This was an interactive session for CAST's 2016 UDL Symposium. Participants learned to apply design thinking methods, user experience design tools, and the principles of Universal Design for Learning to instructional design.
Design Thinking for Educators: Brainstorming Engagement
1. Design Thinking for Educators
Kim Ducharme
Director of Educational User Experience Design
2016 UDL Symposium
August 9, 2016
www.cast.org
— Brainstorming Learner Engagement
2. Goals
—Learn about design thinking tools and
methodologies
—Gain empathy through journey mapping (a tool
borrowed from user experience design)
—Ideate a more engaging lesson plan through
design thinking and the principles of Universal
Design for Learning
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
3. Design Thinking
The goal is
matching people’s
needs with what is
technologically
feasible and
financially viable
— Tim Brown, IDEO
Is an innovation process
Educational
goals
…and meets educational goals.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
Tim Brown, IDEO
Deeply cross-disciplinary
Involves the users and stakeholders in the design process
4. Design Thinking
Problem finding Problem solving Solution testing
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Learn about
your audience
Define the problem
space based on
empathy insights
Brainstorm
creative solutions
Test your ideas,
iterate based on
feedback
Try experiments
in the classroom
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
5. Design Thinking
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Today
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
6. EMPATHY
— Learn about your audience
— Find the deep and meaningful NEEDS through
observing and engaging
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
7. EMPATHY: Personas
xious Alma
es okay on homework
verage student
Struggles with science
Lacks self-confidence
Finds classroom environment
threatening, struggles to
concentrate
Withdraws due to fear of failure
– does not partcipate or engage
with classmates
– would rather refuse answering
a question than risk getting
it wrong
Goof-off Gage
Invests in making a positive
impression (by being a goof-off)
Assumes that he will fail right
from the start, be seen as
incompetent (tries to hide this by
being a goof-off)
Invests in appearing too smart to
try
Avoids authentic engagement in
content — asks lots of questions
to appear engaged, but gets
answers from classmates.
Undermines assessment
feedback function by cheating
+
–
– –
– –
– –
– – –
Helpless Hannah
Displays neither enthusiasm nor
bad behavior
Views herself as incompetent
and unable to master new
academic material
Assumes that she will fail, so
why even try?
Remains socially, intellectually,
and emotionally detatched
Interprets poor performance as
confirmation of low expectations
–
–
–
– –
Design Thinking for Educators — Emotions by Design
Satisfied Santos
Enjoys intellectual challenge
outside of school, sophisticated
science understanding beyond
class curriculum
Enjoys the social engagement of
school, is popular, likable
Does not rely on school
performance for self-esteem
Talent for writing science fiction
Does not respond to grade
incentives, satisfied with "C's"
though could be earning "A's"
Performs only enough to avoid
negative attention
++
++
+
+
–
Safe Sally
Performs well by most academic
criteria
Enjoys the respect of classmates
and teachers
Benefits from test-taking and
other academic skills
Engages only enough to get an
"A," reads only what will be
tested on
Motivated by good grades and
external recognition — learning
is instrumental, but no intrinsic
value, joy or excitement
Avoids the risks of stretching
herself, and rewards of creative
exploration
++
++
+
–
–
– –
+
+
–
–
– – –
Alienated Al
Responds well to those
interested in, and engagin
strengths and interests
Likes to be held accounta
high expectations, needs
support achieving them
Not trusted to use auto
productively
Assumes that he is not
will fail
Psychologically check
assumes that no one
Design Thinking for Educators — Emotions
Student Personas
— Imagine you’ve done some design research, and
distilled findings into 6 unique “personas”
(Alma, Gage, Hannah, Santos, Sally, and Al)
Derived from Motivation to Learn, Deborah Stipek
8. EMPATHY: Going deeper
— We’re going to imagine the experience of a lesson
on circuits through the lens of our personas
(Alma, Gage, Hannah, Santos, Sally, and Al)
— How might we gain deeper insights?
— Journey mapping
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
13. — A tool for more deeply understanding an experience
— New insights on student emotions, needs, barriers,
opportunities and strengths will fuel the process for
ideating a better, more engaging circuits lesson that
addresses a range of learner variability
EMPATHY: Journey mapping
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
14. Circuits lesson: Lighting a Bulb / journey map starter skeleton
Kim Ducharme, Emotion by Design / Design Thinking for Educators, 4.14.2016
INTRO
TEACHERSTUDENT
Stages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO REFLECTION & SENSEMAKING
Introduce
• activity
• D-cell battery
• vocabulary:
D-cell, battery,
source,
electrical energy
Introduce
• lightbulb
Challenge
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
terms:
• electricity
converter,
• circuit
• components
• contact points
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Predict & check
think about and
check predictions
Record
predictions
Lead discussion
• students discuss their predictions
and observations
• discuss a few circuit principles
Discuss
• predictions and observations
Prompt
to construct an explanation.
Should contain • claim
• evidence
• reasoning
Construct an
explanation
Write WHAT happened
and WHY?
Present
explanation
WHAT happened
and WHY to group
Debate/persuade
best explanation
Reconcile competing ideas
using evidence
Journey map
A skeleton map of the circuits lesson
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
15. Journey map
Journey Map / Lighting a Bulb lesson - starter skeleton
INTROStages
Activity
Emotion,
engagement
DO FOCUS/
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
16. Lighting a Bulb
A lesson
on circuits
Imagine the experience through
the lens of your persona.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
17. Journey mapping
Journey Map / Lighting a Bulb lesson - starter skeleton
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Use information from your persona’s experience
over time to place insights onto the map
— Think about emotions & levels of engagement, also note barriers and
strengths for your student around understanding, action & expression
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
18. DEFINE
— Reframe needs and insights
from empathy stage (personas & journey mapping)
into actionable problem statements
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
19. DEFINE
Problem statement format:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Dave needs
a way to [ ______ ],
because [ insight ].
Look at sample problem statements, then construct your own
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
20. Example problem statement:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Hannah needs positive
reinforcement, because
she lacks feelings of
confidence.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
21. Example problem statement:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Santos needs a way to
make his own learning
goals, because he likes
moving at his own
intellectual pace.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
22. Example problem statement:
DEFINEEMPATHY PROTO-
TYPE
TESTIDEATE
Sally needs a way to
feel comfortable in
making mistakes,
because the fear is
limiting her learning.
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
23. IDEATE
— Brainstorming and coming up with
creative solutions
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
24. Tim Brown, IDEO
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
25. IDEATE: Seed questions
— Generate brainstorming seed questions
from insights in problem statements + learning goal(s)
“How might we…?”
“What if…?”
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
26. IDEATE: Seed question examples
Problem statement: Hannah needs positive reinforcement, because
she lacks feelings of confidence.
How might we give Hannah
a chance to shine?
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
27. IDEATE: Seed question examples
Problem statement: Santos needs a way to make his own learning
goals, because he likes moving at his own intellectual pace.
How might we support
Santos’ autonomy while still
supporting the classroom
goals of the circuits lesson?
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
28. IDEATE: Seed question examples
— Problem statement: Sally needs a way to feel comfortable in
making mistakes, because the fear is limiting her learning.
How might we help
Sally redefine success?
Write a few of your own — Consider how we might
provide opportunities for multitiple means of
engagement, representation, and action & expression.
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
29.
30. Choose a seed question
Decide on a brainstorming question* to work on.
Some criteria:
— One you are most excited about
— The biggest problem (even if it’s hard)
— The most potential to move forward (feasible)
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
*Typically, you would brainstorm a series of questions
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
31. Rules for a Good Brainstorm
• Encourage wild ideas.
• Don't make any judgments about ideas.
• Stay on the current question.
• Express an idea and then move on.
• Build on the ideas of others.
• Have only one conversation at a time.
32. IDEATE: Brainstorm
1. Write down ideas individually (5 mins)
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
2. Put up on the wall (read aloud as you go)
3. Build on, combine, new ideas (5 mins)
33. — Choose the best and wildest ideas
1. Group similar ideas, remove duplicates
IDEATE: Narrow down
EMPATHY PROTO-
TYPE
TESTDEFINE IDEATE
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
2. Dot voting: Each person gets 3 green dots (best idea)
3 blue dots (wildest idea)
3. Discuss and choose 2 best, 2 wildest ideas
5 mins
34. Consolidate
Journey Map / Lighting a Bulb lesson - starter skeleton
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Groups share out:
— Persona, problem statement, brainstorm question
— Add best ideas & craziest ideas to big, class map
This is our potential future state journey map
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
35. Design Thinking
Problem finding Problem solving Solution testing
EMPATHY DEFINE IDEATE
PROTO-
TYPE
TEST
Learn about
your audience
Define the problem
space based on
empathy insights
Brainstorm
creative solutions
Test your ideas,
iterate based on
feedback
Try experiments
in the classroom
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
36. Reflection
…on the design thinking process and journey mapping tool
Journey Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
Opportunities (future state)
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO NEW CHALLENGE DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Record
predictions
Introduce
vocabulary:
• circuit
• components
• contact points
New challenge
can you make a
one-wire circuit?
Lead discussion
• students discuss their circuits
• discuss a few circuit principles
Do
challenge
Draw
as students
succeed, draw
circuit
Discuss
students study and
discuss their circuits
Prompt
to answer focus question
— write an explaination in their
science notebook
Answer
focus question in
science notebook
—On today’s experience
—On applying to your own work
— How would you use, extend, change, add to the tools?
—Other applications?
e.g. — Look at teachers’ experience
— Use as conversation piece in design research
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
37. Feedback
Put two post-its on today’s session journey map
Journey Map / Lighting a Bulb lesson - starter skeleton gse-H137 Emotion by Design: Motivation in “Lighting a Bulb” 4.9.2015
INTROStages
Activity
Emotion,
engagement
Barriers,
pain points,
triggers
Needs, goals,
aspiratioins
Other
Opportunities (future state)
DO FOCUS/CHALLENGE
EMOTIONAL BASELINE
DO NEW CHALLENGE DO
Introduce
• activity
• materials
• vocabulary
Introduce
• lightbulb
Challenge #1
propose students
make bulb light
Monitor
student progress
Distribute
worksheet
Review
successes with
whole class
Introduce
the term
“electricity
converter”
Ask
focus question:
How do you decide
if a bulb will light?
Getters
get materials
Try
studetns try
different solutions
Discuss
ways to light bulb
Think & check
think about and
check predictions
Record
predictions
Introduce
vocabulary:
• circuit
• components
• contact points
New challenge
can you make a
one-wire circuit?
Lead discussion
• students discuss their circuits
• discuss a few circuit principles
Do
challenge
Draw
as students
succeed, draw
circuit
Discuss
students study and
discuss their circuits
Prompt
to answer focus question
— write an explaination in their
science notebook
Answer
focus question in
science notebook
1. Identify one highlight
— & why
2. Identify one thing you would change
— & how you would change it
Kim Ducharme / Design Thinking for Educators / UDL Symposium 2016
38. Thank you.
— Come and visit us at CAST!
— Join the conversation
— Twitter: #edUX
— LinkedIn: Educational User Experience Design
www.linkedin.com/groups/6956915
— Meetup: Experience Design for Learning
www.meetup.com/Experience-Design-for-Learning (Boston-based)
Kim Ducharme
Director of Educational User Experience Design
kducharme [at] cast.org
www.cast.org