New World of Work



Lesson Subject (21st Century Skill, Lesson Number: Topic) Analysis-Solution Mindset, Bonus Lesson 2: Design ThinkingWritten By: Zack Dowell, Folsom Lake College, in collaboration with Rajinder Gill, Co-Creator of the New World of Work SeriesAdapted from Stanford Univsersity’s d.school Design Thinking materials: (CC BY-NC-SA 4.0)ACADEMIC LEARNING GOALS (OUTCOMES/OBJECTIVES) FOR THIS LESSON: (What learners should know or be able to do as a result of the lesson.)The four primary attributes of Analysis/Solution Mindset covered in Lesson 1 & Lesson 2 are listed. This lesson will primarily provide an overview of attributes 3 & 4: 1. Considers different viewpoints and puts effort into understanding why information may be presented in a certain way.2. Looks at the bigger picture of the work situation, community, or society when solving problems.3. Examines information and data using critical thinking skills.4. Takes time to think about different ways of solving a problem and tests out ideas to see which one is best.CRITICAL THINKING SKILLS UTILIZED IN THIS LESSON: (What elements of the lesson allow learners to utilize critical thinking techniques.)Using facilitation strategies in addition to instruction will encourage learner participation and opportunities to exercise critical thinking. In this lesson, the facilitation strategies are attentive listening, providing input, and designing prototypes to practice Design Thinking. Think of the 80-20 rule. 80% of this lesson is ready for use, 20% can be enhanced by interactive activities and examples you come up with as an instructor. After using this lesson, you can provide your feedback and enhancements through the websiteMEDIA, HANDOUTS, OR EXTRA MATERIALS: (What media is used in addition to lesson plan.)The skills lessons have been designed to go along with the New World of Work/CreatorUp video content. All the Lesson 1’s can incorporate the “What Not to Do” videos and all Lesson 2’s can utilize the 21st Century Skills Video Assessments. These videos can also assist in hybrid/online courses. Gauge student interest in the videos and play throughout the course as needed.This bonus lesson uses:Design Challenge Activity HandoutPrototyping Materials: colored paper, cardboard, pipe cleaners, modeling clay, popsicle sticks, etc. INSTRUCTION: (List of reproducible steps for the lesson.)Instructor Notes (General): To allow for greater flexibility of delivery, lessons can be shortened to fit into a 45min class period. They can be expanded, with more time for facilitated activities and examples, up to a 90 min session.PPT presentation slides have been kept basic to avoid copyright infringement on images hosted open source. Feel free to add your own images when presenting the slides to your learners. Instructor Notes (Lesson-Specific):This bonus lesson builds on the concepts presented in Analysis-Solution Mindset Lesson 2. This lesson also goes well with the concepts in the Empathy lessons. Analysis/Solution Mindset could be done in sequence after the Empathy lessons to allow students to practice skills like attentive listening. The design challenge activity in this lesson can be accomplished in a 60 min session. It focuses on redesigning the resume experience, so it can be a great way to expand on concepts from the New World of Work Resume, Interview, and Digital Fluency content.1. Attributes slide: Review the attributes for Analysis/Solution Mindset. Let students know through the process of “Design Thinking,” they will be focusing on the attributes in bold for this lesson.2. Outcomes slide: After completing the lesson and the associated activity, students will understand and be able to apply the concepts of design thinking to develop human-centered solutions to challenges.3. Definitions and Overview slides: Define design thinking, give an overview of the process (Empathize, Define, Ideate, Prototype, Test), and share examples of how design thinking can be used in the design of a range of products, services, buildings, mobile apps, marketing plans, spaces, etc. Additional information, examples, and facilitation strategies can be found at . Empathize slides: The design thinking process begins with developing empathy with the person for whom you are designing the solution. A deep understanding of the challenges faced by individuals and organizations will help designers craft solutions that best address those challenges. Strategies for gaining empathy include direct interviews, open-ended questions, observation, fieldwork, documentation, and research.6. Define slides: The Define step in design thinking is the process of synthesizing what you learned from the Empathize step into a problem statement, which is the challenge you are attempting to address. A good problem statement is short, specific, meaningful, and actionable.7. Ideate slides: The work of the Ideate step is to brainstorm a variety of solutions that might address your problem statement. The goal here is to generate as many solutions as possible, without evaluating them. That is, ideation is about quantity over quality, and “wild” ideas are encouraged, as they might lead to new insights or creative possibilities. Through a process of iteration, ideas can be further refined to arrive at a solution that will form the basis of the prototype in the next phase.8. Prototype slide: The goal of the Prototype phase is to create a physical representation of the potential solution, in order to get additional feedback from the person for whom you are designing. Prototypes in this process are typically low resolution. Cardboard, pipe cleaners, modeling clay, paper, and popsicle sticks are all good prototyping materials. The prototype can be a part of the solution, rather than a representation of the whole solution. Again, the goal of the prototype is to get something in the hands of users, in order to gather additional feedback that can contribute to the real solution. 9. Test slides: The goal of the Test phase is for you to share your prototype, and get feedback from the person for whom it has been designed. Listen attentively to feedback about the prototype, and avoid the urge to “sell” it. Your overarching goal in the design thinking process is to create a solution that works and addresses your problem statement, so open and attentive listening is critical.10. Activity slide and handout: Redesign the Resume Experience. Participants work in pairs to redesign the resume experience for their partner, using the steps in the design thinking process. Facilitators should have a way to time each phase in the process, and timing information for each step is indicated in the handout. The activity as presented can be accomplished in 1 hour (not counting the post-activity debrief). Materials:-Handout (1 per participant)-Pipe cleaners, cardboard, sticky notes, markers, paper, modeling clay, popsicle sticks, or any other inexpensive, low-resolution prototyping materials.Setup:Emphasize that participants are NOT designing a resume per se, but instead, a creative way for their partner to communicate their unique education, skills and experience to potential employers. The activity is designed as a “sprint,” and will feel rushed. That’s ok! Remind participants to listen attentively, and to not become too invested in the solutions that they generate. At this point in the process, their solutions don’t have to be “real.” That is, it’s okay to ideate and prototype a complex mobile application, even if the person proposing the solution has no programming skills or experience.Closure:If time permits, ask participants to share their solution prototypes with the group.Please Note: This lesson draws upon resources available from Stanford University’s d.school - Stanford’s Design Thinking materials are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)This lesson draws upon Design Thinking for Educators Toolkit Version 2 - which is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported license (CC BY-NC-SA 3.0)CLASS CLOSURE: (How the information relates to students’ life experiences/academic goals and/or the intro. for the next session of instruction.) Design Thinking Debrief slide: How does engaging with a real person and testing out prototypes change the way you think about a problem? If you had it to do over again, what would you do differently? More empathy? Defining? Ideating? Prototyping? Testing? How can you apply design thinking to address work, school and life challenges? ................
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