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Empathy map problemstatement

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Empathy map problemstatement

  1. 1. Design Thinking Action Lab 2013 From School to Work Empathy Map –
  2. 2. Q: Does this traditional path from education to employment make sense today for the hundreds of millions of learners around the world?
  3. 3. Say (1 of 2): • “Traditional path should be kept in place but with some modification.” • “Education is not equivalent to vocational training. And what students get out of school - critical thinking skills, interpersonal skills, hopefully, the love for pursuing knowledge and a wider world view - are too important to skip over.” • “Learning these cognitive skills before students join the workforce full time is important because it gives students a chance to develop as a person; so that when they start working full time, they are not consumed by the job, by making money, but can keep their perspectives and see themselves as a member of the bigger society, of the world.”
  4. 4. Say (2 of 2): • “That said, given the economic reality, incorporating some vocational preparation would be beneficial to students today. Work place experience give students a more realistic idea what jobs their degree are leading to are like, give students a taste of what real jobs are like, a chance to learn practical skills such as learning to work with others that will help them be more mature person.” • “Ultimately, I think [providing opportunities to gain workplace experience] is a more humane way of "releasing" students into the real world. So that they get a chance to make mistakes in a relatively safe place before landing a real job where the stakes of making mistakes are much higher.”
  5. 5. Think: • The Stakeholder [S] is very analytical, understands higher education, and has thought about issues in higher education. • S sees that personal/cognitive development is more important for people in school age. • S sees a divide between cognitive skills (developed in school) and practical skills (developed at work).
  6. 6. Feel: • Stakeholder [S] seems to be quite a bit attached to traditional education model. (Especially given that S works in higher education and values what traditional classes teach students). • It seems that S thinks work is less rich than school. • S cares for the well being of students. • S is concerned with students developing into well-rounded beings, that they have a safe environment to experiment.
  7. 7. Insight: • Should the development of cognitive skills (presumably developed in school) be separate form the development of practical skills (presumably developed at work)? Can we combine them and provide them in school and continue at work? • Students need to develop holistically (develop both cognitive, critical thinking, interpersonal and other practical skills)? • Can we incorporate work experience at school in a relatively safe environment?
  8. 8. Problem Statement An analytical and dedicated educator, who teaches at the college level and helps others learn to be better teachers, who is passionate about education and who cares about the development of students as a person needs a way to incorporate the development of cognitive and practical skills in the curriculum for students Because students need to develop holistically in a safe learning environment.