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.
Where did all these yellow lines come from? (Adam)
pictures from business plan:
Notes from prototype testing
Zip of prototypes with skype pres
Notes from prototype tesing
I like the last one best in terms of the data that is popping up right away. C is overwhelming. B seems to have some extraneous information. I like the feature with the students' pictures on A. If you could put that feature on prototype D I would like it best. I could see myself using that. I've seen a lot of these things with lots of useless information on them, so I wouldn't log in, but the last one (D) I could see myself actually using. I like the progress tools and the grouping tool and the fact that alerts about all of the students are in one place.
what happens when you click on a student? new page?
calendar is too small? does it show dates or school events - should it be bigger?
can it pop up bigger?
calendar might need more room than announcements?
teacher twitter - could be a good idea - easier to see stuff there than email - what happens if you don't look at your dashboard for an hour or two - will you have to scroll back to see stuff?
teacher twitter should automatically put unseen stuff at the top - note when there is unseen info there
- issue is keeping a record of what you've seen
a lot going on - too confusing - hard to understand what things are - might not click on the apple for the teacher - maybe elementary school teacher would like this but seems cutesy -
- just show the info rather than something to click through
- difference between marble jar and apple?
- do not like
- too confusing as to what the different things are
- liked that A gives things a real name - i might not want to learn what the different names mean
- email window is small
- what is the data circle?
- organized strangely
- is lesson planning stuff too much?
user friendliness versus the other one - like the pop out but that would have to be really fluid -
- too much stuff
- like that the other one has hierarchy - this one doesn't - data and information should be presented according to priority
- like that the first one had email as a priority
- this has too much
- prototype A has your most important snapshots - more usable
- this one you have to look at everything - doesn't make as much sense in terms of how it's ordered
- with the other one, email is still your priority so you have records of things and announcements are more of a headline that comes at you -
- this one feels like you have to go through and click rather than
- what does longitudinal statistics show? classroom test scores? why are data analysis tools far from that? why is there a pane for photos from field trip? getting into a facebook other than the "feed" just isn't practical
- I do look at kids' news feed on facebook through teacher page, but it isn't as relevant to some of these other things
- again - hierarchy - some things are more important than others.
Team Name: TEN MINUTE WINDOW
1. Be no more than 10 minutes late to the scheduled meeting time. Meetings will start 10 minutes after the scheduled time--no exceptions. If you arrive on-time, do not be frustrated.
2. Maintain fidelity to the Design-Process--but do it fast. Plan to not do things last minute.
3. Feel comfortable being the one to get the group on-task.
4. Feel comfortable with being 100% honest. Feedback is ultimately good.
5. Strive for real-world product, not just classroom assignment. (this means that the client/constituents are excited by it)
6. Have fun.
For April 27th class:
The 2-3 Analogous Situations we explored and what we learned:
1) Mint.com--a website where users can see/utilize data on their financial habits.
Learned: ppl like the simple interface, being able to see a lot of information in one place
- users check each morning - star next to the name of the players whose info has changed. they can change their lineup from there. tabs to check stats - daily, season, split, check person you're playing against. tab for "research"
2) SFUSD Principal Dashboard
Learned: From client perspective, the push-pull element is critical. See Principal Dashboard Design Philosophy document. Excerpt here:
Our aim is to produce a tool that principals use daily because they want to, rather than because they're told to do so. To realize this goal, we plan to differentiate ourselves from existing tools through the following design philosophies.
Integrate into and support the daily life of a principal. Incorporate a range of information sources and interactive tools, rather than focusing exclusively on school data.
Enable each principal to easily customize her dashboard with the look-and-feel and content she prefers.
Do One Thing Well
Build upon existing investments, such as data analysis tools, by creating gadgets that leverage, extend, and link back to them. Focus dashboard development efforts on dashboards and dashboards only.
Empower sites and departments to innovate by exposing an API to the dashboard that allows anyone to create new gadgets and integrate them into the dashboard. Use standardized interfaces where possible.
Lingering questions from the client-side for this type of dashboard with teachers (from client perspective) are:
• Is 30 seconds the right amount of daily user time to target?
• What specific data would teachers most benefit from seeing?
• What specific data do teachers want to see?
• How comfortable are teachers in manipulating and interpreting data?
• How do teachers use computers in their work today?
3) Video Gamers (who see their screen as a type of Dashboard with relevant information needed to play/delivery)
Learned: Delved into two types of gamers: novice gamers (“newbies") and more experienced gamers:
More experienced gamers:
• had enough knowledge that they focused on some components in the dashboard (e.g., number of lives or progress on a drive)
• also paid attention to some metrics that weren’t in the dashboard but were important to them (e.g., order or boards cleared)
• One of them also ignored information in the dashboards because he thought it wasn’t essential to his performance in the game.
• mostly paid attention to vital information that she assumes is useful across games (e.g., number of lives, number of coins collected, weapons available)
• She started trying to perform well in all of the metrics on the dashboard, even if she didn’t know what they were doing there
Feedback on our rough prototype:
from a teacher in sfusd:
"I currently get information from email, memos in my mailbox, and 'school loop' a system we use to contact parents. And meetings, so many meetings. I would love to have all of this run though one place."
from a teacher in Miami-Dade:
What would you need to be there? What would you wish for on that screen?
- on-line gradebook (complete with alerts of students who are missing multiple assignments, that way I can speak to them 1-on-1 during class)
- current unit and lesson plans (administrators and district officials would know to find them here too, so as not to interrupt instruction)
- calendar (automatically updated by various departments within school and district to communicate testing deadlines, holidays, etc.)
- a teacher "to do" list
- a simple "post-it" program to leave notes for myself
1. On Teacher Collaboration (e.g. planning together, observing one another, etc.)
Teacher collaboration and collective planning does not take place at BMS, and it's a shame.
2. On Lesson Planning
I plan with then end in mind, of course. I will write unit plans with the SSS's near me, a copy of Bloom's Taxonomy to help me draft objectives for the unit, whatever novel or collection of passages we are reading as well as relevant content related resources (i.e. a Holocaust vocabulary list, or WWII map, etc.) From the unit plan, I will draft more comprehensive lessons to meet the target objectives.
On a side note, teachers, at my school at least, are encouraged to use the district pacing guide. This resource is made available at the start of each academic year. I find it to be illogical, disjointed and extremely difficult to present to students in a meaningful way.
3. On attendance
Attendance is taken during homeroom through our school's electronic gradebook. Homeroom teachers mark students absent, and that data is transferred across the system to each teachers' roster for each period.
4. On Announcements
Announcements are made in the morning through our Broadcast Arts department. Additionally, I post announcements in a central area in my classroom and generally point them out after the "do now". Also, I will post long-term assignments and events on the board as needed. The source of information for my announcements comes from the school's calendar, community happenings/contests, and our current unit of study.
5. On classroom management
Classroom managment is a complex and multi-layered component of my teaching. It is founded on basic rules and consequences, the teaching of procedures, and direct instruction of the organizationl systems used in the room. It also has a strong element of a culture focused on learning, accepting each others' differences, and acting respectfully and professionally at all times. Sources include: TNTP guidebook, TFA's TAL resources, colleagues, administrators, etc.
6. On Parent communication
I communicate with parents mostly through phone calls as needed, both for praise and discipline. I should call parents regulary, but usually only call as a reaction to exemplary or unacceptable behavior.