Context: Identifying User Requirements and Goals<\/b><\/h4>\n
In going through the <\/span>design thinking process<\/span><\/a>, differing contexts emerged for each user. As we empathized with and defined each other\u2019s needs, this became part of our design challenge – ideating a solution that would encourage learners in both settings to partake in intellectual risk taking (IRT), by actively engaging in an online learning environment that promotes inclusiveness. <\/span><\/p>\n Nicolette\u2019s goal is to provide learning that is relevant, modern and clear in a corporate setting. Her challenge is to ensure flexibility in the design for unknown variables specific to each client. Marshall\u2019s goal is to empower his secondary school students, and shift his instructor role from lecturing to guiding. His challenge is to focus more on developing skills pertinent to the Information Age.<\/span><\/p>\n <\/p>\n To address the identified challenge, our solution is to implement two synergistic elements – emphasising community and modelling IRT.<\/span><\/p>\n A collaborative learning community will increase student engagement and independence. For Nicolette, to create links between learners with a varied knowledge base and experience level, and for Marshall, to create independent learners.<\/span><\/p>\n Successful learning requires the ability to acquire, evaluate and synthesise information in broad collaborative contexts (Thomas, 2010). Our community component allows for learning to be more meaningful, thereby eliciting engagement<\/span>.The trend in both educational and <\/span>corporate contexts<\/span><\/a> is toward a more collaborative approach, which increases confidence, engagement, and offers a diverse base of community knowledge (Laal & Ghodsi, 2011). By focussing on building learner relationships within team environments, \u00a0opportunities to delve into learning from each other as well as from the course are facilitated. \u00a0\u00a0\u00a0<\/span><\/p>\n IRT is defined as \u201cEngaging in adaptive learning behaviours (sharing tentative ideas, asking questions, attempting to do and learn new things) that place the learner at risk of making mistakes or appearing less competent than others\u201d<\/span> (Beghetto, 2009 p. 210). We recommend that educators <\/span>model IRT <\/span><\/a>to encourage the same in their students.<\/span><\/p>\n For example, the instructor can employ new strategies that encourage feedback media res. This supports Marshall\u2019s evolving skillset as a guide of learning by pursuing new strategies. In addition, students critiquing a project of Nicolette\u2019s creation also encourages student risk taking through modelling.<\/span><\/p>\n Establishing a conversational tone and a safe learning environment that supports the exchange of knowledge, ideas and experience will also encourage IRT. This is because it allows students to feel comfortable exploring, experimenting and taking risks free from judgement (Kalchman and Koedinger, 2005). Timely feedback and positive support are also part of this solution and key in cultivating IRT (Beghetto, 2009).<\/span><\/p>\n Learners may feel that they do not have time, motivation or incentive to participate and\/or contribute to communities, specifically if it does not feel meaningful to them. To combat this, graded collaborative and community participation activities will be included that offer learners flexibility, such as choice of topic and tool.<\/span><\/p>\n Modelling IRT may not result in students emulating this behaviour, especially if they lack knowledge, experience or interest in the course content (Beghetto, 2009). A course wiki would be available to augment knowledge of course content, but also editable for students to add their own ideas and findings.<\/span><\/p>\n Although contextual differences may appear to have limited our solution, the diversity allowed us to explore multiple perspectives and ideas to identify a mutually beneficial solution.<\/span><\/p>\n <\/p>\n References<\/span><\/p>\n Beghetto, R. (2009). Correlates of intellectual risk taking in elementary school science. <\/span>Journal of Research in Science Teaching, 46<\/span><\/i>(2), 210-223. doi:10.1002\/tea.20270<\/span><\/p>\n Kalchman, M., & Koedinger, K.R. (2005). Teaching and learning functions. In M.S. Donovan & J.D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 351\u2013393). Washington, DC: The National Academies Press.<\/span><\/p>\n Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. <\/span>Procedia-Social and Behavioral Sciences<\/span><\/i>, <\/span>31<\/span><\/i>, 486-490.<\/span><\/p>\n Sabbag, M. (2016, June 14). Why Organisational Structures are moving towards collaboration. <\/span>Rework. <\/span><\/i>Retrieved from: https:\/\/www.cornerstoneondemand.com\/rework\/why-organizational-structures-are-moving-towards-collaboration<\/span><\/p>\n Stanford University Institute of Design. (2016).\u00a0A virtual crash course in design thinking. Retrieved from:\u00a0https:\/\/dschool.stanford.edu\/resources-collections\/a-virtual-crash-course-in-design-thinking<\/span><\/p>\n Thomas, P. Y. (2010). Learning and instructional systems design. In <\/span>Towards developing a web-based blended learning environment at the University of Botswana<\/span><\/i>. (Doctoral dissertation).<\/span><\/p>\n University of Georgia College of Education. (2017). Are your students taking risk in their learning?. Retrieved from:\u00a0<\/span>http:\/\/gca.coe.uga.edu\/are-your-students-taking-risks-in-their-learning\/<\/span><\/p>\n Image Sources<\/strong><\/span><\/p>\n Empathize, Define, Prototype images by <\/span>Hasso Plattner Institute of Design at Stanford University<\/span><\/a> in <\/span>An Introduction to Design Thinking Process Guide<\/span><\/a>. <\/span><\/p>\n Photo by <\/span>Luca Bravo<\/span><\/a> on <\/span>Unsplash<\/span><\/a><\/p>\n Photo by <\/span>Igor Ovsyannykov<\/span><\/a> on <\/span>Unsplash<\/span><\/a><\/p>\n Photo by <\/span>rawpixel.com<\/span><\/a> on <\/span>Unsplash<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Marshall Hartlen and Nicolette Young Post can also be found on Nicolette’s blog Context: Identifying User Requirements and Goals In going through the design thinking process, differing contexts emerged for each user. As we empathized with and defined each other\u2019s needs, this became part of our design challenge – ideating a solution that would encourage … Continue reading Design Challenge: A Synergistic Approach<\/span><\/a><\/p>\n","protected":false},"author":52,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"off","_et_pb_old_content":" Marshall Hartlen and Nicolette Young<\/p> Post can also be found on Nicolette's blog<\/a><\/p> In going through the <\/span>design thinking process<\/span><\/a>, differing contexts emerged for each user. As we empathized with and defined each other\u2019s needs, this became part of our design challenge - ideating a solution that would encourage learners in both settings to partake in intellectual risk taking (IRT), by actively engaging in an online learning environment that promotes inclusiveness. <\/span><\/p> Nicolette\u2019s goal is to provide learning that is relevant, modern and clear in a corporate setting. Her challenge is to ensure flexibility in the design for unknown variables specific to each client. Marshall\u2019s goal is to empower his secondary school students, and shift his instructor role from lecturing to guiding. His challenge is to focus more on developing skills pertinent to the Information Age.<\/span><\/p> \u00a0<\/p> To address the identified challenge, our solution is to implement two synergistic elements - emphasising community and modelling IRT.<\/span><\/p> A collaborative learning community will increase student engagement and independence. For Nicolette, to create links between learners with a varied knowledge base and experience level, and for Marshall, to create independent learners.<\/span><\/p> Successful learning requires the ability to acquire, evaluate and synthesise information in broad collaborative contexts (Thomas, 2010). Our community component allows for learning to be more meaningful, thereby eliciting engagement<\/span>.The trend in both educational and <\/span>corporate contexts<\/span><\/a> is toward a more collaborative approach, which increases confidence, engagement, and offers a diverse base of community knowledge (Laal & Ghodsi, 2011). By focussing on building learner relationships within team environments, \u00a0opportunities to delve into learning from each other as well as from the course are facilitated. \u00a0\u00a0\u00a0<\/span><\/p> \u201cEngaging in adaptive learning behaviours (sharing tentative ideas, asking questions, attempting to do and learn new things) that place the learner at risk of making mistakes or appearing less competent than others\u201d<\/span> (Beghetto, 2009 p. 210). We recommend that educators <\/span>model IRT <\/span><\/a>to encourage the same in their students.<\/span><\/p> For example, the instructor can employ new strategies that encourage feedback media res. This supports Marshall\u2019s evolving skillset as a guide of learning by pursuing new strategies. In addition, students critiquing a project of Nicolette\u2019s creation also encourages student risk taking through modelling.<\/span><\/p> Establishing a conversational tone and a safe learning environment that supports the exchange of knowledge, ideas and experience will also encourage IRT. This is because it allows students to feel comfortable exploring, experimenting and taking risks free from judgement (Kalchman and Koedinger, 2005). Timely feedback and positive support are also part of this solution and key in cultivating IRT (Beghetto, 2009).<\/span><\/p> Learners may feel that they do not have time, motivation or incentive to participate and\/or contribute to communities, specifically if it does not feel meaningful to them. To combat this, graded collaborative and community participation activities will be included that offer learners flexibility, such as choice of topic and tool.<\/span><\/p> Modelling IRT may not result in students emulating this behaviour, especially if they lack knowledge, experience or interest in the course content (Beghetto, 2009). A course wiki would be available to augment knowledge of course content, but also editable for students to add their own ideas and findings.<\/span><\/p> Although contextual differences may appear to have limited our solution, the diversity allowed us to explore multiple perspectives and ideas to identify a mutually beneficial solution.<\/span><\/p> \u00a0<\/p> References<\/span><\/p> Beghetto, R. (2009). Correlates of intellectual risk taking in elementary school science. <\/span>Journal of Research in Science Teaching, 46<\/span><\/i>(2), 210-223. doi:10.1002\/tea.20270<\/span><\/p> Kalchman, M., & Koedinger, K.R. (2005). Teaching and learning functions. In M.S. Donovan & J.D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 351\u2013393). Washington, DC: The National Academies Press.<\/span><\/p> Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. <\/span>Procedia-Social and Behavioral Sciences<\/span><\/i>, <\/span>31<\/span><\/i>, 486-490.<\/span><\/p> Sabbag, M. (2016, June 14). Why Organisational Structures are moving towards collaboration. <\/span>Rework. <\/span><\/i>Retrieved from: https:\/\/www.cornerstoneondemand.com\/rework\/why-organizational-structures-are-moving-towards-collaboration<\/span><\/p> Thomas, P. Y. (2010). Learning and instructional systems design. In <\/span>Towards developing a web-based blended learning environment at the University of Botswana<\/span><\/i>. (Doctoral dissertation).<\/span><\/p> University of Georgia College of Education. (2017). Are your students taking risk in their learning?. Retrieved from:\u00a0<\/span>http:\/\/gca.coe.uga.edu\/are-your-students-taking-risks-in-their-learning\/<\/span><\/p> Image Sources<\/strong><\/span><\/p> Empathize, Define, Prototype images by <\/span>Hasso Plattner Institute of Design at Stanford University<\/span><\/a> in <\/span>An Introduction to Design Thinking Process Guide<\/span><\/a>. <\/span><\/p> Photo by <\/span>Luca Bravo<\/span><\/a> on <\/span>Unsplash<\/span><\/a><\/p> Photo by <\/span>Igor Ovsyannykov<\/span><\/a> on <\/span>Unsplash<\/span><\/a><\/p> Photo by <\/span>rawpixel.com<\/span><\/a> on <\/span>Unsplash<\/span><\/a><\/p>","_et_gb_content_width":"","footnotes":""},"categories":[7,1],"tags":[19],"class_list":["post-529","post","type-post","status-publish","format-standard","hentry","category-lrnt524","category-uncategorized","tag-rrumalat"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/posts\/529","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/users\/52"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/comments?post=529"}],"version-history":[{"count":14,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/posts\/529\/revisions"}],"predecessor-version":[{"id":557,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/posts\/529\/revisions\/557"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/media?parent=529"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/categories?post=529"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-json\/wp\/v2\/tags?post=529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-content\/uploads\/sites\/57\/2017\/11\/empathise-2-300x113.jpg\")
<\/span><\/p>\n![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-content\/uploads\/sites\/57\/2017\/11\/Define2-1-300x79.jpg\")
Solution<\/b><\/h4>\n![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-content\/uploads\/sites\/57\/2017\/11\/Prototype-1-300x95.jpg\")
Creating a community of learners<\/b><\/h4>\n![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-content\/uploads\/sites\/57\/2017\/11\/Teamwork-300x205.jpg\")
<\/span><\/p>\nModelling Risk Taking<\/b><\/h4>\n
![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-content\/uploads\/sites\/57\/2017\/11\/risk-Taking-300x203.jpg\")
<\/span><\/p>\n
\n<\/span>Potential Limitations To Solution<\/b><\/p>\n![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0011\/wp-content\/uploads\/sites\/57\/2017\/11\/Potential-Limitations-300x191.jpg\")
<\/span><\/p>\nContext: Identifying User Requirements and Goals<\/b><\/h4>
<\/span><\/p>Solution<\/b><\/h4>Creating a community of learners<\/b><\/h4><\/span><\/p>Modelling Risk Taking<\/b><\/h4>
<\/span><\/p>
<\/span>Potential Limitations To Solution<\/b><\/p><\/span><\/p>