Day Five : Test
What is the test mode?
According to the d.school bootcamp bootleg, testing is the chance to get feedback on your solutions, refine solutions to improve them, and continue to learn about the users. In this workshop, test mode is the day on which you put your prototyped designs in the context of the user's day-to-day existence. The bootcamp bootleg sums it up: "Prototype as if you know you're right, but test as if you know you're wrong." Objectives |
1. Students will build upon prior knowledge yet develop a multitude of unexpected insights.
2. Students will build character and community.
3. Students will re-engage in empathy through observation and interaction.
4. Students will understand how to give and receive succinct and constructive feedback expressed in "I" statements.
2. Students will build character and community.
3. Students will re-engage in empathy through observation and interaction.
4. Students will understand how to give and receive succinct and constructive feedback expressed in "I" statements.
Plan of Action
- Students will present their prototype in a gallery walk format.
- Reach out to users that were interviewed in the empathy mode in addition to all stakeholders to invite them to the prototype testing mode presentations. Stakeholders may include architects, interior designers, student life staff, prospective or new students.
- Primary aim for this mode is to evoke fluid creativity and not be at all rigid.
- All visitors will receive customizable post-its that will have noted “I Wish”, “I Like”, “What If" to share their feedback on and post them on a bulletin board set next to each team's project.
- All students, stakeholders, and other visitors will have healthy skepticism yet be transparent and humble to prompt constructive questioning and later actionable items for users to piggyback on in future iterations.
Lesson Plan
1. Explain that the students will receive an introduction, continued preparation, and a debriefing session for the test mode.
2. Have students build upon their prior knowledge of giving and receiving feedback. Lead a reflection upon what constitutes the art of giving and receiving feedback. Have the reflection focus on answering the following questions: What are the qualities of feedback in design thinking? What is your prior experience giving feedback? What is your prior experience receiving feedback? What makes feedback effective? What specifically were the features/characteristics that made the feedback so impactful?
Tips for Giving Feedback in d.thinking:
3. Then have the students will break up into pairs and engage in a role play session. Explain to students that for feedback to be utilized effectively, it must be translated into the learner's way of thinking or existing perceptions. Have students reflect back to the empathy mode - this will significantly help in acquiring this insight, thus making feedback useful for solving the given problem. Guide the students in how to give and receive feedback centered in a d.thinking framework. Remember that It is essential that students realize that feedback can be given in a way that is overwhelming, so make certain they keep in mind that their feedback needs to be selective and focused on giving comprehensible input.
4. After student pairs engage in role play for a substantial increment of time, you should facilitate open discussion. In open discussion, students should ask the following; What went well? What did not go well? How can their feedback improve? Ask the students, "If you had another role play opportunity, what would you do differently than in this session?"
5. After the role play and coinciding with open discussion, students will set up their prototypes in the exhibit hall or desired space.
6. Release the students for a scheduled break.
7. After the scheduled break, have students come back to the exhibit hall or desired space to welcome their users and engage their stakeholders about their prototypes.
8. Have students continue to test their prototypes and note feedback given from users and stakeholders to implement in future iterations.
9. Once all interaction with users and stakeholders is completed, brief the students on the required wrap-up activity to be completed one week following the end of the workshop. This paper will encompass a high-leveled overview of the d.thinking process inclusive of all modes as well as a personal evaluation that will reflect and hone in on their design, express how they can make improvements in future iterations, and convey any other emotions they are feeling after this intensive bootcamp.
10. Students will conclude their design thinking experience by attending a celebratory dinner reception. In this part of the evening, students can celebrate their achievements and success while also connecting with school colleagues, continuing the discussion with users, or networking with stakeholders.
2. Have students build upon their prior knowledge of giving and receiving feedback. Lead a reflection upon what constitutes the art of giving and receiving feedback. Have the reflection focus on answering the following questions: What are the qualities of feedback in design thinking? What is your prior experience giving feedback? What is your prior experience receiving feedback? What makes feedback effective? What specifically were the features/characteristics that made the feedback so impactful?
Tips for Giving Feedback in d.thinking:
- Feedback should be presented in a way that is useful and actionable for the learner
- Feedback should be time sensitive to ensure maximum impact
- Feedback should be avoided if the learner receiving it is in a state of "high drive" or anxiety
- Feedback should be given in a transparent, considerate, and concise manner
- Feedback should never be overloaded with criticism or negativity
- Feedback should be structured in a way that encourages constructivist thinking and learning as well as inspiring those receiving it to consider new possibilities and improvements for future iterations
3. Then have the students will break up into pairs and engage in a role play session. Explain to students that for feedback to be utilized effectively, it must be translated into the learner's way of thinking or existing perceptions. Have students reflect back to the empathy mode - this will significantly help in acquiring this insight, thus making feedback useful for solving the given problem. Guide the students in how to give and receive feedback centered in a d.thinking framework. Remember that It is essential that students realize that feedback can be given in a way that is overwhelming, so make certain they keep in mind that their feedback needs to be selective and focused on giving comprehensible input.
4. After student pairs engage in role play for a substantial increment of time, you should facilitate open discussion. In open discussion, students should ask the following; What went well? What did not go well? How can their feedback improve? Ask the students, "If you had another role play opportunity, what would you do differently than in this session?"
5. After the role play and coinciding with open discussion, students will set up their prototypes in the exhibit hall or desired space.
6. Release the students for a scheduled break.
7. After the scheduled break, have students come back to the exhibit hall or desired space to welcome their users and engage their stakeholders about their prototypes.
8. Have students continue to test their prototypes and note feedback given from users and stakeholders to implement in future iterations.
9. Once all interaction with users and stakeholders is completed, brief the students on the required wrap-up activity to be completed one week following the end of the workshop. This paper will encompass a high-leveled overview of the d.thinking process inclusive of all modes as well as a personal evaluation that will reflect and hone in on their design, express how they can make improvements in future iterations, and convey any other emotions they are feeling after this intensive bootcamp.
10. Students will conclude their design thinking experience by attending a celebratory dinner reception. In this part of the evening, students can celebrate their achievements and success while also connecting with school colleagues, continuing the discussion with users, or networking with stakeholders.