Review Yesterday's Shenanigans! Design Process: Empathy (The First Step!) WHAT is the Empathize mode Empathy is the centerpiece of a human-centered design process. The Empathize mode is the work you do to understand people, within the context of your design challenge. It is your effort to understand the way they do things and why, their physical and emotional needs, how they think about world, and what is meaningful to them. WHY empathize As a design thinker, the problems you are trying to solve are rarely your own—they are those of a particular group of people; in order to design for them, you must gain empathy for who they are and what is important to them. Observing what people do and how they interact with their environment gives you clues about what they think and feel. It also helps you learn about what they need. By watching people, you can capture physical manifestations of their experiences – what they do and say. This will allow you to infer the intangible meaning of those experiences in order to uncover insights. These insights give you direction to create innovative solutions. The best solutions come out of the best insights into human behavior. But learning to recognize those insights is harder than you might think. Why? Because our minds automatically filter out a lot of information without our even realizing it. We need to learn to see things “with a fresh set of eyes,” and empathizing is what gives us those new eyes. Engaging with people directly reveals a tremendous amount about the way they think and the values they hold. Sometimes these thoughts and values are not obvious to the people who hold them, and a good conversation can surprise both the designer and the subject by the unanticipated insights that are revealed. The stories that people tell and the things that people say they do—even if they are different from what they actually do—are strong indicators of their deeply held beliefs about the way the world is. Good designs are built on a solid understanding of these beliefs and values. HOW to empathize To empathize, you: - Observe. View users and their behavior in the context of their lives. As much as possible do observations in relevant contexts in addition to interviews. Some of the most powerful realizations come from noticing a disconnect between what someone says and what he does. Others come from a work-around someone has created which may be very surprising to you as the designer, but she may not even think to mention in conversation. - Engage. Sometimes we call this technique ‘interviewing’ but it should really feel more like a conversation. Prepare some questions you’d like to ask, but expect to let the conversation deviate from them. Keep the conversation only loosely bounded. Elicit stories from the people you talk to, and always ask “Why?” to uncover deeper meaning. Engagement can come through both short ‘intercept’ encounters and longer scheduled conversations. - Watch and Listen. Certainly you can, and should, combine observation and engagement. Ask someone to show you how they complete a task. Have them physically go through the steps, and talk you through why they are doing what they do. Ask them to vocalize what’s going through their mind as they perform a task or interact with an object. Have a conversation in the context of someone’s home or workplace – so many stories are embodied in artifacts. Use the environment to prompt deeper questions. Design Challenge
Your task is to work in a group of 3 to design either 1) The Commons or 2)Men's or Women's bathrooms. Use the packet I give you in class as a guide. Make sure to focus on EMPATHIZING with your interviewee. **I would recommend NOT observing users in the bathroom!! Observing users in the Commons shouldn't be a problem, though.
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Starter 25 1) What did you do for Spring Break? What was the best part of your break? Why? Review Your Notes What is globalization? What is social entrepreneurship? What are the 5 criteria for excellent social entrepreneurship? Design Bootcamp: Day 1 For an excellent professional introduction, click here! This video is a great example of what we did in class on Monday to learn about Design Thinking. If you were absent, you can watch this video to see what kind of creative work we're doing in class. We built wallet prototypes for each other though as opposed to the "Gift Giving Experience" detailed in this video below. However, the structure of the process and time lengths are exactly what we used! Homework:
Study your notes! Get back on track! What have we been thinking and learning about the past month? Today's Resources You don't need to use everything listed here (you won't have time!) But, these are all FANTASTIC resources for you to peruse and edify yourself. Huffington Post Social Entrepreneur Site Click here! Explore, linger, read, watch, listen. Get inspired for the change you want to make in the world! Social Entrepreneurship MOOC (Massive Open Online Course) Click here! You are not required to watch all of these videos, BUT they are university level courses on social entrepreneurship--this is a gold mine of information. Right now, I recommend you check out a couple of the videos-- 2,3,5,6. Again, you don't need to watch all of these, but this is an awesome resource! Watch This TED Talk!! Want More? This is the gentleman who wrote the book our documentary was adapted from yesterday. Today's Questions: 1) What is development? 2) How can statistics help us understand the world? Today's Goals: 1) Watch a handful of high quality TED talks. 2) Take the Gapminder Quiz with a partner. Watch TED Talks The story of a man who built a windmill to bring electricity to his village. Meet Han Rosling. He's an economist who brings stats to life with exceptional visual representation. He focuses on global development issues-- human rights, environment, education, economic growth, health, and culture. Watch this to get a sense of what he's interested in and to provide context for the more in depth TED talk that's linked below. The seemingly impossible is possible. "The mission of Gapminder Foundation is to fight devastating ignorance with a fact-based worldview that everyone can understand. We started the Ignorance Project to investigate what the public know and don’t know about basic global patterns and macro-trends. We use surveys to ask representative groups of people simple questions about key-aspects of global development." www.gapminder.org
Gapminder Quiz Let's learn how to use the Gapminder Map with a team-based quiz! For each quiz you find a link to the graph in which the graph has been adjusted to fit the quiz. If you have problems in following links in the quizzes you can adjust the graph manually. Open one graph for each quiz question and: • Select “time” for the x-axis • Make sure the trails-box is tick-marked • Make the adjustments described for the quiz in question • Once you selected some bubbles: Pull the opacity bar to the left so that only the selected bubbles are visible. Overview
We will be completing a number of enrichment activities this week to supplement our Social Entrepreneurs project. No Homework all week Today's Question: Why are Africa, Asia, and Latin America areas of critical concern in the world? Today's Goal: Complete two article summaries about areas of critical concern--Latin America or Asia are required; the third can be your choice. No Starter Article Summaries Research Visit some credible websites that you know of in order to complete two article summaries. The purpose of this exercise is to introduce you to areas of the world with which you might not be very familiar . For example, we have learned a little bit about Africa and Asia throughout this project, but we haven't really focused on Latin America. This is a chance for you to pick a credible article in the hopes of learning more about a region, city, and/or resident. Widen your perspective! Due at the end of class. Viewing: Living On One Dollar A Day
"An award-winning film that has been called 'A Must Watch' by Nobel Laureate Muhammad Yunus and Director of The Hunger Games, Gary Ross. Living on One Dollar follows the journey of four friends as they set out to live on just $1 a day for two months in rural Guatemala. They battle hunger, parasites, and extreme financial stress as they attempt to survive life on the edge. An unimaginable reality for most young Americans, the challenges they face are real and plague over 1.1 billion people around the world. While the friends quickly learn there are no easy answers, the generosity and strength of Rosa, a 20 year old woman, and Chino, a 12 year old boy, give them resilient hope that there are effective ways to make a difference." Today's Question: What are the critical geographic areas of interest in the world? Classroom as World Map Students situate themselves around themselves on the classroom map in response to the following statements: 1) Move to the part of the world where your ancestors came from before they ended up in the United States. 2) Move to the the place in the world that you would most like to visit. 3) Move to a place in the world that you know very little about, but you are curious to learn more. 4) Move to a place in the world where the physical landscape is extremely different from where you live. 5) Move to a place in the world where the people's customs and cultures are different from your own. 6) Move to a place in the world where you imagine your area of critical global concern is most pressing. Concentric Circles Students draw concentric circles on a blank sheet of paper in their notes. The outermost circle (largest) represents a continent; the next circle going inward is a country or region; the next is a city or town or village; the innermost circle is 28 a stick figure of a person. In each circle, students should identify and describe a place in the world where they think their area of concern is most challenging to the people. Students should try to identify a specific continent and country. In the blank spaces in the circle, students should write down what they know about that place, and at least three questions that they have. Questions should be researchable. Questions should lead students to gain more knowledge about the area of concern in that particular place. In the innermost circle, students should draw a stick figure that represents a resident of that place. Students should write a few hypothetical details about that person (i.e. age, occupation, social class, religion, etc.) Students can work individually (if there are multiple location ideas within the group), or they can collaborate as a team on one location. EXAMPLE (Water): Asia – Largest continent; most populous. Many different ethnic groups, languages. Regions vary in climate, topography. Which country in Asia has the most people? Which areas of Asia are the most technologically advanced? Do the mountainous, snowy regions have cleaner and safer water supplies? Thailand – People speak Thai. Buddhist religion. Lots of tourists go there. What has the government done to address issues related to poverty and social class? Do people throughout the country have access to clean water? Bangkok—Very crowded city. Known for prostitution, vice. Is the water safe to drink? What is the sewage system like in this country? Where does the city’s water come from, and what are the government regulations like? Resident of Bangkok – Works as a street vendor; practices Buddhism; supports three children on less than a dollar a day. How often is his family sick from water-related illness? How far does he need to travel to get clean water? Research Visit some credible websites that you know of, and try to find answers to the questions in your circles. On a new sheet of paper in your journal, write down pertinent information that might help you answer some of the questions. Homework
None Starter 23
WATER, FOOD, TRANSPORTATION, HEALTH, ECONOMY, EDUCATION, ENERGY, SHELTER, WAR, WASTE Study the list and consider the three issues that you feel most connected to; the three issues that you would love to spend the day and maybe this project researching and exploring in depth. Make a Top Three list explaining in detail why each one appeals to you. You should write one full paragraph for each issue (3 paragraphs total) in your Starter journal. Use the following questions as prompts if you find them helpful: • Why is this issue so important to me? • What experience(s) have I faced in my life related to this issue? • How might this issue be of critical importance to other people in the world who are different than me? Explain. **After you finish your three paragraphs, put a start next to the issue that is most important to you. Critical Issue Research
USE THESE! : ) www.nytimes.com www.huffingtonpost.com www.globalissues.org/issue Other credible news sources are welcome! Thinking About Tomorrow Tomorrow, we will thoughtfully consider which of these issues are most important to us as a class. I will have you vote on which critical issues are the most important to us, and I will synthesize the results from both classes. Tomorrow, we will spend most of our time researching which regions, countries, and continents are the areas of biggest critical concern. We will repeat the same process in order to whittle down our areas of focus for our social entrepreneurship opportunities. ” No Starter
Social Entrepreneurship Case Study Presentations We finished these today in class. If you were absent, you will need to give your presentation to me before or after school sometime this week. It's your responsibility to make this happen. You do not want to get a zero for this--it will sting quite a bit in your gradebook! Homework None No Starter
Social Entrepreneurship Case Study Presentations Homework None |
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