a team - it's something I'll have to figure out how to do better with... But it turned out well.
Yes. I struggled and was surprise frequently throughout the workshop. The very first activity (Redesign Monday) shocked me. I didn't expect to go through the process so soon. I was satisfied and relieved with the results. And of course the biggest surprise of all time, teaching strangers was the biggest struggle. Completing that exercise was transformational. That was one of the biggest take a ways.
The coffee shop experience wasn't very applicable to teaching, however, I made great conversations with my partner.
struggles
balance of goals
If I'm really thoughtful about this, I think the first two were achieved very well. The last one, teaching innovatively, I don't think was as strongly emphasized. That could be because I was tired and didn't get it or it could be because it was more "open".
The learning circles at the end were an 'almost' opportunity.
I don't think I capitalized on it as well as I should have. Maybe that was fatigue, or a more open scaffold or both, I just didn't realize those goals as well as I would have liked to have.
from survey
low scores
talk with David
six hats
chalk walk
learning circles
--> Jennifer Widom?
pre-workshop experience (LBC)
We 10 weeks if we start on 10/10 (next week)
We could do 2 week cycles
Constraints/questions:
1. what happens to those who sign up very close to the start date?
2. do we make all/some optional?
3. Is there a reason to make it synchronous? Or can they set their own pace?
4. do we have any live sessions BEFORE the workshop? or do we give feedback?
5. can/should we use Extreme By Design as an asset for this pre-work?
6. should we target a given/explicit number of hours of work per week?
OBJECTIVES
AUDIENCE
teacher as learner
pre
-empathy work on campus
-Identify barriers for this type of learning on their campus (perhaps not for pre)
-Reflect on your approach to teaching (submit diagram, essay)
-Seek out a new learning experience and reflect on it
-survey with creative agency questionnaire + six hats?
-what are the main barriers in engaging students, and struggles
-share photos of your classrooms
reframing with scoping tool
perhaps iterate (again) on the OBJECTIVES after this?
get to know your students
-Seek out a new learning experience and reflect on it
-survey with creative agency questionnaire + six hats?
Phone Safari/ Scavenger Hunt:
1. take pics of the space(s) where you teach
2. take or find pics of the space(s) where you wish you could teach (it could be at your school or anywhere)
3. take pics of spaces at your school that are underutilized and/or that have potential
SPACE
Note: do we use the word classroom or space here?
weeks 1-2
(10/17-10/30)
weeks 3-4
(10/31-11/13)
weeks 5-6
(11/14-11/27 (* ThnG))
weeks 7-8
(11/28-12/11)
TW: what if they looked at other disciplines and where the teach?
learning environment
mark the pics with sth interesting
find a space where you think students work well in teams
Objectives/Audience
1. very specific prompt about experience they want to redesign
2. scoping tool
3. talk to relevant extreme user (storycorps app)
4. revisit scope
Erica
Go observe someone teaching sth
1. sth similar to you/ give them guide
2. sth very different
Space
Tanner
(Digital) Welcome Kit
pre-reading?
space
extreme users (students), writing profiles
identify constraints/struggles specific for their universities
physical box
Extreme By Design
give them prompts (put yourself in the instructor shoes - behind the scenes - gt away from the details of the course vs the bigger picture)
ethics component (Alissa)
weeks 1-2
(10/31-11/13)
weeks 3-4
(11/14-11/27 (* ThnG))
weeks 5-6
(11/28-12/11)
Objectives/Audience
space
Think Like a Traveler
http://ecorner.stanford.edu/videos/2099/Thinking-Like-a-Traveler
revisit their objective at the end of the sequence
welcome kit
book (creative confidence, achivement habit, other)
notebook + flair pen
d.school glasses with no lenses to look with fresh eyes
invisibility cloaks (to go out and observe)
d.school/UIF polo to wear on first day
brainspin
green hat
hat or t-shirt of color from survey (which they take in advance)
postits (custom)
tattoos

Tanner
Humera
Erica/Meenu
Meenu
Leticia
Bre
pre-workshop experience
(working draft)
identify constraints/struggles specific for their universities
Go observe someone teaching sth
1. sth similar to you/ give them guide
2. sth very different
Scoping Tool
After attending the workshop I want to
______________________________
My goal for attending the workshop is to
______________________________
Why is that important?
If you can do this, what would you achieve?
If you can do this, what would that do for you?

______________________________
Why is that important?
If you can do this, what would you achieve?
If you can do this, what would that do for you?

______________________________
Why is that important?
If you can do this, what would you achieve?
If you can do this, what would that do for you?

______________________________
process:
participants receive handout + instructions, AND/OR: video of narrated screen capture going through example
how/when do they submit?
put all somewhere (can be a google doc, so it's not just in people's e-mails)
https://docs.google.com/a/umd.edu/document/d/1JkuFvoMv6uRu4FZxdkKH46q1vqMZSY9IF1ZOtdNUQ74/edit?usp=sharing
1 // seek inspiration
TLS
Ready...
Check in with home base (ie, the teaching team)
(scheduled calls TBA here)
click here
click here
3,2,1... Launch!
Go!
click here
DESTINATIONS
I observed someone who:
teaches in a very small classroom
teaches in a very large auditorium


include only 2 pages of visas (prompt them to complete at least 2)
Google form (LBC):
1. buggiest bug
2. smuggiest smug
3. from your observations, something that surprised you

Imagine you run into a colleague right after conducting your observations. What do you tell them?
could be:
UIF bug
other d.school bug that looks like orbit

1 // seek inspiration
2 // frame your goals
this goes to google doc with logistics
I observed someone who:
teaches in a very small classroom
teaches in a very large auditorium


for at least two different destination (pages x-y)
(pages a and b)
DP0
DP1
DP1
CAT
decibel: status
Aleta
3.2 experience: space
levers (tree)
3.3 experience: artifacts
movie night:EBD
3.1 experience: activities
4. assessment
2. objectives
improv?
Tue
Wed
Thu
Fri
wrap up
5-6
9-10
TRACKS beakdown among participants:
6: ?
15: macro (some with ?)
16: micro (some with ?)
3: micro/macro


LBC's whiteboard (11/27)
1. culture
9-10
11-12
Charlotte (culture/community)
Carissa (TBC)
6-7:30
10-11
aleta debrief
levers (tree)
4hs
12-1 lunch +
2. objectives
3.2 experience: space
3.3 experience: artifacts
3.1 experience: activities
4. assessment
10-10:30
debrief, deconstruct decibel
TRACKS: workshop prototyping plan
H2 create teams?
video of Erica and Meenu talking about creating a decibel
Tuesday
Wednesday
Thursday
Friday
DP0
DP1
DP1
CAT
Dinner & Movie
= Inspiration for
Track Formation
8am breakfast in pairs
Decibel: Status
debrief
9:30am Introduce Tree
9:45 Culture Segment
10:15 Culture Exercise Applied
Track 1: In Class Culture
Track 2: Program Culture (LC)
11:15 Objectives Segment
11:45 Objectives Exercise Applied
Track 1: In Class Objectives
Track 2: Program Objectives
BREAK
1pm Lunch Culture & Artifacts
2:30 Experience Segment
3:00 Experience Exercise Applied
Track 1: In Class Experience
Track 2: Program Experience
4:15 Assessments Segment
4:45 Assessments Exercise Applied
Track 1: In Class Assessments
Track 2: Program Assessments (LC)
BREAK
My Strategy for Change
Track 1:
Class
Track 2:
Program
9am Aleta, debrief

10am Prototype



11am Test

noon Lunch

1pm Iteration & Bias to Action. Bernie Roth? Speaker and rapid re-frame of their prototypes.

2pm Test 2

3pm Improvisation

4pm Reflect,

5pm Debrief, Set Goals

6pm Adjourn




Participants prototype important aspect of their vision with rapid feedback from their sub-track team as thinking partners
Subtracks pair up and test designs
9-10
10-11
11-11:30
11:30-12:00
12:00-1:00
Empathy bridge
[ALL] Experience: space
5:00-5:30
11-11:30
4:15-5:00
Thursday
6-7:30 Movie Night: EBD
Friday
9-9:30
[SPLIT] studio/workshop time to apply concepts
Erica's Day 3 & 4 Prototype
[ALL] EMPATHY BRIDGE
Aleta
Aleta debrief+ make connection with learning wall themes and elements
introduce tracks & goal
introduce tree
working lunch w/ small group: share project starting points (from pre-work)/modify based on what you've learned so far... + capture learnings about LEARNERS on learning wall
1-2
2-3
Decibel: Status (coffee)
3:15-3:45
[ALL] Decibel Debrief
3:45-4:15
[ALL] Objectives
4:15-4:45
[SPLIT] studio/workshop time to apply concepts
5:15-5:45
[SPLIT] Project Share-outs + Feedback
5:45-6:00
BREAK
[ALL] Experience: activities
3-3:15
BREAK
4:45-5:15
rooms for DP0
(but discuss heating)

Herrint175 (116)
Herrint195 (46)
next to the one we used in July
Good morning activities: warmup + learning wall debrief
9:30-10:30
[ALL] Experience: artifacts
10:30-11
11:30-12
[SPLIT] share-out + feedback
12-1
lunch w/ Charlotte (+ faculty member?)
2-3
Improv with Dan
Graduation: pinning ceremony
Postcards
3:15-4:15
1. design your way forward
2. design your (life) round robin

3-3:15
group photo + coffee BREAK
1-1:30
[SPLIT] studio/workshop time to apply concepts
LBC:
aleta debrief length
H2 form LC
charlotte
postcards: value
end time friday
decibel debrief: split or all?
learning wall (running) and synthesis
space: print their photos
pitch: role play, six hats

185 (44)
-access to building given closure
tenure track faculty member who teaches at d.school: Debra
Shopping list
Stanford (or other) postcards
folders

[ALL] assessment
1:30-2:00
Eugene K.:
design your way forward
design your life round robin

need design handout and action cards
TO DO:
-find artifacts (LBC)
-ask Charlotte about another panelist (an "outsider")
-handout and action cards for design your way forward (Erica)
Full transcript