Carlos Hernandez

4/27/2020

Visualization

Challenge

The challenge I have been tasked with is to convert a leader led class (installing fiber optic

cable), that is traditionally in a classroom setting, to a more virtual setting due to virus concerns as  well as for future classes that may not be able to be leader led. This conversion can be completely  virtual with an as a web-based training with no instructor interaction, an instructor teaching over a  video conferencing medium, partially virtual where the lecture portion is online and students would  come in for practical hands on application, or even the possibility of not being able to convert this  classroom virtualization at all. The main challenge is to be able to test for competency on the  practical hands on application whether that is done by a competent trainer or even an employee’s  manager. Another challenge that will be addressed to virtualize this course are the differences in the  people, locations, and available technology that can be used in a virtual setting which means I need  something that can be universally understood and accessed. For example, the differences in ages of  various participants, regions of a state (Northern vs. Central vs. Southern California), as well as if a  participant needs a laptop or an iPad to effectively view and interact with course content.

Selection

I selected the visualization tool in order to attack this virtualization challenge. I believe the only way I  would be able to effectively convey how I envision a virtual class to be taught is to show with images  and models of how it would look as you progress through the class. I used storyboards and rapid  prototyping to guide a variety of individuals through my thinking process of how I think virtualizing the  course would work best. I decided to use storyboards because the designers and trainers who are  working with me to virtualize this course need to understand the flow of the training and how it would  look from a student’s perspective. Rapid prototyping also will help me to take the feedback given by  my coworkers and change my idea for virtual interaction as well as hands on activities to better suit  the needs of the participant without spending countless hours trying to perfect my idea. As Mary Murillo explains in the video, “Visualization is anything from the things we write on a chalkboard or a  whiteboard. To the images that we create in a PowerPoint presentation, to photography, video. It's  basically anything that takes us beyond just using words or language alone.” Both the storyboards  and prototypes will be done as a simple PowerPoint presentation with slides from the original  training and with pictures (prototypes) that have been edited crudely with Paint. We will also observe  how this course would look on a laptop versus an iPad which has a smaller screen.

Application

I start the process by accessing the training materials we currently use that are already in a

virtual slide format for lecturing, listing out materials and tools that would also normally be used in  the classroom, and drawing from my own knowledge as a subject matter expert in delivering the  course. Next, I go through and figure out where a physical demonstration or hands on learning would  be occurring normally and start to think of many ways to complete these tasks virtually. Some of the  easiest ideas come to the forefront such as doing videos for demonstrations instead of being  surrounded by a group of people watching me. I can add a slide to the storyboard that would  illustrate when a video might be played. The video of the trainer could really be done in the  classrooms either as a recording or a live demonstration. This can be accomplished with the tools  and materials that would already be available in the classrooms at the training facilities.

The most challenging task was figuring out how to make what is traditionally a hands-on

practice into either a remote check for competency by a trainer, have a manager check for  competency if they have the knowledge, or just a virtual practice that would only be able to check for  the understanding of the processes and not the application. If we were only able to check for  understanding, then the legal verbiage of what they would be learning would also have to be  addressed. For example, we could not say “you will be able to demonstrate” and instead say “you  will gain the knowledge of…” if we can’t do a hands-on practice. Checking for competency remotely  or with a manager would not be too difficult if the correct tools and materials are available at the  technician’s workplace. I also came up with a storyboard that showed the switch from the virtual  lecture into working on a hands-on board that can be easily put together at a workplace.  Alternatively, this competency check could be done in the field with a manager on a real job.  However, this option might be too stressful for a technician who would be doing the practical  application for the first time at a customer’s house.

I decided to tackle the completely virtual option as well since this would be the most difficult

way to do “hands-on”. After coming up with as many ideas as possible, I decided to prototype a  “choose your own adventure” game in which you have pictures of the equipment you would be  working with and options for what you would want to do at any given point. I first used paper  prototypes to help me imagine what I wanted but also quickly realized I could not show my  coworkers my paper prototypes. Instead, I wanted to be able to add my prototypes were into a  PowerPoint. These prototypes were images that I quickly added text and “buttons” that you could  see what you would be doing by clicking through different options to get to the endpoint based on  the knowledge you gained by lecture and demonstration. Using PowerPoint allowed you to “click”  through the game (slides) to see how it would progress and how a user would be interacting with it.

After the completion of my storyboards and prototypes I need the review and feedback of my

coworkers so that I can alter my design if necessary. As Mary Murillo states, “Pictures and images  enable us to not only help people understand what it is we're trying to do, but to help really persuade  them in the worthiness of, of, that particular idea, or, or, the strength of, of that concept.” Thinking  about this statement, I created a 10-question survey with a scale of 1-10 along with a comment  section for each question. Questions include things like “Did the class design offer enough  theoretical and practical experience?”, “Were the storyboards and prototypes laid out in a  comprehensive manner?”, and “Did the hands-on prototype offer enough options to be able to  demonstrate proficiency?”

The scores, along with additional comments, help me to narrow down what will not need to

be changed as well as anything that I can quickly change on the storyboards or prototypes. I will do  this at least one more time with another round of reviews and surveys to show my coworkers the  changes and hopefully get consensus on whether anything else should be changed. Although I have  gotten some great feedback and made some adjustments so far, the project is still in the design  phase. However, I would say that the visualization tool has helped to design this virtual project very  effectively and has made it much easier to describe my concepts to the rest of the team.

Insight

Using visualization for this challenge really affected how I would design this class as well as

any future classes. At first, I just wanted to make a list of changes to the class and I would just  discuss them with my coworkers and leave it for others to put into practical application. However, I  realized that some of the things I wanted to list would not make sense to every individual or may get  misinterpreted from what my idea was. Once I started to put my ideas on storyboards and making  prototypes, I realized that I didn’t need to verbally explain anything. Instead, I left the interpretation  up to those who were reviewing it to get their input from what they see.

This has been my first time using my knowledge of design thinking to a challenge that I have

been presented. Other times I would only try to brainstorm and explain things to others verbally.  However, what I have learned is that it is much easier to convey your ideas to other individuals if you  can show them what you mean rather than trying to explain what you mean. Having storyboards and  prototypes ready for others to interact with, especially when changing from a traditional classroom  setting, has really helped get the appropriate feedback needed to narrow down what the class could  look like in a virtual setting for those who would be taking it. As Mary Murillo concludes, “The advice  I would give to business people who were interested in improving their visualization skills would be  shortly, just to practice.” I am looking forward for another opportunity to use my design thinking skills  and the visualization tool in my current and possibly future roles at work.

Approach

I would not change the visualization tool option that I chose for my challenge if I could do it

again. The benefits of using this tool for my challenge are that those who design the course or  deliver the course need to be able to comprehend the flow of the class since you only have so many  hours dedicated to this class (a 2-day class in this instance). I also needed to make sure that if we  were to have this class, including hands-on, as virtual, I would need to make sure that anybody who  looked at the storyboards or prototype hands-on exercises would be able to comprehend what to do  and how to do it. Additionally, the feedback gained from those who have seen the storyboards and  prototypes help to diversify input needed to get as universal of a course design as needed. We have  many different age groups, locations, and devices that we could view the content on and the  visualization tool with storyboards and rapid prototyping helps to quickly see what will and won’t  work pertaining to many different situations. If I would change one thing it would be to also include  technicians who will be learning this class, in the design. This would ensure proper feedback on user  experience of the practical application to those who would be learning the material for the first time  as well as those who already have experience with it.


Carlos Hernandez 4/27/2020 Visualization Challenge The challenge I have been tasked with is to convert a leader led class ( installing fiber optic cable ) , that is traditionally in a classroom setting , to a more virtual setting due to virus concerns as well as for future classes that may not be able to be leader led . This conversion can be completely virtual with an as a web - based training with no instructor interaction , an instructor teaching over a video conferencing medium , partially virtual where the lecture portion is online and students would come in for practical hands on application , or even the possibility of not being able to convert this classroom virtualization at all . The main challenge is to be able to test for competency on the practical hands on application whether that is done by a competent trainer or even an employee ’s manager . Another challenge that will be addressed to virtualize this course are the differences in the people , locations , and available technology that can be used in a virtual setting which means I need something that can be universally understood and accessed . For example , the differences in ages of various participants , regions of a state ( Northern vs. Central vs. Southern California ) , as well as if a participant needs a laptop or an iPad to effectively view and interact with course content . Selection I selected the visualization tool in order to attack this virtualization challenge . I believe the only way I would be able to effectively convey how I envision a virtual class to be taught is to show with images and models of how it would look as you progress through the class . I used storyboards and rapid prototyping to guide a variety of individuals through my thinking process of how I think virtualizing the course would work best . I decided to use storyboards because the designers and trainers who are working with me to virtualize this course need to understand the flow of the training and how it would look from a student ’s perspective . Rapid prototyping also will help me to take the feedback given by my coworkers and change my idea for virtual interaction as well as hands on activities to better suit the needs of the participant without spending countless hours trying to perfect my idea . As Mary Murillo explains in the video , “ Visualization is anything from the things we write on a chalkboard or a whiteboard . To the images that we create in a PowerPoint presentation , to photography , video . It 's basically anything that takes us beyond just using words or language alone . ” Both the storyboards and prototypes will be done as a simple PowerPoint presentation with slides from the original training and with pictures ( prototypes ) that have been edited crudely with Paint . We will also observe how this course would look on a laptop versus an iPad which has a smaller screen . Application I start the process by accessing the training materials we currently use that are already in a virtual slide format for lecturing , listing out materials and tools that would also normally be used in the classroom , and drawing from my own knowledge as a subject matter expert in delivering the course . Next , I go through and figure out where a physical demonstration or hands on learning would be occurring normally and start to think of many ways to complete these tasks virtually . Some of the easiest ideas come to the forefront such as doing videos for demonstrations instead of being surrounded by a group of people watching me . I can add a slide to the storyboard that would illustrate when a video might be played . The video of the trainer could really be done in the classrooms either as a recording or a live demonstration . This can be accomplished with the tools and materials that would already be available in the classrooms at the training facilities . The most challenging task was figuring out how to make what is traditionally a hands - on practice into either a remote check for competency by a trainer , have a manager check for competency if they have the knowledge , or just a virtual practice that would only be able to check for the understanding of the processes and not the application . If we were only able to check for understanding , then the legal verbiage of what they would be learning would also have to be addressed . For example , we could not say “ you will be able to demonstrate ” and instead say “ you will gain the knowledge of … ” if we ca n’t do a hands - on practice . Checking for competency remotely or with a manager would not be too difficult if the correct tools and materials are available at the technician ’s workplace . I also came up with a storyboard that showed the switch from the virtual lecture into working on a hands - on board that can be easily put together at a workplace . Alternatively , this competency check could be done in the field with a manager on a real job . However , this option might be too stressful for a technician who would be doing the practical application for the first time at a customer ’s house . I decided to tackle the completely virtual option as well since this would be the most difficult way to do “ hands - on ” . After coming up with as many ideas as possible , I decided to prototype a “ choose your own adventure ” game in which you have pictures of the equipment you would be working with and options for what you would want to do at any given point . I first used paper prototypes to help me imagine what I wanted but also quickly realized I could not show my coworkers my paper prototypes . Instead , I wanted to be able to add my prototypes were into a PowerPoint . These prototypes were images that I quickly added text and “ buttons ” that you could see what you would be doing by clicking through different options to get to the endpoint based on the knowledge you gained by lecture and demonstration . Using PowerPoint allowed you to “ click ” through the game ( slides ) to see how it would progress and how a user would be interacting with it . After the completion of my storyboards and prototypes I need the review and feedback of my coworkers so that I can alter my design if necessary . As Mary Murillo states , “ Pictures and images enable us to not only help people understand what it is we 're trying to do , but to help really persuade them in the worthiness of , of , that particular idea , or , or , the strength of , of that concept . ” Thinking about this statement , I created a 10 - question survey with a scale of 1 - 10 along with a comment section for each question . Questions include things like “ Did the class design offer enough theoretical and practical experience ? ” , “ Were the storyboards and prototypes laid out in a comprehensive manner ? ” , and “ Did the hands - on prototype offer enough options to be able to demonstrate proficiency ? ” The scores , along with additional comments , help me to narrow down what will not need to be changed as well as anything that I can quickly change on the storyboards or prototypes . I will do this at least one more time with another round of reviews and surveys to show my coworkers the changes and hopefully get consensus on whether anything else should be changed . Although I have gotten some great feedback and made some adjustments so far , the project is still in the design phase . However , I would say that the visualization tool has helped to design this virtual project very effectively and has made it much easier to describe my concepts to the rest of the team . Insight Using visualization for this challenge really affected how I would design this class as well as any future classes . At first , I just wanted to make a list of changes to the class and I would just discuss them with my coworkers and leave it for others to put into practical application . However , I realized that some of the things I wanted to list would not make sense to every individual or may get misinterpreted from what my idea was . Once I started to put my ideas on storyboards and making prototypes , I realized that I did n’t need to verbally explain anything . Instead , I left the interpretation up to those who were reviewing it to get their input from what they see . This has been my first time using my knowledge of design thinking to a challenge that I have been presented . Other times I would only try to brainstorm and explain things to others verbally . However , what I have learned is that it is much easier to convey your ideas to other individuals if you can show them what you mean rather than trying to explain what you mean . Having storyboards and prototypes ready for others to interact with , especially when changing from a traditional classroom setting , has really helped get the appropriate feedback needed to narrow down what the class could look like in a virtual setting for those who would be taking it . As Mary Murillo concludes , “ The advice I would give to business people who were interested in improving their visualization skills would be shortly , just to practice . ” I am looking forward for another opportunity to use my design thinking skills and the visualization tool in my current and possibly future roles at work . Approach I would not change the visualization tool option that I chose for my challenge if I could do it again . The benefits of using this tool for my challenge are that those who design the course or deliver the course need to be able to comprehend the flow of the class since you only have so many hours dedicated to this class ( a 2 - day class in this instance ) . I also needed to make sure that if we were to have this class , including hands - on , as virtual , I would need to make sure that anybody who looked at the storyboards or prototype hands - on exercises would be able to comprehend what to do and how to do it . Additionally , the feedback gained from those who have seen the storyboards and prototypes help to diversify input needed to get as universal of a course design as needed . We have many different age groups , locations , and devices that we could view the content on and the visualization tool with storyboards and rapid prototyping helps to quickly see what will and wo n’t work pertaining to many different situations . If I would change one thing it would be to also include technicians who will be learning this class , in the design . This would ensure proper feedback on user experience of the practical application to those who would be learning the material for the first time as well as those who already have experience with it .