{"id":439,"date":"2018-11-29T20:31:28","date_gmt":"2018-11-30T04:31:28","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/?p=439"},"modified":"2018-11-29T20:31:28","modified_gmt":"2018-11-30T04:31:28","slug":"a-powerful-design-thinking-challenge","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/a-powerful-design-thinking-challenge\/","title":{"rendered":"A Powerful Design Thinking Challenge"},"content":{"rendered":"
\"\"

Diverse contexts find common ground in the Design Thinking Process as our team used Empathy to define the problem. Drawing by Amanda Dunn and Lorne Strachan. CC-BY\u00a0\u00a0\"CC-BY<\/p><\/div>\n

For our current course, <\/span>LRNT 524<\/span><\/a>, our team was tasked with completing Stanford’s\u00a0<\/span>d.school\u00a0<\/span><\/a>design\u00a0thinking challenge (Stanford University Institute of Design, 2016). The d.school\u2019s stages of Empathy, Define, Ideate, Prototype, and Test were all used in our process. Our team triad (<\/span>Amanda<\/span><\/a>, <\/span>Christy<\/span><\/a>, and <\/span>Lorne<\/span><\/a>) all work in very diverse contexts, yet the design process exposed a common need for our learners to build relationships and find safe common ground in order to engage in intellectual risk-taking (IRT) in an inclusive environment. <\/span><\/p>\n

\"\"

Design Thinking Step 3 & 4: Framing the Problem. Picture by Christy Boyce CC-BY\u00a0\u00a0\"CC-BY<\/p><\/div>\n

IRT is defined as \u201cengaging in adaptive learning behaviors . . . that place the learner at risk of making mistakes or appearing less competent than others\u201d (Beghetto, 2009, p. 218). Throughout the empathizing stage of the design process, it was clear that all of our learners were experiencing significant transitions in their lives. Changing careers, retirement, learning how to live with oxygen, and going back to school are often accompanied by anxiety, apprehension, fear, and loneliness. For all three team members, themes of connectedness, knowledge exploration, and psychologically safe learning environments emerged in our design thinking process. Malcolm Knowles supported that both physical and psychological safety are necessary for adult learning (as cited in Gravani, 2005). Gravani (2005) describes the necessary climates for promoting psychological safety in adult learning, including those of mutual respect, collaboration, mutual trust, supportiveness, openness, authenticity, and pleasure. To successfully promote IRT and have active engagement within our online classrooms, our team knew we needed to support learner confidence and work around feelings of hesitancy that may be limiting learner self-efficacy.<\/span><\/p>\n

 <\/p>\n

\"\"

Design Thinking Prototyping, Step 5, Sketching and Mapping. Picture by Lorne Strachan.\u00a0 \u00a0 \u00a0 \u00a0 CC-BY\u00a0\u00a0\"CC-BY<\/p><\/div>\n

Our prototype component of an online integrated program is a scaffolded activity broken up into three sections to be completed at the beginning of our programs. First, our learners will write a reflective paragraph about their perceived ability to be successful in the program. Upon uploading their response, our learners would unlock the next step, which instructs them to strike a power pose and hold it for three minutes (see images below for power pose examples). They are then asked to reflect on their thoughts and emotions while holding their power pose. After submitting their reflection, they would unlock <\/span>Amy Cuddy\u2019s Ted Talk video<\/span><\/a> on the power that body language has on confidence and perceived success. Lastly, they would introduce themselves on a community board and have the option of sharing a picture of themselves in their favorite power pose. <\/span><\/p>\n

 <\/p>\n

\"\"<\/p>\n

Photo by Lorne Strachan\u00a0 CC-BY\u00a0\u00a0\"CC-BY<\/p>\n

\"\"<\/p>\n

Photo by Christy Boyce. CC-BY\u00a0 \u00a0\"CC-BY<\/p>\n

\"\"<\/p>\n

Photo by Amanda Dunn CC-BY\u00a0 \u00a0\"CC-BY<\/p>\n

Vann (2017) reminds us that by using empathy in our learning design, we can \u201canticipate some of the frustration, confusion, and fear that adult learners may face as they engage in online higher education\u201d (p. 242). By scaffolding our learning activities, we utilize Merrill\u2019s First Principles of Instruction to engage learners in real-world problems, activate prior knowledge, demonstrate examples, and apply\/integrate the new skills (Thomas, 2010). We hope our learners will see the benefits of power posing and its potential to reduce fear and encourage IRT. Using a light-hearted introductory activity may help start build learner relationships and increase learner engagement. We believe this activity will help learners experience greater self-efficacy and self-confidence.<\/span><\/p>\n

We welcome your feedback and will be replying to all responses we receive before 8 am on Thursday Dec. 06, 2018 (PST) to incorporate them into the Critique of our solution for Part B of this assignment.<\/span><\/p>\n

\n

References:<\/span><\/p>\n

Beghetto, R. A. (2009). Correlates of Intellectual Risk Taking in Elementary School Science. <\/span>Journal Of Research in Science Teaching<\/span><\/i>, <\/span>46<\/span><\/i>(2), 210\u2013223<\/span><\/p>\n

Cuddy, A. (2012) Your body language may shape who you are. [Web log post] Retrieved from https:\/\/www.ted.com\/talks\/amy_cuddy_your_body_language_shapes_who_you_are?language=en<\/span><\/p>\n

Gravani, M., (2005). Adult learning in a distance education context: theoretical and methodological challenges. <\/span>International Journal of Lifelong Education<\/span><\/i>, 34(2), 172-193.<\/span><\/p>\n

Stanford University Institute of Design. (2016). A virtual crash course in design thinking.<\/span><\/p>\n

Thomas, P. Y. (2010). Learning and instructional systems design. In Towards developing a web-based blended learning environment at the University of Botswana. (Doctoral dissertation).<\/span><\/p>\n

Vann, L. S. (2017). Demonstrating empathy: A phenomenological study of instructional designers making instructional strategy decisions for adult learners. International Journal Of Teaching & Learning In Higher Education, 29(2), 233-244.<\/span>
\n<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

For our current course, LRNT 524, our team was tasked with completing Stanford’s\u00a0d.school\u00a0design\u00a0thinking challenge (Stanford University Institute of Design, 2016). The d.school\u2019s stages of Empathy, Define, Ideate, Prototype, and Test were all used in our process. Our team triad (Amanda, Christy, and Lorne) all work in very diverse contexts, yet the design process exposed a […]<\/p>\n","protected":false},"author":111,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,1],"tags":[70,65,69,53,71,67,22,68],"class_list":["post-439","post","type-post","status-publish","format-standard","hentry","category-lrnt524","category-uncategorized","tag-d-school","tag-design-thinking","tag-growth-mindset","tag-learning-design","tag-online-learning","tag-power-posing","tag-rrumalat","tag-safe-learning-spaces"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/posts\/439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/users\/111"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/comments?post=439"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/posts\/439\/revisions"}],"predecessor-version":[{"id":451,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/posts\/439\/revisions\/451"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/media?parent=439"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/categories?post=439"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0066\/wp-json\/wp\/v2\/tags?post=439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}