1. Design
Thinking
Ac-on
Lab:
Assignment:
Prototype
Team:
NextStep
Submi=ed
by
Gail
Richards

2. Design
Thinking
Ac-on
Lab:
Prototype
Overview
of
Assignment
• Original
Problem
Statement
• Idea
selected
for
prototype
and
tes:ng
• Test
Subjects
and
Methods
• Prototype
1,
described
in
steps,
followed
by
summary
• Prototype
2,
described
in
steps,
followed
by
summary
• Reflec:ons

3. Problem Statement:
High
school
seniors
deciding
what
path
to
take
aGer
gradua:on
need
a
way
to
evaluate
numerous
op:ons
when
determining
which
path
is
best
for
them
because
society,
and
high
schools,
communicate
overtly
and
implicitly
that
aIending
a
four-­‐year
college
as
being
the
best
op:on
for
all
students,
leaving
many
students
underserved,
confused
and
lost.
Design
Thinking
Ac-on
Lab:
Prototype

4. Solution to be Tested
Require
high
school
students
to
interview
or
research
at
least
five
professionals
in
the
field
they
are
most
interested
in
with
the
purpose
of
learning
what
different
paths
they
took
to
get
where
they
are
today.
Design
Thinking
Ac-on
Lab:
Prototype

5. Design
Thinking
Ac-on
Lab:
Prototype
Test
Methods
and
Subjects
Two
Subjects
• Individual
originally
interviewed
when
developing
problem
statement:
recent
high
school
grad
(one
year
ago),
made
choices
based
on
what
others
thought
was
best
for
him,
went
to
college
with
no
real
plan,
ended
up
leaving
university
and
working
un:l
he
can
formulate
a
beIer
defined
plan
that
beIer
met
his
needs.
• Recent
college
grad
(this
year)
who
leG
high
school
focused
on
a
specific
career
that
suited
his
interests
but
that
did
not
have
great
career
poten:al.
Graduated
college
with
that
major,
but
headed
for
a
completely
different
career
choice
which
requires
addi:onal
educa:on
to
fill
in
gaps
not
met
by
college
major.

6. Design
Thinking
Ac-on
Lab:
Prototype
Test
Methods
and
Subjects
Test
Methods
• Both
subjects
reviewed
following
two
descrip:ons/prototypes
illustra:ng
poten:al
processes
for
implemen:ng
select
solu:on.
• Both
prototypes
address
the
same
solu:on
but
from
a
specifically
different
angle:
a
student
driven
approach
vs
a
school
driven
approach.
• Subjects
were
asked
to
comment
on
pros
and
cons
of
each
prototype
and
to
iden:fy
which
seemed
beIer.
• Of
the
approach
each
subject
thought
was
beIer,
they
were
asked
if
they
thought
it
was
a
viable
solu:on
to
the
problem,
or
simply
beIer
than
the
other
op:on
presented.

7. Prototype #1:
Student Driven Approach
Design
Thinking
Ac-on
Lab:
Prototype

8. Prototype #1: Step 1
Design
Thinking
Ac-on
Lab:
Prototype
Students
develop
a
set
a
ques:ons
that
answer
their
biggest
ques:ons
about
a
career
of
interest
and
path
to
it.

9. Prototype #1: Step 2
Design
Thinking
Ac-on
Lab:
Prototype
Students
iden:fy
and
contact
people
working
in
the
field
to
conduct
interviews.

10. Prototype #1: Step 3
Design
Thinking
Ac-on
Lab:
Prototype
Students
may
also
research
individuals
working
in
the
field
and
search
for
responses
to
their
ques:ons.

11. Prototype #1: Step 4
Design
Thinking
Ac-on
Lab:
Prototype
Students
(literally)
map
the
route
each
person
researched
or
interviewed
took
between
high
school
and
today.
Using
this
map,
students
iden:fy
the
most
viable
path
for
themselves,
or
create
a
hybrid
path
based
on
what
they
learned.
Example
map
on
next
page…

12. Prototype #1: Step 4
Design
Thinking
Ac-on
Lab:
Prototype

13. Prototype #1: Step 5
Design
Thinking
Ac-on
Lab:
Prototype
Students
break
the
selected
path
down
into
ac:on
steps
and
:meline,
then
act
on
it.

14. Prototype #1: Student Driven Approach
SUMMARY
Design
Thinking
Ac-on
Lab:
Prototype
1. Students
develop
a
set
a
ques:ons
that
answer
their
biggest
ques:ons
about
the
career
and
path
to
it.
2. Students
iden:fy
and
contact
5
people
working
in
the
field
to
conduct
interviews.
3. Students
research
individuals
working
in
the
field
and
search
for
responses
to
their
ques:ons.
4. Students
(literally)
map
the
route
each
person
researched
or
interviewed
took
between
high
school
and
today.
Using
this
map,
students
iden:fy
the
most
viable
path
for
themselves,
or
create
a
hybrid
path
based
on
what
they
learned.
5. Students
break
the
selected
path
down
into
ac:on
steps
and
:meline,
then
act
on
it.

15. Prototype #2:
School Driven Approach
Design
Thinking
Ac-on
Lab:
Prototype

16. Prototype #2: Step 1
Design
Thinking
Ac-on
Lab:
Prototype
Educator
develops
a
standard
set
of
ques:ons
designed
to
elicit
informa:on
that
will
be
most
valuable
to
the
student
in
gaining
informa:on
for
decision
making.

17. Prototype #2: Step 2
Design
Thinking
Ac-on
Lab:
Prototype
Educator
and
staff
iden:fy
and
contact
5
mentors
needed
for
interviews,
explain
purpose
of
interview,
introduce
student
in
advance.
Students
set
up
and
conduct
interviews
based
on
standard
set
of
ques:ons.

18. Prototype #2: Step 3
Design
Thinking
Ac-on
Lab:
Prototype
Students
(literally)
map
the
route
each
person
researched
or
interviewed
took
between
high
school
and
today.
Using
this
map,
students
iden:fy
the
most
viable
path
for
themselves,
or
create
a
hybrid
path
based
on
what
they
learned.
Example
map
on
next
page…

19. Prototype #1: "
Step 3
Design
Thinking
Ac-on
Lab:
Prototype

20. Prototype #2: Step 4
Design
Thinking
Ac-on
Lab:
Prototype
Students
break
the
selected
path
down
into
ac:on
steps
and
:meline
with
the
assistance
of
educator
and
staff.
Students
and
educator/staff
work
together,
have
milestones
and
accountability.

21. Prototype #2: School Driven Approach
SUMMARY
Design
Thinking
Ac-on
Lab:
Prototype
1. Educator
develops
a
standard
set
of
ques:ons
designed
to
elicit
informa:on
that
will
be
most
valuable
to
the
student
in
gaining
informa:on
for
decision
making.
2. Educator
and
staff
iden:fy
and
contact
5
mentors
needed
for
interviews,
explain
purpose
of
interview,
introduce
student
in
advance.
Students
set
up
and
conduct
interviews
based
on
standard
set
of
ques:ons.
3. Students
(literally)
map
the
route
each
person
interviewed
took
between
high
school
and
today.
Using
this
map,
students
iden:fy
the
most
viable
path
for
themselves,
or
create
a
hybrid
path
based
on
what
they
learned.
4. Students
break
the
selected
path
down
into
ac:on
steps
and
:meline
with
the
assistance
of
educator
and
staff.
Students
and
educator/staff
work
together,
have
milestones
and
accountability.

22. Reflections
Design
Thinking
Ac-on
Lab:
Prototype
1. The
idea
of
informally
connec:ng
to
different
people
with
different
experiences
in
the
professional
field
of
interest
is
desirable.
2. Both
subjects
felt
the
school
driven
approach
was
beIer
because
it
included
accountability
between
student
and
educator
versus
the
student
driven
approach
which
relied
on
personal
mo:va:on
to
execute
and
succeed.
3. Both
subjects
thought
the
school
driven
approach
could
be
viable
but
were
not
sure
how
it
would
fit
in
to
already
packed
school
schedules
as
a
required
ac:vity.
4. Timing
of
ac:vi:es
would
be
important.
For
example,
if
a
student
chose
a
path
including
college,
applica:on
deadlines
would
have
to
met,
so
this
program
would
have
to
happen
well
in
advance
of
senior
fall.
5. For
more
popular
careers
would
not
want
to
“burn
out”
or
annoy
the
professionals
interviewed.
New
idea:
aGer
one
interview,
answers
logged
for
future
students.