Once again, the formatting on Scribd is not how it is showing up on my computer. Please download the file on the link below to see my final reflection.
Attached, you'll be able to see my final problem of practice report. Please note that the formatting in the Scribd below does not look right. If you click the download file you will find the correct formatting.
POINT OF VIEW MAD LIB
Teachers need to input tests scores online because they keep losing students grades!
In module 6, we were asked to have our users test our prototype and write up a report. Below is a summary of my testing of my online fitness score database.
In this week's lab, we were asked to make a short 2 minute video to explain the last step of the Stanford Design Thinking Model: Testing. We will upload this video to Youtube to help create an online library for others who are looking for information regarding how to test their prototypes. This video will give users key answers as to how and why we tests our prototypes. Lastly, it will explain how I tested my problem of practice of putting fitness scores in an online database.
wheel of education
In this week's lab, we were asked to take everyday items found around the house and use them to create something that represents a BIG IDEA. The following are the 5 ideas that we could choose from:
Hearing - listening to a lecture, listening to partners read etc..
Seeing - watching a small clip, students act out situations etc...
Feeling - hands on activities, labs and projects etc..
Materials Used: Pizza box, marker, marble, paper, tape and ruler
I got the idea of making a roulette wheel from watching Caine's video of making games. I think that this could be a cool activity to have a student spin the wheel and have the outcome dictate how the teacher teaches that particular day. I had a little bit of trouble with this assignment at the beginning because I struggled turning an idea into something physical. How can I turn how I see learning into something that I could hold and feel. I was a little nervous when creating the box that it wouldn't move around as freely as a ball on the wheel. It's not tilted like a real roulette wheel but it does move around OK. During this lab I was able to go through the design stages once by creating a prototype and testing it. The next time through I might make small changes such as having the marble go down a ramp. However, with the current method, the students can control how much force the marble has, effecting how many times it can go around the box. It's not a perfect product, but it was a cool experience trying to build something out of everyday items.
For my problem of practice, I have started to work on creating a database to keep students fitness scores. This will allow all of the users in the physical education department to update data in one place and keep it secured. Another advantage of hosting this database online is that it will be easier to calculate averages and see trends. This week we were able to create a prototype of the database.
In the prototype module, I was able to dive into Google Sheets and start to create a rough draft of my fitness testing. I was able to download the class lists into Microsoft Excel and transfer it over into Google. The database will be sorted by homeroom and then alphabetically. I then started to enter the scores in each of the categories. Each category is color coded so that users will be able to easily distinguish between scores. In each category are terms: F16 = fall 16, W17 = winter 17 and S17 = spring 16. Each test will be given three times throughout the year, once per term. The only exception to that will be the mile test. We will not be doing it in the winter due to New England weather. This will allow the teaches to see progress in each test without having to look all over the place.
One of the issues that I continue to struggle with is dealing with students who are absent or have medical excuses. In order to keep the averages accurate, I recorded their scores as O's and did not count them in total student count. Also, students who move into or out of the district will also receive O's for tests that they did not attempt. I am going to leave students who move out of district in their class until the end of the year and then move them to a new spreadsheet. This will keep their data in case they return to the district. I continue to explore the different features of Google Sheets to get used to the program. It is not as aesthetically pleasing and has limited features but I have found a few shortcuts to make things easier. Above you can see a print screen of the document. I have hid the column with the student's names due to confidentially. They are labeled student #1 etc. The link to the document can be found below: docs.google.com/spreadsheets/d/1TI00sp3gDea3JmTZTzFmyvVMsgHmYFLlRqlktgjrau0/edit
I have e-mailed Cui with information regarding access to the database due to the information in the document.
part one: brainstorming
In part one, we were asked to brainstorm with a partner or a group on key topics about our problem of practice. I was able to incorporate a brainstorm/incubation-like session with my co-worker Mike M. Below are the notes from our brainstorming session.
part two: incubation journal
In part two, we were asked to keep an incubation journal for a few days. I kept these notes in my pocket at work and would write down ideas about getting started, the design, questions I came up with and other notes. Below is are my notes and a sketch of what I want the online database to look like.
part three: reflection
In module four, we learned about the design step of ideate. When it comes to thinking outside the box or having an open-mind on ideas, I can struggle. I am more of a black and white thinker. As I've explored through the unit, I was able to experiment with different techniques to help myself think wide. Tools such as brainstorming, incubation, thought walks and asking how might we have all been beneficial as I tackle my problem of practice of transitioning to an online database for fitness scores. The transition for me to have an open-mind is slow but progress was made during this module. I can't believe I was able to relate a rack of different colored basketballs into a way of organization of tests in the database. As we move on to the prototype mode of design, I am excited to try to build this database using google sheets. This will allow my whole department to update the database at the same time. I will use the answers from my brainstorming session with Mike M and the ideas through our incubation lab to move forward with my project.
part one: article
In part one of our lab this module, we were asked to read The Creativity Hack You Can Do In Your Sleep by Jim Stone.
part two: working on the problem
Questions you are struggling with
Issues or variables that present a problem for you
Thoughts that are kicking around in your head on your problem
Possibilities, ideas, or solutions that have entered your mind
part three: incubation
In part three, we were asked to take a half an hour break from our lab activity. I decided to shoot a basketball around.
part four: reflection
In part four we were asked to add notes to our ideas above. These notes and comments are in red font and are in bold text. We were also asked to reflect on our incubation process. Below are my thoughts.
After brainstorming for 15-20 minutes and asking essential questions about my problem of practice, I found that I could not just stop thinking about some of the solutions. In a way, this incubation period was like a thought walk because I was able to get up from my desk and just move around the gymnasium. I was able to use some of my senses: hearing the ball bounce around the court, feeling the texture of the basketball, looking at the sights throughout the gym. The last sense, was one that instantly solved an issue. I took a look at the rack of basketballs and they were color coded: red, orange, yellow, green, blue, purple. Each row had 5 of each color so we could track what color ball was missing at the end of the period. We have five fitness tests and each could be a different color on the database. This would be an easy way to see the five tests all on one spreadsheet. Who would have thought that I could relate the color of a basketball to a way to track scores.
I don't think I could ever fully clear my mind because I knew that as soon as the time was up, that I would be going right back to work. I do think that working-take a break-back to work, is a great way to get new ideas and to attack problems from a new angle. I know that before this module, I would use this process almost all the time when I was having trouble. I never knew that there was a term for it though. Now whenever I need a break, I will call it my incubation break! It's funny that it works for a lot of people and it's proven scientifically to work but they don't know exactly why it works. In Stone's article he says that there are six different hypothesis and one or a combination of all, could explain this process.
As we go through each stage of design, my problem gets a little bit clearer. Each design has different tools to help the designers think of all angles when trying to solve their problems. I will be using both brainstorming and incubation as tools going further.
Stone, Jim. (2015, January). The Creativity Hack You Can Do In Your Sleep. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/clear-organized-and-motivated/201501/the-creativity-hack-you-can-do-in-your-sleep
part one: define
a) five whys?
b) why/how ladder
c) point of view want ad
c) point of view mad lib
Teachers need to input tests scores online because they keep losing students grades!
part two: define
problem statement: rough draft
My problem of practice is to figure out a way to share and track fitness scores with the entire school district. The users will be physical education teachers from the three schools in the district. The audience will be the students who will be able to see their scores and see their growth over the years.
Currently, scores are kept in folders and are not shared with students or other schools. We don't really do anything with the results. Putting them in a database that can be shared with other teachers and with the students will allow both to use the data. Teachers can create new lessons that focus on the areas of fitness where a majority of the students struggle. The students can reflect on their past scores and make personal goals at the beginning of each year.
This is a problem that can be solved by creating a database by using technology. I think one of the major root causes of not having one set up now is because some teachers in the district are leery of using new technologies. I believe that steps such as periodic professional development on using the database and collaborating with the physical department as a whole, will help transition teachers into using this database.
part a: sniglets
In Part A of our lab, we were asked to come up with three sniglets. Sniglets are “words that are not in the dictionary but should be”. Below are the three sniglets that came to mind.
Snownado – snow·na·do (noun) is when snow drifts into a circular pattern causing a white out condition.
Chip Staler – chip stal·er (noun) a person, who forgets to close the bag of chips properly, causing the chips to go stale.
Maildow – Mail·dow (noun) is a mail box whose door is broken/off causing the mail box to have a window.
part b: reframing a problem
Last week when I went out for lunch at Wendy's, I noticed 4 people bring back food to the counter because it was too cold. The first thing that popped up in my mind was that it was taking too long for the food to be delivered to the customer. That original thought, was only partially true. Having to throw away food because it wasn't satisfying the customer could be very costly for the company and might make the customer go to another fast food place before returning.
This problem got me thinking, why was the food coming out so slowly. I watched the next order and noticed the fries and nuggets were on the tray waiting for the burgers to be cooked. Waiting sometimes 2-3 minutes. No wonder the food was getting cold. As food was ready, they would place it on the tray. What if, it took an extra couple of seconds to provide the customers with hot food. Would it be worth it for the company? Instead of just placing the food on the tray when it was ready, why not wait to put the fries and nuggets on the tray until after the burgers are ready? Burgers take longer to make and the fries and nuggets could stay under the heating lights, keeping them warm. This way everything would the right temperature and they would not have to remake orders.
When looking at the design of how Wendy's delivers their food to the customer it wasn't that it was taking too long and that is why the food was cold. It was the order in which the food was delivered. When I finally figured it out, I talked to the manager. He said that the correct order should be the burger then fries but a lot of the newer store members have not been properly trained... Problem solved!