working in multidisciplinary teams
using post-it notes
the concept of focusing and flaring
working together in studio 2
hanging with Seth Myers on Friday afternoons
working with a school-district client (some of our group did, some didn't)
the cross-disciplinary teams
the new d.school building
the speakers that came to talk to us
talking to the outside people like SFUSD faculty, SFUSD client, Aspire contact from Jennifer, etc.
hearing Adam say "keep jamming"
brainstorming, brainstorming, brainstorming
when we had the requirement that all of the ideas had to be based on magic
DP1--it was a great learning tool for the quarter
working with people in other departments
fun, fast pace
tackling tough questions without easy answers
space that honors creativity and big thinking
lots and lots of color (post its rule!)
doing a quick DP1 followed by a deep dive into a bigger DP2
getting to know my teammates who have awesome backgrounds
the guest speakers who have all done cool things and started cool companies
the emphasis on education entrepreneurship and innovation
the reading exercises. we didn't have to regurgitate what we read. we reflected instead.
the team readings that were assigned to us. they were very tailored to what were doing.
doing two DP projects
we had access to a car to visit schools to test our prototype
the speaker we just had about gaming may have been better in a different d.school class or context (as a team coach, perhaps)
we had more structure/examples to guide us through the design process, like we did with the brainstorming lesson
handouts were not on 11x17 size paper
someone would give us money!
we weren't always tied to the d.school process when it was not the optimal route
we had more time to work on the final project
we had someone on our team who had more experience with the design process to help guide us and give us pointers
there was more time dedicated to internalizing the D-School process, less with guest speakers
there was less of a focus on technology throughout (whether it be through guest speakers, project ideas, etc)
the class had more of a focus on challenges that teachers face, and hence more empathy work with teachers (required observation, service-learning component)
we had a better idea of expectationsmore background on the people we would be presenting to