Wow. We had our first full day workshop this weekend. It was fantastic. Such a great day and I learnt a lot about a lot of things, always a good sign.
We met out at the airport in the Digital Innovation Zone in the Domestic Terminal. It is fascinating that even though I have been to the domestic arrivals area many times, I have never turned around and seen this space. It's got some cool things in it, so have a look next time you are waiting for those passengers to arrive!
Anyway, we were introduced to our speakers, told we would be solving a problem by creating a physical product related to neurodiversity in education and then we split into teams. Each person in the team then had to write an adjective on a sticky note and a plural noun on another sticky note. We then used these to come up with our team names. The three teams were then decided - Confused Shoes (my team), Confused Grasshoppers and Delicious Mongooses.
Geoff went through what a startup was and told us that it depended on who you were to what it meant to you. We came up with a few ideas and he talked us through this model. Some of the things present in a startup are:
Scalability
- Growing
- Innovation
- Sustainable business model
- Big opportunity
- Passion & uncertainty
We had a short discussion on what it is to each of us.
Katrina Beresford - Neurodiversity
Katrina did a presentation for us about neurodiversity. She told us that about 10% of our students have divergent needs, some high, some low. She went through this amazing infographic and talked about labels and about how we should be focussing on the strengths of these students. It is really important for wellbeing and our
living standards framework is not always deliberate in classrooms. We want people to know what it is like to fill out a from and give them opportunities to succeed in later life. If we are inclusive, what does that look like? Think about health care and education - what can we do to change that?
Bree Fick -
BreeFick.com
Bree started the process for the day by talking to us about Design Thinking. It is an iterative process and you have to put any assumptions aside and look at the end user.
She introduced us to the Periodic Table of Design Thinking which has some good ideas on it. She talked about how Google asks its employees to get up and interact with others. The tools we would learn today we can take into our own projects. These are my notes from the rest of the day.
Empathise (wide focus)
Listen to the end user, get into their environment and experience it with them. Collect info, sometimes an information overload. Find out more about the problem through observing, engaging and empathising with people to
understand their experiences and motivations, as well as immersing yourself in the physical
environment so you can gain a deeper personal understanding of the issues involved.
Empathy allows you to set aside your own assumptions about the world in order to gain insight
into users and their needs.
Define (close in)
Analyse that information, get really clear then pick what is important. Close in on what you want to solve. Analyse your observations and synthesise them in order to define the core problems.
Seek to define as a problem statement in a human-centred manner.
Progress to ideation by asking questions which help you look for ideas for solutions by
asking “How might we…"
Ideate (wide)
Get as many ideas as you can. Quantity over quality. Best ideas come from empathy mindset, role play, get into their head. Think outside the box to identify new solutions to the
problem statement you’ve created and you can start to look
for alternative ways of viewing the problem.
Prototype
Make something tangible so you can put it in front of the end user. For example the
Google glasses prototype. Produce a number of inexpensive, scaled down versions of the solution or specific aspects of
the solution. This is an experimental phase, and the aim is to identify the best possible solution
for each of the problems identified during the first three stages.
By the end of this stage, you will have a better idea of the constraints inherent to the solution
and the problems that are present, and have a clearer view of how real users would behave, think,
and feel when interacting with the end product.
Test
Validate assumptions and prototypes. Pivot - if it's not working, move away quickly. Here you rigorously test the complete product using the best solutions
identified during the prototyping phase.
All the way through you have assumptions and need to pivot.
There are lots of tools in each section, it's not linear. Project based learning is similar, enabling students to solve a problem. There is a process that sits under that.
Our job was to identify the end user for our project today, then create the physical prototype.
We need to see the red flags on our databases as star signs, not flags.
We thought about our end users for our problem. Who are the people present in the conversation? Parents, teachers, students, Ministry, RTLB, BoT, our own children?
Our groups then got together and talked about what we might like to work on for the day. We did a Design6 activity where we quickly put down 6 ideas that we might like to work on, if money was no object, we had 10,000 people to work on it, and we could remove any obstacles in our way. Once we had those, we worked together in our teams to decide on an idea to follow through with. We looked at the
SCAMPER technique for creative thinking as well, which was great for us to sort through the ideas.
●
Substitute What would happen to the project if we swapped X for Y?
●
Combine What would happen to the project if we combined X and Y?
●
Adapt What changes would need to be made to adapt this project to a
different context?
●
Modify What could we modify to create more value on this project?
●
Put to another use What other uses or applications might this project
have?
●
Eliminate What could we remove from the project to simplify it?
●
Reverse How could we reorganize this project to make it more effective?
We then went through the design thinking process throughout the day.
Define the problem
Our team decided that we wanted to help teachers in the class to understand their students in the classroom. We wanted to get them to use their strengths, rather than focus on their weaknesses.
We were taken through a Design Thinking Canvas, which covers:
Purpose/Vision, Problem, Solution, Unique Value Propositions, Stakeholders, Early Adopters, Promotion channels, Alternatives, Measurement, Resources, Financial sustainability, Cost, Educational Value and Impact. Lots to think about!!
I had an idea about giving teachers a "day in the life of" so they could experience what it was like to be a neurodiverse learner. We reframed this a few times, looking at different ideas of how it might work and then we went to work following the process.
We discussed the
spiky profile that many students have and how we should be modifying a task with neurodiverse in mind.
Geoff took us through a session about user validation and explained about the different types of people to get involved. He showed us the
Diffusion of Innovation model and went through each stage, from the Early adopters who like to improve things and are excited about change, to the Laggards who need convincing.
He talked us through the 5 steps that
Steve Blank, a startup expert, said that the early adopters need.
1. Has the problem
2. Is aware of having the problem
3. Has been actively looking for a solution
4. Has put together a solution out of piece parts
5. Has or can acquire a budget
Getting further down the list is better. If you can find people who have already tried things then together you may be able to use it. Early adopters need need to try things early and give you feedback on your idea. You need to identify the people that are most excited to work with you on a project. How do you find them? Hopefully they have voiced the problem before. Part of the challenge is asking the right questions. If you are looking for decision makers, they may not be a 5, maybe a 2, but then you need a range of people.
Rapid Prototyping
You need to do this early on. Issues come up. Need to prototype all three:
1. Comparison - is it better round, square or triangular?
2. Testing - Does it actually work?
3. Funding - investors aren’t always good at using their
imagination
Testing and Product Validation
Find evidence. A lot of things we say one positive only eg this thing worked as opposed to this thing worked for one person and might work for a class.
Do interviews first and questionnaires later. You should know what sort of answers you are looking for in a survey, do 60 and prove you are right. Observations in education are critical.
Validation issues - people are nice. They will answer nicely, people won't say they don't understand, they'll nod instead.
Interviews - don't just ask friends, ask a range of people. Talk to early adopters and qualified people.
Don't use leading questions. You can't ask if they have the problem. Find people and ask what their biggest challenges are.
Look at indirect indications - things they do that give you information. If they do an activity without prompting it tells you something about them. Look at the full picture.
Asking questions in an interview: Ask them their key challenges. If it doesn't come up in their top 3, it probably won't be a focus for them. Ask "when did it last happen". You can guide - "when you say curriculum, what is on top for you there". Ask "how are you currently solving that problem".
Try and lead as little as possible.
Always go back to the problem and early adopters - who will use it. Investors want to see measures and results.
In choosing our own projects: Make sure it is meaningful to you and to those who care. Passion. Which one do you need to shut up about to your friends?
We then spent quite a bit of time going through the process for our team projects for the day. The "Confused Shoes" worked hard and we came up with some great ideas in the short time we had.
Mentors
The next session was about mentors for our personal projects for the year. They talked about the types of mentors we could have:
The coach - Someone who has A LOT of industry experience,
willingness to sit down and talk you through things often.
The connector - Someone who is well-connected and willing to open
up their network to you. Social butterflies.
The cheerleader - Someone who encourages you, always on your side,
you can count on them when times are tough to cheer you up.
The challenger - Someone who tells it like it is, trusted person to deliver
bad news, honest, and open communicator.
Ideally we should look for a range of types and then learn what to do BEFORE meeting with them. Know the expectation - do we want to connect, get finding, resources? Know what they do in their organisation so we don't waste their time. Send an agenda if we want.
How to find them:
● Who do you admire that you’d like to meet?
● Who else is going through what you’re going
through?
● Who leads companies you admire?
People are more accessible than you think.
Don’t be afraid to ask for a meeting with someone
important but make sure you make it worth their time
We then had to come up with 3 questions we wanted to ask our mentor for the day. We had a couple of people to talk to and we came up with these questions:
What would you need to convince you this would work/validation needed to believe in this product?
If this was your idea, how would you get it made and funded?
How could you see this being used outside the education sector?
Do you have any questions you think we should consider?
The answers we got were really helpful in the short time we had. Some of the feedback:
Need to know that people are committed to trials and providing data would be helpful.
Some companies to look into for AR/VR work -
Jix,
Henry Lane at Corvecto
Look at breaking the work into steps - first version, drop things out, make it really simple - 1 scenario, 1 user rather than looking at the whole thing. Simulate AR/VR with video first.
Can you analyse projects around the country and recommend told already being used?
How much does each project need to be tested? Maybe we don't need the tool if it's already available.
We need to prove the concept first. Test without creating VR equipment, then use proven value to secure funding.
Who are the key stakeholders to approach for funding?
Look at industries with similar problems
How could we balance the +ve and -ve lens?
How much could we do with a website vs a VR experience? Prototype with a website first to see the value first. Prove the value in that.
Hints for meetings:
1. Show
you’re serious and respectful of their time.
2. Pay attention to everything they say.
3. Remember you are talking to a real person.
4. Mention how they can be involved, specifically.
5. Determine next steps
6. Give back, offer your help, if applicable.
After meetings:
1. Follow up fast!
2. Be proactive with next steps.
3. Do all the work for them. Provide them with everything
they need to make their job easy.
4. Stay on them. They are busy people but persistence pays off.
We spent some time prototyping our idea - as ours was based around a VR experience, you can see our prototype here!
Marketing
Who? Who has the purchasing decision?
Who are your early adopters?
Who is the logo/brand for?
What? What are the problems you’re solving for them? What is the core message are you trying to portray? What are the features and benefits? What feelings do you want to inspire?
Where? Social media: Facebook, Twitter, etc Website Print media: Education gazette, newspaper etc TV/Radio Word of Mouth
How? Tell stories, give stats and examples, paint a picture
Simon Sinek's
Start with why
Pitching
Goal - in any conversation they won't remember much, so what are the three top things you want them to hear - repeat them.
Better to be simple and clear and ask questions than to be long.
Start with understanding - use the Canvas - problem/solution/customer
If you use a slideshow don't give set ones. Use a storyboard approach, set the scene at the beginning.
Be a better simple presenter than a worse complex one.
Demo depends on what you have already
Traction - talk about progress towards sales and customers
Testimonials - easy to get
If you ask for money, know what you will do with it
People need the logic (head) and the emotion (heart)
Today we had to make a 3 minute pitch to educators, asking for support.
Another couple of articles we read:
Neurodiveristy: A Competitive Advantage in Cybersecurity
Learning Difficulties 'link to brain connections'
Overall an amazing day. It was a long, tiring but extremely satisfying day. It was great to get to know a few more of the group and I enjoyed the chat time we had over breaks.
Thanks to all the presenters and to Boma and Christchurch Airport.What a great opportunity I have.
We were then put into groups to create something that exists in the future
