Wiki Reflection Activity:
Find a way to represent your team's design process and turn it in with your reflection sheet. If it makes sense, include process phases.
Generate 3 or more anecdotes about your team's process that you would love to share will help teach your grandchildren design thinking when take a d.school classes. Example: In order to test how people act when they are anxious, we had people drink a 2 litters of water and wouldn't let them use the restroom until they answered 2 trivia questions (true student example about prototyping an experience with limited resources).
Individually, please add 3 elements to each category of the I like, I wish, how to wiki page.
- Most are how to videos, sorted by show/chef but also searchable by keyword
- Video links themselves are preset to be icons but can also be sorted into lists (so you can see more options at once), sort of like the options you have when you open a file folder in windows
- Some videos are not how to, but more a mix of commentary and footage profiling a topic (e.g., a chef talking about his favorite bbq place)
- Most how to clips are 2-3 minutes long, which I thought was interesting. There are a few that are longer (e.g., 8 min), mainly the commentary/feature videos.
- Different sites have different reputations and target different types of users (e.g., eHarmony site is good for people looking to get married) - we might want to be thoughtful about who we want to target first and the potential long-term implications it might have on who else is attracted to come to the site
- Sites are able to draw in users with access to limited (but free) content, but require creation of an account/profile
- Sites fall on a spectrum of expecting the user to browse and find a match to providing recommendations based on survey/profile data - this is an interesting question to consider for us: to what degree are we diagnosing teachers and making recommendations? OKCupid might be a useful analogous site that seems to be doing a little bit of both pretty well (provide match data but also allow for easy browsing)
- Different types of norms for interacting w/ other users emerge on different sites - how important it is to respond to messages, what types of stuff to put on your profile - this might be an interesting thing for us to think about from a culture/user community perspective
- Power users have different needs than light users - they have pretty much usually browsed through everything and are returning to the site to try and find new people who have just signed on. Light/non users don't use the site because they don't find other people they think they might be interested in during their free access stage and decide it's not worth it - this might have some parallels to how we alert users to new videos/content that is posted to the site that we think they might be interested in, and also about what we think the ideal entry point for new users is (e.g., which features to showcase to prove immediate usefulness).
- Before placing a trainer they do an interview, observe a demo class the trainer runs, and talk to students to get feedback on the demo class. Once a trainer is placed, the program manager attends random classes to provide informal feedback, reads and discusses student participant feedback with the trainers, and sends out a schedule for when re-certification programs are coming up
- Critical component to success with trainers is giving them autonomy and ownership of their class design so that they feel like they’re part of the process
- For students / people who use trainers, the first step is a full assessment to let them know where they’re at
- Next step is a one-on one conversation that includes discussion of:
o Their preferred workout styles (e.g. group vs. individual, lots vs. little supervision)
o What they have done in the past and enjoyed or hated doing
o What they’re looking for in a trainer
o What realistic goals might look like
o How the excitement is likely to wear off after a few weeks—this is critical because if you don’t warn participants this is coming, they will get disheartened and quit
- One point she stressed is that they keep a really diverse set of trainers on staff (men / women, really fit / a little larger, young / old, etc.) because different coaches will make certain people feel more comfortable
- Some people can only honestly commit to walking for 10 minutes / day to start, but that’s better than a goal that exceeds their ability or interest: “If they don’t stick to it, it doesn’t matter anyway”
- - Would want video of someone teaching my kids or kids like mine for this to resonate
- - Want to see people doing well & doing poorly
- - 1st year teachers might not want experienced teachers to be able to see their videos due to embarrassment
- - Would be “neat” and “interesting” if people loaded 5-10 minute clips of themselves and showed them during PD so group could talk about strategies to cope with issues
- - Like social network capabilities—would use this to find other 4th grade teachers in LA
- - Want picture within a picture on video feed to see both teacher and class. Should be able to toggle which one is big / small picture or focus on just one or the other
- - This should supplement existing PD, not replace it
- - Like that you can have videos of yourself that reviews relate to so that it stays tangible, you can go back and look. Right now only have a piece of paper and 6 months later it’s no help
- - If I wanted to improve my teaching skills I would (in this order):
o Watch another teacher teach my kids live
o Watch video of another teaching at my school teaching
o Watch pre-made videos on specific skills / rubrics
o Look at what other pre-made videos teachers in my school / network were viewing
- - Could you use this video feed for parent-teacher conferences (provided waivers had been signed)? Would be great to be able to show parents how their kids behaved in class, e-mail them a clip, etc.
- - First year teachers care more about kid-specific issues: “Do I need better questioning strategies? NO. I need to know how to get that kid to shut up so I can teach”