HAVE QUESTIONS? ASK PHIL

Have questions about CAD, Fusion 360, or the Portland maker scene? Ask Phil! He’s a Principal Software Engineer at Autodesk, inc. and teaches CAD at Portland Community College. He’s also the host of Community Conversations series: Getting started with 3D modeling in Fusion 360

You can reach him at phil.eichmiller@autodesk.com

Phil Eichmiller — Principal Software Engineer at Autodesk, Inc.

Week 12 Update: Evaluative Research Presentation and Reflection on Reaching The Project's Final Stage

This week our team presented our evaluative research to Prospect Studio (Fiona and other representatives were asynchronous for this session) and our guest, Arnold Wasserman. This presentation is the last before our final deliverable, and represents the conclusion of our research phase. While there are some loose ends for us to address (and further evaluation of our concept has not yet been attempted), we are now in the early stages of artifact synthesis.

The last few weeks have helped our team to understand the importance of user evaluation, what strategies do and do not work well in a remote/online context. In particular, we learned that building a survey is a miniature design project unto itself. The creation of an interactive system, and evaluating the results required significant labor up front and a lot of uncertainty throughout. Nevertheless, I feel that our team was successful in achieving specific goals.

I’m proud to say that we managed to get several different concepts in front of several educators from around the country as well as from within PPS specifically. We successfully navigated and sorted through feedback to gauge overall patterns of responses to several concepts as well as system-level evaluations. We managed to coordinate and divide our labor effectively, and communicated asynchronously as we brought key components together. This process was mirrored in the creation of our latest slide deck for Wednesday.
We received helpful feedback and challenges to our concept following our team’s presentation. As previously has been the case, our team had a good sense of who ought to respond to specific questions, since our divided labor has granted each team member some degree of specialization and familiarity with the topic we’ve been researching. Specifically, Arnold Wasserman was curious about how our artifacts could communicate these concepts in a compelling and persuasive manner. Arnold Wasserman pointed out that school boards and the people elected to them, have a tendency to be self-serving, to the detriment of the districts they represent. He questioned how our concepts would overcome the significant obstacle of implementation, especially given the fact that school boards and public officials hold the levers of power and the teachers are functionally an underclass in the United States.

This is something I’ve been thinking about since the beginning of this project, and I related back to these thoughts in response. My ideas are largely based on the work of Donella Meadows, and her famous essay on leverage points.

PLACES TO INTERVENE IN A SYSTEM

(in increasing order of effectiveness)

12. Constants, parameters, numbers (such as subsidies, taxes, standards).
11. The sizes of buffers and other stabilizing stocks, relative to their flows.
10. The structure of material stocks and flows (such as transport networks, population age structures).
9. The lengths of delays, relative to the rate of system change.
8. The strength of negative feedback loops, relative to the impacts they are trying to correct against.
7. The gain around driving positive feedback loops.
6. The structure of information flows (who does and does not have access to information).
5. The rules of the system (such as incentives, punishments, constraints).
4. The power to add, change, evolve, or self-organize system structure.
3. The goals of the system.
2. The mindset or paradigm out of which the system — its goals, structure, rules, delays, parameters — arises.
1. The power to transcend paradigms.


In particular, look at points three and four: the power to self organize and the goals of the system are key to understanding the forces necessary to reform PPS to more closely resemble the vision from Prospect Studio. I agree with Arnold Wasserman’s observation regard the school boards and policy makers, but I also see a real opportunity with this difficult and problematic group. They hold the levers, so we need only find a way to align their goals with the reforms we envisions for PPS.

If we accept the premise that politicians and school board members care about their own tenure and individual interests, and do so above all other considerations, then what we need to produce are artifacts that provokes the parents and registered voters of that school district. Once an activated and inspired public knows what they desire, they will vote for and ultimately elect representatives who promise to bring that vision to life. We have seen this on matters ranging from civil rights and infrastructure, to economics and war. Politicians will follow public pressure to keep their own seats warm.

Arnold seemed pleased with my answer, and suggested that our topic relates directly to the fate of our nation’s democracy — so, no pressure at all!

This weekend our team held three meetings to jumpstart this process of future artifact synthesis, and we have been more or less fruitful in this endeavor. It’s exciting to be in the final stretch, but our team has been struggling to maintain momentum lately. The demands of presentation weeks, and the rush to complete our research, often requires long hours, multiple zoom meetings outside of class, and many late nights. This has began to produce negative health consequences for our team.

We’ve been intensely looking at teacher burnout, but have also been confronted with the burnout of a pandemic, and the rigorous academics of a graduate program. Illness, headaches, and signs of exhaustion have crept into our team dynamic, and I’m concerned about what this will mean now that we are heading into the final push for this semester. What we really need at this stage is that spark of creativity and divergent thinking. It’s hard to do this level of work while also pushing up against the steady hum of stress and exhaustion.

Brainstorming session, mapping events and trends to eventual implementation of key ARC concepts

Brainstorming session, mapping events and trends to eventual implementation of key ARC concepts

I think it was a gigantic error on the part of CMU to breakup our spring break. I understand the rationale, and the concerns around travel, but this alternative strategy of giving students a random Monday or Tuesday off has not provided the benefits of time off to rest. I simply cannot “sleep faster” when given a 24 hour window, and I cannot catch up when one day of classes is omitted from an otherwise packed calendar. I’m burned out. I’ve got this strange ringing in my ear that won’t let up, and I’m having more trouble concentrating than at any other time this year.

Languishing in the fog of constant deadlines, constant tasks, constant meetings, constant emails, Slack messages, updates, etc., etc., have left me depleted. It has also sucked the joy out of doing this work. I hope this terrible mental and physical state doesn’t last, because I don’t see how I can be productive while feeling this way.

Week 11: qualitative evaluation of concepts

Our online survey is now underway, and while this virtual format isn’t exactly like so-called “speed dating,” we are hoping that it will be able to serve a similar purpose for our research. Creating a meaningful online experience for our participants was a tall order, especially with such tight constrains. There are many risks when created a fully automated and hands-off system. Not being there to clarify or to address questions or concerns in realtime was something we needed to accept as a trade-off. In exchange, we have a dozen unique participants ranging from 2 years to 27 years of experience, and from various districts around the country.

So far, the majority of responses have been from an online community of English teachers, so our data is skewed toward this perspective. On the plus side, English teachers provide excellent written responses. To avoid the pitfalls of statistics and quantitative analysis, we designed an online survey with open text fields, and we framed our questions around hypothetical scenarios. This would provide us with reflection and insights into how teachers imagine these concepts for themselves, and what perceived deficiencies come up for them in thinking about these systems in action.

Screenshot of survey responses, exported into a CSV file

Screenshot of survey responses, exported into a CSV file

The last 24 hours in particular have been very exciting, as we finally gained access to online educator communities. This process has been slower than wanted, but we first needed to fully develop our survey before we could deploy it. This process in and of itself was a design challenge. 

Last weekend, we decided to use the Tripetto platform. This gave us the same logic capabilities as TypeForm, but without any additional costs. It became clear almost immediately that we would need to prototype and refine our survey before receiving teacher feedback, and this effort was highly collaborative.

With multiple teammates, it was possible to divide this task into several areas that could be worked on independently and in parallel. We first decided on a basic structure  and strategized the division of labor. Carol worked on the text/content based on a logic diagram we crafted together. While Carol crafted this outline, I created a mockup version in Tripetto. Without access to finalized concept sketches, I took some poetic license.

Screenshot of 2nd iteration prototype survey

Screenshot of 2nd iteration prototype survey

As Carol and I worked together to refine the text copy, Cat and Chris worked together to create images and descriptive text for our participants. Once all of this content was ready for Tripetto, we began doing test runs, trying to break the experiences. This revealed some quirks with Tripetto’s logic functions and some of the less apparent features.

There are a few honorable mentions; Tripetto has a lot of subtle features that we often take for granted in other online experiences. Things like placeholder text, required fields, multiple choice radio buttons, checkboxes, multi and single-line text boxes. During the refinement phase, these features became essential and it was exciting to discover them—only after they were deemed essential enough to be worth the effort.

The minimalist UI of Tripetto made these features less evident, but not too hard to locate or execute. From start to finish, this experience felt a little shaky and uncertain but viable.

TripettoPrototypeFinal.png

I often found myself this week grinding away on the platform, slipping into a state of mind that Mihaly Csikszentmihalyi describes as “flow.” In other words, creating a survey on Tripetto wasn’t easy to use, but just challenging enough to keep me interested in working through obstacles. I think that what helped support this effort the most was building models within platforms where everyone on the team is already fluent. For us, this was primarily Miro, Google Docs, and Sheets.

Screenshot of two representations of the survey, carried across platforms (Miro and Sheets)

Screenshot of two representations of the survey, carried across platforms (Miro and Sheets)

First impressions matter, and we didn’t want to put out anything that wasn’t necessarily a work in progress. Even with this in mind, we did have a few last minute tweaks as we adapted our survey to maximize pulling power with other social media environments.

Arnold Wasserman’s desk critique was incredibly valuable for our team, as his feedback helped us to consider the importance of our survey as a communication tool. He recommended that we make the implicit, explicit, to directly communicate to our participants what we expected and why. We were encouraged to explain what questions we were asking, and to share this openly. This kind of transparency can be tedious, especially in text-based systems. I took this to task and simplified statements throughout the entire experience.

This gave the survey a personality all its own; like a casual and curious friend, we asked about specifics but with little pressure. We kept things open.

Open data cannot be calculated, it must be evaluated for patterns. Next week will be a scramble to synthesize patterns and new insights as we work to finalize system concepts into well defined parameters. We hope that through this process we will also identify opportunities to produce relevant and compelling artifacts (our final output/deliverable).

It still feels like a risk to be so far into a process and to still not have a clear idea of what it is we are making. We instead draw our assurances from what we have already made: an index of relevant articles, interview notes, countless diagrams and visual representations of high-level abstract concepts and maps at almost every level of visual fidelity imaginable, hundreds of presentation slides, dozens of pages of reflective text, and months worth of slack messages, shared links, and drafted emails. We created interactive digital workshop spaces and protocols for our participants, and archives with 256-bit encryption.

When looking at the collective volume of effort from this team, it’s difficult to imagine that we wouldn’t make something meaningful in the end. Is that too optimistic? Ask me in a month.

Week 10 update: Speed dating and concept evaluation

We had a somewhat irregular week for studio II. After our presentation, our team regrouped and strategized on how we might conduct the next phase of our research. We started out with just two concepts (an ARC educator “hackathon” and a community-promoting “ARC awards” program), and while our team felt confident that these concepts were feasible and desirable to addressing our problem space, we still had a lot of open-ended questions that would require further inquiry. Additionally, we became very concerned with the potential opportunity costs of not exploring more alternatives.

To address this concern, we decided to return to our primary research and synthesize niche problem statements that my provoke additional concepts. This went extremely well, and we now have more than a dozen concepts ready for evaluation. We’re excited to get these ideas in front of educators, but this remains to be a substantial obstacle to our process.

We consulted with Hajira and Sofia about our concerns, and asked how we might convert the highly synchronous activity of “speed dating” to a more online and asynchronous form. They recommended Typefrom and while this option was appealing, it came with a few drawbacks. The ultimate dealbreaker on this platform was the price. It costs $40 to enable the features that actually make the platform more useful than free products such as Google Forms. After some digging, I found a free alternative (they literally marketed themselves as such). Tripetto offers logic and branches that will enable our team to structure paths for our survey to tailor the individual experience. This is pretty huge, considering the scarcity factors our team has struggled with since the beginning of this project.

TripettoTestSurv.png

Despite this progress and excitement for next steps, I’ve personally struggled with motivation this week. I know that a lack of regular sleep and some external stressors are partially to blame, but there are many factors contributing to this. It’s been difficult to process (cognitively and emotionally) what comes next for me.

This week, I received my cap and gown, a diploma frame, and a few other artifacts to commemorate my time at CMU. I’ve been in school since January of 2014, and I feel incredibly lucky and grateful for this opportunity. To date, academics has been my longest career. I have spent more time being a student than my entire Navy enlistment, or my time working at Intel as an engineer. Each chapter came with its own struggles, failures, and success.

Each made an indelible mark on my psyche and personality. I could never imagine in my wildest dreams that my educational path would end here, in Pittsburgh, confined to my shoebox apartment, a deadly virus burning down countless lives while I indulge in high-level theories. I owe so much for this good fortune, and I do not know how I will ever repay the world for what it has given me.

It’s not so much that I am procrastinating — I put in a lot of hours this week, especially for this project — it’s that I’m paralyzed, afraid that what we are doing is missing something vitally important yet still unnamed. I also know that 15 weeks is hardly enough time to understand potential futures and their relationships to the current state. 

It’s all crushing me down. I feel the weight of an obligation to deliver good work, yet terribly uncertain about this process. I’ve never done such intensive research before, and while I believe these theories and frameworks I’m soaking in (Worldview filters; Voroscone; Archplot structures; CLA;  Empathy mapping; Participatory, Generative, Co-design, etc.) are helpful and necessary to our work, it’s difficult to know if the way our team applies these unfamiliar methods will yield truly impactful results.

I know that this is a learning experience, first and foremost it is an invitation to fail brilliantly as we discover new ways of making, but without any prior experience with this stage, it’s so difficult to keep my chin up and to believe in my own creativity and ability.

Week 7: Expanding scope of generative research

This week, our in-class sessions were dominated by guest lecturers who provided insights into our current work in progress. On Monday, Stacey Williams and Richard The asked us for our team’s “elevator pitch” and then asked us a few questions about the work we were doing:

  • Is the artifact(s) part of the intervention, or just a representation?

  • Is there a conceptual map that anybody should be working on to provide a system?

  • Can we design a process that will unify the decision making process at PPS?

  • Creating space where they can reflect on their own lives and experiences, and present a different model for education?

Carol was quick to respond regarding the relational mapping from our last presentation, and how our understanding of the relationships between administrators and other stakeholders has revealed a potential leverage point for meaningful interventions, but that the artifact should be something that inspires change.

Peter added that we’re separating the artifact from the process, but will develop an artifact that is representative of the depth of our research and understanding of the problem space. We then spent some time brainstorming out loud about some form of “ARC Institution” in the future could help to achieve the goals outlined in the Prospect Studio brief. A couple interventions we may want to prioritize:

  • Leadership development curriculum, teaching design and reflexivity.

  • Summer courses that are paid separately from the 9-month salary.

Peter reminded us that “future is fiction” and that it is our job as designers to bring that fiction into high enough fidelity that we make a persuasive argument through form. This ultimately means that we must situate the proposal within a fiction, and build from there.

Richard The wanted to know what other communication materials might inspire this. While not suggesting that we need to answer such questions with any degree of immediacy, we should put onto our horizon a few questions around how the ARC Institute might talk about these goals. For example, this could be a poster that says what life-long learning looks like.

Stacey’s other comments tied in well with the reading that Peter provided (Rutger Bregman). Specifically, this strange mismatch between education and the typical way we encounter work: i.e., in school, each subject is divided and compartmentalized, whereas in our work, often we must apply mastery of multiple subjects and do not have the luxury of flattening our problems into a single subject matter. Stacey pointed out that we (meaning educators, but also society) are boxed into binary thinking whereas other cultures have non-duality, non-binary ways of thinking.

HomoLudens

Knowing that this entanglement is an obstacle to change, we must also consider what other sudden changes (from external factors, such as a pandemic or climate change) might present opportunities.

On Wednesday, Liz Sanders ran us through a series of role-playing exercises, where we considered the differences in priorities for stakeholders. This was confusing at first, but eventually we sync’d up and began negotiating as if we were in fact those different people in a school system. I was representing the thought process at a district level, while Carol played a student. I recognized that there were basic needs that were not at all address in our hypothetical scenario (a hackathon to create new and sustainable transportation for the future).

This was eyeopening and made our team think differently about our own approach to generative research…

Oh, our research. It has been challenging these last two weeks, and we’re worried about getting stuck. Despite so much cold calling/emailing acquaintances, we’ve found that right now in particular is a bad time to solicit any participation. PPS is migrating to a hybrid model, with teachers having stated a great deal of concern about safety. Additionally, this next week is their spring break, so any activities that require reflection on their daily lives will not capture work activity. This is also the only week of respite they will be afforded before summer break.

Nevertheless, there is some scintilla of joy to be extracted from this obstacle. I’ve had more motivation to reach out to people I haven’t been in touch with since graduation. Some of them are doing really great, others not. Some are starting families, others are starting careers. Much to my surprise, two acquaintances are actually in the process of becoming K-12 educators. This was not expected, but it was heartening to know that such alignments exist.

Our team is also struggling with external pressures: wrapping up mini courses, midterm expectations, job hunting and interviews, design challenges, personal struggles, and more. One of the things we specified in our team contract was transparency for such events. My team has been supporting me the best they can while I navigate these struggles and diversions. I too have been supporting them the best I can.

This weekend was very productive, as we generated new protocols and refined our workshop to included a broader range of participants. I’m especially excited to try out some of the techniques we’ve been considering, including: “Thing From The Future” based on the work of Stuart Candy, prioritization card sorts, and relational mapping. That last exercise was directly inspired by our conversation with Liz Sanders.

TFTF

Thanks to a 20 oz. can of Red Bull, I was able to power through my very packed Wednesday, and I’m glad I made it that session, since we ended up monopolizing Liz in our breakout room — she seemed to be genuinely interested in our project, which was very, very humbling.

On the personal side of things, I’m glad to have my job interview and design challenge behind me. It’s been difficult to juggle so much, especially while still grieving the loss of a family member. I’ve been more emotionally raw, and feel less focused than I’d like. Some of this is due to a loss of sleep and not the workload. I seem to be “fine” during the day time, but when the sun sets, and the world gets quiet, I still think of him. I miss you, Uncle Ron. I’m sorry I won’t be there to send you to your final resting place. Like so many we’ve lost this year, you deserved better than this, and sending flowers to those left behind feels insufficient in the face of so much loss.

We’re about to cross the vital half-way mark in the semester. Normally this would include a spring break of our own, but due to concerns about increased student travel, we instead have pre-scheduled “off days” to (at least in theory) provide some periods of rest. It is something like having a nap instead of a full night’s sleep. We can make do, but that doesn’t mean we need to like it.

Week 6: Planning and coordinating generative research

“If we have to wait for the next pandemic to bring about big change, then we’re in big trouble!”

—Peter Scupelli

This week, our team presented our exploratory research findings with clients from Prospect Studio. This was something we did a “dry run” for the week prior. The feedback we received was generally very positive. In particular, I was pleased to learn that the “ARC” concept was aligned with the client’s understanding, and they even suggested that they would adopt this terminology for themselves! There was a lot of back and forth on this concept and it was incredibly validating. By recognizing the overlap and potential integration of these attributes (Adaptive, Resilient, and open to Change), and addressing them as a single verb, and not three distinct adjectives, we’ve reframed our inquiry to reflect actions and behaviors.

Fiona appreciated that we identified the multiple roles of educators who must address their own social and emotional needs, while also supporting students. She pointed out that teachers also need tools for communication.

Collaboration Structure diagram was successful with Jenny Hoang. There was some confusion around Board members and their placement within districts. Carol was able to clarify this well for the entire team and I continue to be grateful for her contributions to the team. I’m very fortunate to be working with a team that has a nearly two year old working relationship— we’ve developed a beautiful shorthand together, and we recognize each other’s queues.

The administrators as a leverage point is something that both Jenny and Fiona resonated with, and this is promising for the next phase of our research. Jenny questioned our scope under the MLP. The national level might be too broad for some contexts, and there was a lack of distinction between state government policy makers and national/federal-level policy makers. This is something we will clarify going forward. Otherwise, the mapping of structured interactions was a huge success.

A question raised as we outlined this structure was what are the leverage points we’re considering, and what insights can we glean from the advent of COVID adaptations made to facilitate learning. We are doing a grand experiment in remote learning, but what are the lessons or takeaways from this experience?

We’re especially interested in the role technologies in facilitating communication. Video conferencing is only one small part of this. Thinking about organizational structures, we want to improve the modes and means of communication between administrators, educators, and other stakeholders. During our critique, Cat explained that open communication presents problems under a framing that leads to practical solutions. Being able to express needs for things like a mid-day break can have a profound impact on the quality of life for educators day-to-day. Jenny concurs and believes from her experience with exploring PPS that there is a lot of desire around this realm.

After our Wednesday workshop, our team met to discuss these important next steps. It was also Cat’s birthday!

Screen Shot 2021-03-12 at 15.05.09.png

We had a good time, but still got a lot of work done! We had some imbalance in the distribution of work, preparing for this presentation, and we’ve amended our team contract to (hopefully) improve delegation of future tasks. We’re also rethinking the responsibilities for team members who are not assigned facilitator or notetaker for a given week. One challenge is that some tasks end up being more involved than originally thought. When splitting up the work, it can be like cutting a pizza while blindfolded: everyone gets a slice, but there’s no guarantee that those slices will be anywhere near the same portion. In the future, when we find out that we got a too big or too small of a task, we can further split and breakdown tasks (where possible) to keep everyone productive but not overburdened.

After addressing our coordination for this next phase, we began mapping our current questions and considering what we wanted to learn. What we realized through this exercise was that almost any available method of active research could provide insights to our questions, so we simply needed to prioritize what would work best for us and work from there to design experiences that will illuminate these areas.

Screen Shot 2021-03-14 at 22.24.11.png

Our next steps will include generative research and workshops, and our hope is to gain more insights into this aspect of interpersonal and organizational communication. Through our primary research, and framing under ARC, we’ve identified a few key aspects of effective communication:

  • Problem-solving mindset

  • Active listening

  • Maintaining open communication and feeling heard

Other areas of consideration collaboration structures:

  • How do educators coordinate their efforts to bring change?

  • How do they support or hinder adaptations or changes?

  • What visions do administrators see for the future of PPS, their roles, and the roles of educators?

Peter recommended that we also consider future contexts, and think about relevant trainings and preparation. Pandemics are not frequent, but when COVID-19 arrived, there wasn’t any plan in place. This put districts in an especially difficult position—reacting to sudden change is never easy, and they had no prior practice. Other sectors (especially government sectors) often need to prepare for scenarios that are unlikely to happen but are potentially very disruptive.

Thinking about this point remind me of a very grim reality, that school shootings in the United State have become so frequent that schools began holding drills. I was a high school student in 1999, when Eric Harris and Dylan Klebold committed a horrific massacre at Columbine High School in Colorado. It’s difficult to describe what a profound impact this had on my experience with public education. Growing up as a teenager in rural Utah, the proximity to this tragic event resulted in an immediate reaction. My school began conducting “random” locker searches. Teachers and counselors began interrogating students media consumption—at that time, it was believed that playing DOOM and listening to Metallica were red flags.

As a community, what we needed were meaningful policies. Instead, we were subjected to onerous and disruptive security measures, derived from alarmist and factually inaccurate claims. Their response didn’t prevent such tragedies, but they did add to the hardship of students who were already terrorized. School shooting drills have not made today’s kids any safer, because the root cause remains unaddressed. We needed policy then, and we need policy now.

Good policy, however, is only possible when there is a clear understanding of the problem. An important role of a vision of the future is to anticipate needs before they become a crisis. This can lead to preventative policy and proactive measures. To understand the present, we need to also understand the past. To understand the future we need to understand the present. To gain deeper insights beyond interviews, we’re planning to start participants with a cultural probe diary study (this might be in their chosen format or sent daily by us) and then bring a mix of administrators and teachers into a workshop.

We’re still working out the details, but our current favored approach is the “Draw Toast” exercise.

Screen Shot 2021-03-14 at 22.29.31.png

We’re nearly done with our protocols and will be contacting our participants on Monday. I’m curious about what will be confirmed (from our exploratory stage) and what will be new or contradictory to our current understanding. We’re now focusing on something specific, but there are degrees of assumption going into this next step. I’m excited (and a little nervous) to learn more from our participants and to benefit from their lived experiences.

Week 3: Portland Public Schools — Reflection on Researching Educator Essentials For a Vision of Teachers Who Are Resilient, Adaptive, Open to Change

“In sum, if you can set yourself up with a definite question for every day in the field, find a solid, reliable way to get the data you need to answer it, and feel confident in the insight that emerges- you will get where you need to be in the long run.”

—Christena Nippert-Eng

This week, our team took a deep dive into secondary research. Using the STEEP analysis framework, we assembled a large collection of articles, relevant URLs, case studies, and much, much more within a relatively short period of time—the power of scale is in play for reasons I’ll illuminate soon. Close reading of this text was then distilled into short summary statements. Hat tip to Dr. Elaine Gregersen, for this wonderful article on how to make use of spreadsheets for research. This approach had several advantages:

1. a clear division of labor.

Specifically, our team was able to divide our secondary research along discrete domains/categories while also sharing any incidental discoveries. This “yes, and” approach to research lowered the stakes and allowed for maximum contribution by every member of our team.

2. expanded exploration and discovery.

We were given a specific focus of our own choosing, and this was based entirely on our affinities, curiosities, and professional backgrounds. A clear advantage of having such a diverse group was our ability to apply personalized knowledge toward an information gathering process.

PResQsAffinity.png

3. Rapid synthesis.

After gathering our sources and insights, and taking time to discuss our findings as a group, it was easy to recognize patterns and apply our newfound information to the task of formulating dozens of relevant interview questions. This process set us on a clear path from secondary research and lit review to primary and ethnographic research.

Mapping.png

4. Clarity and transferability.

This information has been collected in a manner that will potentially benefit other teams; the indexical structure of the information we’ve collected, when paired with short summary statements, will enable others to quickly browse a significant amount of research in a relatively short period of time. It’s a buffet of relevant information!

We’re on the precipice of a convergent process, and we can now begin to glean some visions of the future of PPS beyond what was offered in the brief. The most dramatic insight revolves around “The Great Reset” brought upon us by COVID-19 is revealing unseen potential futures. We often cannot see what is possible until it happens, and the sudden shift to work/study from home is no exception. American schools are strained by unique technological and social needs. People are isolated, but also finding new and compelling ways to communicate and collaborate. We are working from within the context a novel problem and circumstance, and in doing so revealing new methods of organization and interaction.

There is a window of opportunity that I fear might be closing as vaccine rollout accelerates and we embrace a return to “normalcy” (a pre-pandemic world that we want to believe, desperately, still exists). If we return to this sleepy shadow of what once was, we risk a deep and terrible slumber that our children will never forgive us for—a good crisis is a terrible thing to waste. If we return to old habits and old ways of thinking, we will do so at the expense of those most negatively impacted by COVID-19. The underlying power structures and inequality that we cannot ignore under current conditions will be something we’ll be very tempted to sweep back under the rug once people are able to return to work without a deadly virus burning through our communities unchecked.

We need clear visions of the future; we need that clarity so much more now than before the pandemic.

Next week, our plan is to setup times for interviews. Now that we have a general landscape of what is known and documented, we have lots of questions to ask and new insights to gain. I’m very pleased with the work our team has been doing and have absolute confidence in our ability to make these interviews a success. The curiosity is palpable at the moment and we’re eager to begin connecting general and specific knowledge. These first-hand insights will fill so many gaps if we can just ask the right kinds of questions.

The current pace seems to be sustainable and the progress that we are making has been very satisfying, but I’ll admit to having symptoms of “Confluenza.” The opportunities afforded by a job fair are not something I can ignore, and while I have done my best to take advantage, I do find the experience a needless distraction. Last year’s “open studio” was downright nauseating. The contradiction of values and actions was disturbing and felt like an intrusion into an important space: the studio was a haven for critical thinking and offered a high degree of psychological safety. The presence of so many “talent seekers” and alumni felt like an intrusion in 2020. This year, those same people were viewing me from a camera inside my home.

Simply put: from a personal perspective, the online/remote format of 2021’s Confluence wasn’t an improvement. The people I spoke with were professional and generous with their time and engagement, but I could feel their fatigue through the screen. There’s just a cloud of general burnout and I admire the way so many people manage to push back against it.

Our team selected Educator Essentials because we recognized the value of educators as vital tissue, making the rest of the body of education whole and capable of movement, growth, and change. Knowing that our ultimate goal is to produce an artifact that inspires an image of educators that are resilient, adaptive, and open to change, I am both grateful and terrified of the flood of countless examples I see every day, through every interaction I share across cameras and screens. I see people who work diligently, compassionately, through these screens.

If you want to get some sense of what I really mean by this (because it is always better to show than to tell), then just watch how these children self organize when an educator is temporarily absent from zoom.  The teacher, Emily Pickering of El Paso, Texas, exhibits these traits, and it is evident in how her students responded in her absence. The future is now and we should marvel at the efforts we are seeing in our daily lives. This moment is so much bigger than all of us. The future isn’t something we can wait in line for. It is something thrust upon us with all of its dazzles and horror. What we are seeing from educators and students is just one piece of a larger picture.

team.gif

We are not “making the best of this” we ARE the best of this. All of us. For better or worse, everyone is doing the best they can. This was true before the pandemic, but it’s easier to see it now.

The Future of Portland Public Schools — Week 2, Team Update

This week, our team posted a bio on our course homepage. Chris put it best, “we cute as hell, just saying:”

the_mccc_collab-2.gif

Making the best of remote collaboration

We also drafted a team contract to establish expectations and roles, among these are:

Goals for this project:

  • Sharpen our skills for…

  • Research-based design

  • Remote collaboration

  • Providing meaningful artifacts for a client

  • Something great for our portfolios

Expectations

  • Meetings scheduled to avoid conflict and maximize productivity

  • Established deadlines

  • Delegation of tasks

  • Regular updates and communications for peers

  • Time to celebrate accomplishments

Policies:

  • Commitment to ongoing research to strengthen and refine ideas, concepts.

  • Flexibility and understanding (because there’s still a pandemic and bad things can and will happen)

Consequences and conflict:

  • Call people in, not out. If something is not going well, we all have a problem and can work together to solve it.

  • Transparency: let’s communicate when there are problems, we all have valuable perspectives and may recognize something that others do not

  • When possible, table discussions if we cannot easily make decisions. Decide when/if to address problems as a group or between group members

Custom rules for meetings:

  • Rotation of responsibilities so folks don’t burn out on repetitive tasks.

In addition to structuring our collaborative efforts, we also completed a first draft of our research team’s territory map.

First draft version of territory map for PPS, based on the brief provided by Prospect Studio

First draft version of territory map for PPS, based on the brief provided by Prospect Studio

Our professor, Peter Scupelli provided feedback on our initial presentation draft:

  • Need to include systems level goal

  • Need to specifically include equity-centered systems and outcomes

  • Leverage personas and vignettes to aid in choosing area of focus

  • Recommend researching the current state with a focus on equity

To improve the focus and process of our research, we’re also reviewing text from How To Future, a book by Madeline Ashby and Scott Smith. Chapter 3 describes the process for sensing and scanning information, which will be useful for our secondary research and literature review, as well as synthesizing insights from primary research and participant interviews.

Since the scope of this project is fairly broad and also because we are working on it for 15 weeks, we’ve also decided to adopt the project management tool, Trello to aid us in tracking our individual and collective progress, assign/delegate tasks, and note passing key milestones.

Using the feedback we received from our professor and our excellent TA, Sefania La Vattiata, we set more specific goals for completing our territory map.

Summary of Decisions/Surfacing Perceived Alignments:

  • Converged from 3 slices to one sections of the outcomes. Current Territory Map should focus exclusively on Educator Essential: Adaptive, resilient and open to change

  • To frame our future, we are currently considering the possibilities and methods that adults can learn how to partner with students about what happens after graduation/their long term goals

  • New Format for territory map based on Hajira’s work. From the center outward: Who-> What -> How -> Future experiences

  • Future experience should be structured within the futures scenario we are currently exploring

  • For the future experiences outer most rim, each scenario ideally aligns with an accompany assumption or question about the present. ie Future: VR explorations of proposed new school house Past: How/Can people see these plans today?

To do list for Wednesday’s Presentation:

  • Update deck with new (1) focus, (2) research, (3) Territory Map/Reasoning

  • Add Section in the deck about for the proposed Future Scenario we are exploring

  • Deck should be finished no later than Wednesday at 11am, share any changes

Which area are we truly focussing on? Educator Essentials? Graduate Portrait? We’re a bit hung up on the adaptive, lifelong learning? Our hope is that through this process, it will be easier to narrow our focus to the educator essentials.

UPDATE:

Our team completed their second revision of the territory map for the Educator Essential vision of Adaptive, Resilient, and Open to Change.

1*bAAER_Lboz9o7XOi2HVFaA.png

Reflecting on the first week (Studio II and Research Methods)

On Monday we kicked off a design research project for Studio II. Peter began the brief with a quote:

“We see things not as they are, but as we are.”

—H.M. Tomlinson, Out of Soundings

This has stuck with me throughout the week as our team began exploring two public schools for consideration of focus. Portland Public Schools are an obvious choice because I bring unique insights to this domain—I have a couple years experience volunteering at Ockley Green K-8 and NAYA’s after school youth mentorship program. I’m able to contribute lived experience and perspective. I know PPS educators and know many of the challenges they face. I also feel very much indebted to this community, as they opened their doors to me and helped me at a critical stage of my journey into the field of design. It is my sincerest wish and goal to contribute to a more positive future for the children of district.

Having reviewed the briefs for Portland Public and for Santa Clara, I am reminded of the work I did over the previous summer, interning as a communication designer for Dezudio (Ashley and Raelynn’s design studio, here in Pittsburgh). This was a fantastic opportunity to apply recently acquired skills and knowledge from service and communication design coursework to address the challenges of Brooklyn LAB Charter School in the context of COVID-19. Central to this work was understanding the needs of historically marginalized communities which already could be described as “in crisis.” These conditions were amplified by COVID-19, but also presented an opportunity to justify significant overhaul to this institution and their approach to supporting student’s academic needs.

I’m excited to work with our assigned team. Cat, Caro, and Chris were all members of our MA cohort, and we have good rapport from previous projects and our time together in the studio. Additionally, this team comprises of a plurality of individual experiences and perspectives. Cat attended a private school in D.C., Carol is from Taiwan and has no direct or personal experience with public education in the United States. Chris and I both come from hyper-conservative and religious homes, and this impacted the way in which our parents made choices regarding education. For Chris, this meant a combination of home schooling as well as traditional enrollment. For me this meant several gaps and educational deficiencies (e.g., attending a rural school district with trailers in lieu of a school building) and eventually dropping out altogether. I did not finish high school, and instead passed the G.E.D. when I was still seventeen years old. These experiences lend to a strong negativity bias on my part, which I hope will balance out some of the more optimal experiences of my peers—I know all too well what doesn’t work in public education.

For the first week of our Research Methods course, we read excerpts from Alan Cooper and a paper by Branka Krivokapic-Skoko. A few points I found helpful from Cooper:

I agree with many sentiments, but his definitions for design, expertise, stakeholders, and just the entire framing of “users” feels very outdated.

I’m not sure that I agree with him on this statement:

  • Users of a product should be the main focus of the design effort.

I take issue with this framing because, as Cooper points out, the user is not always the same person as the customer. This is certainly the case in public schools, where students are not paying for a service, but still have specific needs. And are students “users” of a product? This market-based framework seems much more useful in a for-profit context.

When he says that, “it is important to speak to both current and potential users, that is, people who do not currently use the product but who are good candidates for using it in the future because they have needs that can be met with the product and are in the target market for the product” I question why this is the goal. Is it good to grow the market for growth’s sake? What if I’m designing iron lungs and that JERK Salk is trying to push me out of the market? 

  • Product and competitive audits: Also in parallel to stakeholder and SME interviews, it is often quite helpful for the design team to examine any existing version or prototype of the product, as well as its chief competitors.

This one seems pretty obvious, but last semester it was also very important that our research include lots of exploration into the same product/system space. Knowing what is out there helped us to recognize new potentials for existing applications and solutions.

On Wednesday, Stef (our TA for the class) shared her team’s project to give us a better sense of what to expect in terms of process and crafting our deliverables. This was useful for priming ideas about how to approach the somewhat open-ended prompt to create an artifact to represent daily life for PPS in the year 2035. Based on this impression, I began thinking about individual goals for this project and thinking about what I can hope to improve or learn throughout this process:

  • Remote collaboration

  • Research-based design

  • Providing meaningful artifacts for a client

  • Producing something great for a portfolio

I inserted these items into our team contract. For Monday, we need to complete a first draft territory map for PPS. This process has been a bit slower, and Cat mentioned how much she misses having access to a physical whiteboard. Even though we’ve been working in this “new normal” for nearly a full year, it is impossible to ignore what we have lost by switching to a remote learning context.

Brooklyn Laboratory Charter School - Designing For An Academic Year Under The Context of COVID-19

This summer has only just begun and I am now involved in two separate projects related to educational institutions and their response to COVID-19. Working with Dezudio and members of my CMU Design cohort, we are consulting a handful of teams to help them develop their strategy and documentation for Brooklyn Laboratory Charter Schools (LAB).

In the first week of this project, Brooklyn Lab teams presented their strategies for the 2020/2021 school year. There was a lot of information to sort through, and many different ways to interpret the key terms (e.g., “A” and “B” shifts, virtual, online, in-person, “brick and mortar,” traditional, etc). Additionally, all stakeholders are confronted with multiple layers of complexity. This impedes decision making and increases stress for all involved. I believe that it is highly appropriate to view these policies through the lens of a navigation system.

For students and their parents, this navigation involves when, where, how, and with whom they will receive an education. For instructors and staff, there is a question of when and where they will be in performing their most common tasks, and how they will interact with the students they serve, as well as when and where they will conduct their professional obligations beyond the classroom. For administrators and their efforts to support a highly modified school year format, there is a clear need for mapping, to help them maintain “the big picture.”

To achieve successful navigation, we may want to leverage the familiar look and feel of MTA maps, and adopt a language to reflect this navigation mindset. Instead of calling different delivery formats “shifts” we can call them “tracks” with different activities as “stations.” This metaphor can help reduce the cognitive load for stakeholders, enabling them to make decisions faster, and with more clarity.


Maps are useful for reducing cognitive load; navigating a city this size requires abstraction and timed decision making, and maps provide scaffolding for making those decisions.

Maps are useful for reducing cognitive load; navigating a city this size requires abstraction and timed decision making, and maps provide scaffolding for making those decisions.


I agree with Klaus’ assessment of the classroom diagrams: simple shapes and colors can be used to identify the most common categories (students, teachers, etc.), with a key to help reinforce the symbols’ meaning. I’ve included some sketches and prototypes from last week to show what these concepts might look like.

Concept sketch to explain the multiple channels; a student’s schedule might include a combination of in-person, alternative location, and online/in-home instruction.

Concept sketch to explain the multiple channels; a student’s schedule might include a combination of in-person, alternative location, and online/in-home instruction.

Using familiar conventions as metaphor will help parents, teachers, and students understand these new policies.

Using familiar conventions as metaphor will help parents, teachers, and students understand these new policies.

Maintaining high standards of rigorous academics is a challenge even under the most ideal conditions. Mapping the relationship between leadership, teachers, students, and the different education delivery formats.

Maintaining high standards of rigorous academics is a challenge even under the most ideal conditions. Mapping the relationship between leadership, teachers, students, and the different education delivery formats.

A key with simple colors and shapes can help readers understand the meaning of words like “Hybrid.”

A key with simple colors and shapes can help readers understand the meaning of words like “Hybrid.”

Spoonfuls of updates

This week was packed full of progress on multiple projects. I received feedback for my group’s birth control information app “MyGallery.” Our work was even featured on CMU’s Design page.

Crafting an iconographic representation for the withdrawal method was my proudest moment.

Crafting an iconographic representation for the withdrawal method was my proudest moment.

I’ve continued to explore fluid simulations with Blender. I’ve ran into some technical hurdles: Blender 2.82 uses a variety of protocols to leverage GPUs for rendering and computation. It offers an AI-driven denoiser (Optix), CUDA path tracing, and OpenCL. My MacBook Pro has an AMD Radeon Pro 5500M GPU as well as the option to plug in a Radeon Frontier Edition (first generation Vega) eGPU on Thunderbolt 3. Plenty of GPU compute power in either configuration, but there is a snag: MacOS 10.15 (Catalina) has deprecated OpenCL in favor of Metal 2+. CUDA and Optix are proprietary to nVidia GPUs. Apple hasn’t shipped a Mac with nVidia GPUs since Kepler launched (GeForce 700 series). Blender supports AMD ProRender, but I found it was terribly unstable.

I could easily slip into a tangent about how unfortunate the breakup between Apple and nVidia truly is, but I will spare you.

My current workflow involves queuing some tasks to my desktop, running Windows 10. The GPUs are dual Radeon VIIs. Unfortunately, I found that rendering on Blender is unstable when both GPUs render in parallel. No problem, since I can free up the other GPU for Folding@Home (a hobby of mine that has exploded in response to COVID-19). Who would have guessed that a global pandemic would boost a distributed computing project to exascale?

Despite these obstacles of platform compatibility, I have made significant progress on my simulation-based research. It is difficult to understate how exciting this project has been for me. For some context: the ASCI Red supercomputer (at the Sandia National Laboratories) was built in 1996, and was the fastest supercomputer in the world until 2000. It was the first computer to achieve true terascale computing (one trillion floating point operations per second). I built my first terascale computer in 2013. This was shortly after leaving my job at Intel. There was something very gratifying about building a computer with a CPU I helped manufacture. GLaDOS G4 (you can see the project here, scroll down to “Everything Else”) was built with a GeForce GTX 780 GPU and Intel Core i7 4770k overclocked to 4.5 GHz. It ran nearly silent and fit inside an up cycled Apple Power Mac G4 (microATX equivalent) case.

The ASCI Red supercomputer was designed to simulate nuclear weapons tests. Today, I am using a system roughly ten times more powerful to simulate soup spilling out of a spoon. I was inspired to approach this problem by two projects. The first was a 2013 project from Portland State University (my alma mater) to make a coffee cup for zero-gravity environments. they used drop cages and 3D printing to iterate several designs until they had a shape that held liquid. “It wasn’t needed, but it was requested.”

The other project hit me right in the heart.

The S’up Spoon is the embodiment of good design. The design was inspired by deep empathy for a user’s problem, and the solution involves as little design as possible. There are few technologies in this world that we trust enough to put in our mouths. If you can make it in this space, you can make it (almost) anywhere. During the fall semester, Moira and I visited the Carnegie Museum of Art. They had an exhibition on accessibility design, and I was brought to tears by stories of innovation and vibrant improvements to quality of life for people with disabilities. Technology, at its very best empowers people to realize their fullest potential. We can easily get lost in the exhilaration of the complex, but this impulse must not dampen our ability to appreciate the elegance of simplicity. Some problems are best solved by form. I saw many incredible solutions in that exhibition, but this spoon has really stuck with me.

My goal is not to make something better, but perhaps a little bit different. The shape of the S’up spoon is intuitive, and if we had never seen a spoon before, we might conclude that it is the better design over more traditional forms. It is however, under our current cultural context, a strange thing to behold. It looks more like a wizard’s pipe or a warrior’s horn. It is beautiful and ergonomic. I do not intend to elevate those specifications. Instead, my goal is to make a spoon that is inconspicuous while still achieving similar results for users who suffer from motor movement difficulties.

How has my first design faired under simulation?

While I can certainly see the appeal of a long hollow channel, I’ve become increasingly concerned with how this shape my be difficult to keep clean. I can imagine objects getting wedged toward the back depending on what is being consumed. I have began to work on a second iteration with a more shallow channel. Still, this first iteration does fairly well. It is managing to retain most of the 15ml (i.e., 1 tablespoon) of fluid under rapid movement.

I enjoyed this simulation so much that decided to make a rendering:

I have not yet gotten back into Cinema 4D to evaluate RealFlow. Despite the challenges regarding compatibility, I am truly impressed with how powerful this open source software has become with this latest release.

Now that I have established this workflow, I can easily switch out revised designs to test under identical conditions. I’m still not sold on the current handle shape, and I think I can improve liquid retention by tweaking the angle of the lips. The flat bottom (Chinese style spoon) does fairly well, with it’s obtuse angle walls. Next, I will try a concave structure with a wider base for the handle and a more aggressive descending angle.

Prototyping Cutlery

For one of my final projects this semester, I’m interested in creating a set of eating tools that help account for involuntary muscle movements (e.g., Parkinson's disease or tremors) and other mobility difficulties that limit the enjoyment and consumption of foods; I'm interested in exploring simple solid shapes, living hinges, and assembly forms derived from explicit advantages of additive manufacturing techniques.

[I want to make a really nifty spoon.]

Fabricating physical prototypes will be a challenge (…)

Seriously: fuck you, COVID-19.

This is not the only challenge, however. Finding access to food-safe materials, conducting a series of user tests, iterating forms, and self-directed research will also require creative workarounds to overcome the limitations of working while under “shelter-in-place” orders due to global pandemic.

I have decided to go 100% digital. instead of building various forms and testing their ability to hold fluids under rapid motion, I will instead conduct a series of simulated physics tests to evaluate forms. For the first part of this project, I am required to conduct an A/B test or evaluation. I have decided to conduct dual testing using different 3D programs.

Method 1:

Maxon Cinema 4D includes a variety of physical simulation abilities—including particles and fluid dynamics. I intend to leverage this software’s capacity to test various designs and forms. Tests will be designed to evaluate fluid retention under repeated multi-axial movements. Cutlery designs will be tested against traditional forms (e.g., standard soup spoons).

Method 2:

Blender is a free, open source platform for creating 3D models, rendering, animation, and more. Among the built-in features is a fluid simulator. Combined with rigid body and gravity physics, it should be possible to evaluate a variety of spoon shapes and (potentially) even different forms of cutlery.

Considerations:

By using two different simulations, it should be possible to more thoroughly evaluate a design’s fluid retention abilities.

Timeline:

Week 1 — Cinema 4D Workflow: Since I am already familiar with Cinema 4D, I have decided to begin this project by constructing my first simulation with this software. I will use Fusion 360 to generate original spoon designs, as well as a “traditional” spoon shape to compare performance.

Week 2 — Blender Workflow: Using the assets from week 1, I will spend week 2 developing and executing a comparable test running under Blender’s fluid simulation engine.

Resources:

Blender Tutorial - Realistic Fluid Simulation: https://www.youtube.com/watch?v=zmw-BTCbWMw

Cinema 4D Tutorial - Water simulation Animation: https://www.youtube.com/watch?v=JehbYBAZw7c

What does Day 1 look like?

Let’s just say I have a lot to learn.

Playing Catch-up

Thinking fast vs. looking back

Season 2, episode 1 is easily the most famous episode of the 1950s TV series, I Love Lucy. Ethel and Lucy go to work at a chocolate factory, while Fred and Ricky take on their respective housework. Whether or not you’re familiar with this comedy, chances are you probably know (or are about to know) where this is headed.

I Love Lucy, “Job Switching” (Season 2, Episode 1), 1952

I Love Lucy, “Job Switching” (Season 2, Episode 1), 1952

Lucy and Ethel are assigned with the task of wrapping chocolates on an assembly line. Having already disappointed the foreman with their poor performance from earlier in the episode, this is their last chance to avoid being fired. Their task is simple, and repetitive: wrap the chocolates as they come down the belt, and don’t let any chocolates through unwrapped. At first the speed is manageable, but it quickly speeds up, and the quantity of chocolates increases dramatically — and that’s what makes this episode so damn funny. Lucy and Ethel panic. They begin setting chocolates aside, but eventually resort to stuffing the chocolates into their blouses and mouths. At the end of the episode, Fred and Ricky realize that they are terrible housekeepers, and decide that they want Lucy and Ethel to return to their traditional roles. As a token of appreciation, Ricky gives Lucy a gift: a box of chocolates.

What does any of this have to do with LxD, civic engagement, elections, or the unaddressed hazards of 21st century technology? Not much. It is however, a great analogy for my schedule last week. I managed to stay on top of things through the first few weeks of the semester, but then the belt sped up, and I had too many “chocolates” without the capacity to wrap them. I’m now looking back, instead of writing and reflecting in the moment. This shift in perspective has been fruitful, I along with the rest of my team have made significant strides toward our goal of developing a learning experience.

What is still missing are my posts on Medium and this personal blog. I want to document this process, but am doing so one week later. The next two posts (06-11 February) are dated to correspond with the class schedule and for their prompts. This is done for clarity, and not a deception. The advantage of writing from this vantage point is that I now have the benefit of knowing how these ideas unfolded. I can write about what was done, and how it changed things.

Notes from class presentations

Considering approaches and interventions

This week, groups in our class presented their initial findings from researching their chosen field of interest. I recorded some of my ideas and observations during class session and thought it would be worthwhile to include a couple of them here:

Ema, Kate, Nick, and Yue: Food Systems

This group is exploring the relationships that college freshmen have with their food, through the context of campus food vending services. There are many places to eat on campus. We have a food truck, cafés, several eating areas in the University Center, as well as residential halls. There is a disconnect between the staff and the food they serve. This is compounded by the disconnect students experience by not preparing meals themselves. The team has proposed a series of interventions, designed to create more student engagement and a sense of ownership.

My thoughts: Freshmen are going through a series of drastic changes in their life. This presents a unique opportunity to change habits early in adult life — people are more likely to adopt new habits during periods of change. I am also curious about the idea of a student-led cleaning weekly session. Could this produce an opportunity to build empathy with the staff? Could it create a greater sense of joint ownership?

Amanda: Civics and Tech

Amanda is interested in how to instruct political radicals to leverage technologies to mobilize and affect meaningful political and social change. She has several different avenues to explore along this subject:

  • Political engagement through digital and physical spaces

  • Who are their stakeholders and what are your thoughts on their understanding of them and discoveries they made?

  • Mass mobilization and online activists

  • Students

  • Politically-minded

  • Radicals

  • High focus on community

  • Interested in both digital and analog engagement

The *How* remains unclear (this is more or less true for all of the groups at this stage), but I do have some thoughts, given that we began this process as a single group:

What are your thoughts on their use of the 4MAT System (McCarthy) to propose ways of planning and executing effective learning experiences?

I agree with the method of starting with the WHY quadrant of the 4MAT chart. I do wonder if you will meet an obstacle due to knowledge gaps. “Why” can be harder to justify if the intended audience does not already understand “WHAT.” I wonder if there is a way to leverage the audience’s curiosity, and to help them learn of their own knowledge gaps. How then would you proceed from that discovery, to compel them to consider the “WHY.” One other thing that comes to mind is the alternate reality game, “YEAR ZERO” (https://en.wikipedia.org/wiki/Campaign_timeline_of_Year_Zero). Originally launched in 2007, it anticipated a future America in the year 2022 (we are getting close now), where America’s government has fallen, replaced by a Christian-dominionist, fascist government (this seems more likely now, which is terrifying). A resistance group uses digital technologies to try to fight back against an oppressive regime, leading to a series of clandestine information sharing methods. Have you considered alternate reality games? It could spark some creative methods for teaching this subject.

Tackling the challenges for our learners

Bridging knowledge gaps.

Working with a team of three other designers, we began to see points of divergence for our goals. Amanda’s focus on online activism and leveraging new technologies was compelling, but she was driven to do this work independently. Nandini and Michelle were also interested in the digital realm, but were not sure about the framing for citizenship.

One of the key challenges for addressing citizenship in the 21st century is the fundamental misunderstanding by the public of how we interact with these new technologies. Twitter, Facebook, Instagram, etc. have removed the traditional political boundaries and geographic limitations of culture and ideas.

This is our stake-holder map, there are many like it, but this one is ours.

This is our stake-holder map, there are many like it, but this one is ours.

The advantage of this style of mapping is that we do not need to work from the current state toward feasible solutions. While the appearance may be linear, we actually developed our ideas for bridging the gaps by first looking forward, to a preferred state. Herbert A. Simon succinctly described the field of design as “changing existing circumstances into preferred ones,” which is exactly what we are plotting with this map. We then can backcast from the preferred state, and identify patterns and opportunities for intervention.

This tool is simple as it is effective. For weeks we had been looking at how technology was affecting citizens’ perception of reality (bots, trolls, hackers, fake news, hoaxes, disinformation campaigns, post-truth, etc.) but we had not adequately considered how bidirectional that perception was. In late 2013, a hacktivist documentary titled, TPB AFK (The Pirate Bay, Away From Keyboard) was released. This film chronicled the political and social aspects of digital sharing, and the rise of Sweden’s “Pirate Party.” Having won seats in parliament in 2009, The Pirate Party of Sweden was a recognized political group. Since then, other nations (e.g., Germany and Iceland) have also elected members from this movement.

The philosophy of the Pirate Party is best understood from their belief that “the internet is real.” They do not make the distinction between interactions “IRL” (In Real Life) and “online.” Instead, they use the term “AFK” (Away From Keyboard) to describe that state. In American politics, we can see the disruption all around us from this misunderstanding. People have been tricked into believing that their online activities are somehow contained, safely behind a prophylactic digital barrier. It’s “on the internet” and therefore not real. Except that it is. Imagine the mayhem that would exist if people believed that their personal vehicles and the roads on which they travelled were somehow a totally self-contained reality, separate from everything else.

Our goal therefor is not to leverage technology to help citizens become more engaged IRL, or AFK, but to help them understand that they are still citizens, even (and especially) when occupying digital spaces.

Considering stakeholders

Civic engagement: how grassroots movements make lasting impact.

As I continue to think about what citizenship truly means, I am disturbed to think about the lack of participation in western democracy. As I mentioned in an earlier post, the 2016 general election saw a 20-year low in voter turnout. It is tempting to shake my finger and to blame systems and policy (I still do this, in private), but when you pan back and look at the tension between discrete categories, it becomes much clearer what the stakes really are. I have heard from many of my closest friends and peers, that the election of Donald Trump has sparked an ad-hoc civics class. The Washington Post even launched a podcast whose title illustrates this phenomenon: Can He Do That?

One of the factors that prevents people from engaging with politics in a meaningful way, is the pervasive feeling of uncertainty. When you do not understand the mechanics of government and politics it is easy to be discouraged. The first amendment of the US Constitution guarantees the right to petition government for redress of grievances. This principle makes sense, but government is not a monolith. Government is not a person or a place, so who or what do you call upon when you have a valid complaint? When there is an emergency, you can call 9–1–1, but what about the slow-moving emergency of climate change, wage stagnation, the rising costs of education, childcare, or medical services? We the people might be pissed off. Many of the people who voted for Trump were voting with their middle finger — people often make poor choices when acting in anger.

Grassroots movements have historically been the most successful when groups form durable solidarity toward specific and appropriate goals. If we can find a way to synthesize a learning experience to form coherence with groups who share common grievances, we can make real impact. The 2020 election presents a unique opportunity to pressure elected officials. This is an ideal setting for researching this wicked problem.

Decoding a learning experience: notes from class presentation

We have not yet finished in-class presentations, but I wanted to take a moment to record what has been seen so far:

“The Learning Network” Provides current events in the format of lesson plans. Their goal — to expand reach to students. This is achieved through a combination of online lesson plans, quizzes, and student opinions.

Want to learn to play racquetball? Hillary described her initial interest as “like playing tennis, but indoors” — which makes sense, considering that we are living through winter in Pittsburgh. She discovered that Pickleball players (who are mostly 50+ year olds) are obsessed with this sport, and have countless posts on YouTube. Racquetball videos on YouTube, by comparission, are exceptionally rare (very few videos, the top pick being an upload from 10 years ago). Key takeaway: learn the moves before learning the rules.

Michelle Chou presented a sustainable seafood guide. App and website: Seafoodwatch.org, a resource created by the Monterey Bay Aquarium. Users can enter a search for the type of seafood they want to eat. The guide then provides information and recommendations (environmental impact, overfishing, etc.) Categories include: Best Choices, Good Alternatives, Avoid.

Kate played a showreel for the barbican Digital Revolution Exhibition. This traveling exhibition seeks to inform the public on how digital culture permeates modern-day life. The most impactful exhibit (I think) was an exploration into “Digital archaeology” (the history of human computer interaction).

Next, we looked at an online tool designed to teach DSLR users how to be more effective at digital photography: http://photography-mapped.com/. Most DSLR owners shoot in Auto-Mode, and never touch the manual settings. This interactive website explains the different functions of a DSLR. One of the key features of the siteShows instant feedback to help develop understanding.

There were more presentations (I might come back and post more from my notes), but you may have already noticed a pattern: new technology is what makes all of these learning experiences possible. These experiences may happen online or in-person, but all of them are leveraging technology to enhance people’s learning. Some of these experiences were not even possible a few decades ago.