Roxanne Pompilio
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EDL 655

Communication, Problem Solving and Decision Making PK12

"One thing is sure. We have to do something. We have to do the best we know how at the moment . . . ; If it doesn't turn out right, we can modify it as we go along."
— Franklin D.Roosevelt
counseling Frances Perkins

Problem Solving

Design Thinking—Interpretation Phase

7/26/2015

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Interpretation Phase—Parts I-III
Mural.ly—Capturing Meaning through Interpretation

Interpretation Phase—Parts  I-III Reflection

Interpretation Part I—Tell Your Story
For the first part of the interpretation phase, each of us shared a “story” of our findings from the expert interviews and surveys conducted. My portion of the story focused on what I learned about parental involvement and support from my interviews with experts and research on Diigo. As a group, we decided to use Mural.ly based on Sara Chai’s recommendation and reference to it in our Google Plus EDL655 community. This was our first experience using it, but it’s easy once you get the hang of it. I found a suitable template that could be modified for our purposes. To show the key facts, needs, and perspectives of our end users and experts, each of us used a different color post-it to represent the groups we interviewed or surveyed. This was completed in Q1 on Mural.ly. Mine post-its are in yellow. Our shared “stories” can be found on our Google Document.

Interpretation Part II-III—Find Meaning and Framing Opportunities
To make sense of our findings, we captured the learning from the stories and created categories for our findings. For example, what was the most memorable and surprising story? What did participants care about? What stood out? And what frustrated participants? From here, we looked for common themes and patterns and constructed new categories. We initially had six categories in the Q3 section but narrowed this to four and then to three. We found that many of the categories overlapped. Part of what made this possible was Sandra Leu’s suggestion to consolidate/summarize our post-it findings. This was particularly helpful, as I was able to clearly see where my findings best fit. I shared all of this with the rest of our group and they are in the process of consolidating their post-its as well, so that we can complete the Question Formulation Technique (QFT) process to frame opportunities and develop our plan.

Challenges
There were several challenges during this process. Again, time was an issue. Our group is behind and playing catch-up is never easy. We tried to do a better job during this phase by dividing up tasks. For example, we each documented our “stories” and then shared what we had with the rest of the group. For Part II, we collaborated to make sense of our findings through a Mural.ly shared document and were able to construct six categories. Another challenge was we were not clear on all parts of the process for Parts II and III, which created delays. At this point, our group needed clarification, so I contacted Sandra. We narrowed are categories down to three. I suggested that we individually consolidate our post-its, as not everyone was able to meet online for this. The group agreed this was the best way to proceed. For Part III, I made a few suggestions for the QFT process for Q4 to get us started and also added a suggested revision for our DT Question to our shared Google Document. Overall, Sandra’s feedback was extremely helpful for Parts II and III. She provided the needed support for our group to move forward.


Changes to Improve the Process for Next Time
Some of our challenges stem from being behind and having to revisit PPTs, audio sessions, virtual sessions, and get extra help to make sense of everything. In my own case, I am not used to being behind schedule and it is frustrating. I feel like we are going to be one week behind the rest of the class until the end of the course unless something changes or we catch a break. Not sure I have a solution.

Application for Students or Colleagues
The Interpretation Phase of the DT process is applicable for students and colleagues. For students, it taps into several critical thinking skills and also meets many of the common core requirements, particularly for understanding point of view and for higher order thinking. For colleagues, the interpretation phase might even be useful in our WASC process that we are undergoing.

All 8 tenets of critical thinking were evident to this process?
  • Discipline of Mind
  • Open Mindedness (Deferred Judgment)
  • Metacognitive Thinking
  • Empathy
  • Humility
  • Questioning
  • Reflection
  • Healthy Skepticism
The interpretation phase required “being in tune” with our own thinking and reflecting on each of the steps throughout the process. The interviews of experts forced me to look at the research without preconceived judgments and view the parental involvement issue from multiple perspectives. The results of our findings uncovered a few surprises, i.e., that many parents believe there are sufficient support services. This caused our group to re-examine what we perceived to be the problem and whether it was a problem for all parent groups. Finally, questioning was a constant throughout the process in terms of creating questions, revising questions, questioning our thought-process, and whether we were drawing sound conclusions from our research.
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Design Thinking—Group Capstone Project by Roxanne Pompilio, Ulisses cisneros, and angela acuna

7/18/2015

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Design thinking phase 1—discovery phase

Identifying the problem: 
Parent involvement and support at school and at home

challenge question: 
how might parents be involved and support their child at school and at home?

Design Thinking Visual
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Research on Parent involvement

Diigo Outliner—Parent Involvement

Discovery phase—Parts I-III

Discovery Phase I-III—Design Thinking
Reflecting on the Discovery Phase—Parts I-III

Summary, Contribution, and Challenges

The first phase of the Design Thinking Project creates the foundation for and sets the stage for the other phases of the project. The discovery phase of the design project presented a few challenges in terms of collaborative work. I was in China for the entire first week of the discovery phase of the project with limited Internet access and a 15-hour time change, which created delays in the collaborative process. We initially had four members in our group and lost one (why I’m not sure). Anyway, I was contacted by Angela Acuna and Ulises Cisneros and we conducted most of our initial collaboration via email and held one Google Hangout between the US and Taiwan, where we brainstormed possible Social Justice problems and a suitable challenge question. Ulises set-up our initial shared Google Document and I revised a lot of it prior to our final turn-in. Ulises and Angela narrowed down our challenged question while I was in China to--How might parents be involved and support their child at school and at home?

Once I returned from China and revisited all of the requirements for the Discovery phase, I revised the question to: How might parents be involved and support their child at school and at home?

This question resonated with all of us as we are at different schools. Initially, I had wanted to create a question that had more cross over with my work with schools in China, but realized it was better in terms of the time frame and potential communication delays with schools there to focus on the parent involvement issue here instead. We all wanted to work on a solution for a real problem that impacted all of our schools. We realize that we still need to narrow this question down more, and plan to do so after completing the Interpretation Phase of the project.

Perhaps the biggest challenge in the Discovery Phase was the time involved in online collaboration to develop the interview and survey questions. All three of us worked together over Google Hangouts for about six hours (2 separate sessions) to construct the questions for our end users and for the experts. I later revised a few of the questions and presented my revisions to the group. Since we were behind schedule, I suggested we divide up some of the tasks that didn’t require online collaboration. I also volunteered to complete the visual image for our DT question. I had a few ideas, constructed a draft of the visual and shared it with everyone for feedback. Everyone in the group liked it. However, I still felt it was missing something. I did some additional online research on Social Justice and looked at images on the Internet. This gave me a few additional ideas to better connect our problem in the visual to the social justice theme. Another challenge was that our group was not completely clear on what was required and we spent a lot of time working this out. This was frustrating for me, as I hate wasting time and I had a lot of work to get caught up on. I felt that much of our online collaboration was not as productive as it might have been. (I felt some responsibility for this because I was not here at the beginning of the project. Once it became clear we needed help and more direction, I reached out to our professors, took some time to revisit PPTs, videos, and guidelines for sections we were unsure about).

Overall, I felt that I did a bit more work in the Discovery Phase, but by choice. After looking over the exemplary Google Document another group had submitted, I felt our document was inferior and confusing, and did not cover all parts on the rubric, so I revised it. I also volunteered to do the visual. In terms of the interviews, these ended up being time consuming because they required transcribing recordings for some of them and time conducting the interviews (I’m not sure if the surveys were as involved).


What I would change or do differently next time:

  • Review the checklist with the group in advance. Make note of questions we have and make sure we are clear on the task before starting.
  • Divide up tasks that can be done individually. (Although it is important to collaborate, I personally felt it took too long to construct all of the questions together. We could have each worked on the questions for the group we were interviewing or surveying and then could have provided feedback and revisions for one another).
  • Agree on a calendar of who is responsible for what much earlier in the project. I added the calendar in my revised Google Document, partly out of frustration, as I felt we were not moving forward.
Probably the most helpful part of the discovery process was toward the end of the Discovery Phase, as our group had a clear direction by then and I felt we were making progress and I could visualize what are next steps were. Also invaluable to the process, was the timely feedback and clarification from Dr. Ward and Sandra Leu on our questions for end users and experts, clarification on the Google Document layout, and for the steps involved in the discovery process.

How would you apply this process with students or colleagues at your site?

The design thinking process is an excellent way to get both students and colleagues to think creatively and to “think out of the box” or more divergent. Although frustrating if you are a convergent thinker, more innovative solutions to problems are possible and solutions we might never have anticipated. It also affords more work in a collective environment and teaches many skills needed in today’s global environment. For students, the design thinking process fits well with problem-based learning and connects both globally and with real world problems and issues that need to be resolved. For colleagues, the design thinking process affords an opportunity to learn and work collaboratively with peers/cohorts and learn to use many of the Web 2.0 tools in the process. Having little experience with Google Hangouts, I now feel competent and even comfortable enough to use this tool with my AP students. This was something I wanted to do last year, but never really got it off the ground. I definitely plan to use it this year for some of our online sessions, as well as the design thinking process for an end of unit project.
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    Roxanne Pompilio

    "Frustration is greater when we have much to do and say, yet lack the time to express it."
                  By Roxanne Pompilio

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