1. Challenge: Describe your challenge, including all relevant

information.

In times of coronavirus and quarantine, many businesses have been

affected. One of them is that of school classes. Emphasizing the private

classes, which are those reinforcement classes that students receive

personally after school. In Peru there are more than 10 million students

of school age. If we consider that 15% belong to the high and medium

high socioeconomic levels, we can infer that there are more than 1.5

million children who are potential students of private classes.

That is the volume of students who could receive private classes in

subjects such as English, mathematics or physics, but due to social

distancing they have not been able to continue with the classes. This

affects not only the performance of the students, but also the income

of the teachers who saw an additional income in their private classes.

As of 2016 there were more than 500,000 teachers in the country. With

which, we could consider that 15% of them give private classes to

children from the classes with the highest economic power in the

country, we would be talking that 75,000 families were affected by not

continuing to teach private classes.

The challenge then is to define how these private teachers can be

helped to continue teaching but using digital tools, so that they would

not have to visit each home exposing other families to a possible

contagion of the virus, and neither would they expose themselves to

being infected. It should be noted that many teachers tried to follow

their classes using free tools such as zoom or teams, but they have

shortcomings since it does not allow having any data of the student-

teacher interaction in the class. Whereas when the student receives

classes at home, the father knows that the child is studying because he

can verify that the teacher spent a certain time with him and sees the

progress in each lesson.

2. Selection: In your own words, briefly describe the tool you

selected (e.g., what it is and why you selected it for your

challenge -- including any appropriate video lecture

references).

The tool I used is mind mapping. First, teachers have a perspective

in which they need to continue teaching but they also need to give

value to their classes, make the hours that students dedicate to

classes tangible, in addition to being able to follow up on the topics

that are developed. They might even have the topics or assignments

that students receive at school earlier to be able to work the class

based on those challenges. I got these insights by talking to private

tutors who are not working. They told me that they currently use

tools such as zoom but that it is basically a conversation class and

that they have no record of the evolution of the classes. In addition,

as online classes the number of classes has decreased and with it, its

economy has been affected.

In the case of parents, they are concerned that students do not pay

attention, especially younger children who are quickly distracted. In

addition, they would like to see something more tangible than a call

for private classes, something that gives them the peace of mind

that their investment is being used by their children.Application:

3. Describe how you applied the tool you selected to your

challenge (e.g., what you did and how the tool was applied

effectively or ineffectively).

Through mind mapping, a virtual workshop was held with teachers

and parents. Different ideas were placed on how virtual classes

could be better used, how parents would feel more confident, what

tools are most useful for teachers and also for students, the

advantages and disadvantages of teaching through communication

platforms, etc. In the end they had to answer 3 questions:

Parents:

- What worries you about private lessons online?

- How would you feel that your investment is being well used?

- What opportunities for improvement do you find in private classes?

Either remotely or in person.

Teachers:

- What worries you about private lessons online?

- What tools would be useful for them to see the performance of

their students?

- What opportunities for improvement do you find in private classes?

Either remotely or in person.

4. Insight: Describe the insight you gained from applying the

tool you selected to your challenge (e.g., how an insight

affected your thinking about the challenge and about design

thinking more broadly).

The insights we find is that what worries parents the most is that

children do not pay attention to classes. And on the teachers side,

there is nothing tangible that parents can see to demonstrate that

classes are being well used by students. As you can see, these two

points coincide in that the proposal to work must respond to that

need and that it is not so distant since both insights agree that they

must find value for the private classes.

5. Approach: Describe what you might do differently next time

-- applying the same tool you selected or a different one --

and the reason(s) why.

Something that would have done differently would be to include the

children, who although they are not the client, since the parents pay for

the classes, are the users and could also contribute ideas at the time of

mind mapping to find out to what extent their needs or thoughts they can

also align to the insights found between parents and teachers.

In conclusion, for the next steps in the design thinking process, a digital

platform could be tested that allows all teachers to connect and be able to

keep track of their students, while parents can see what topics have been

developed. You can even use behavioral desing and gamification

techniques for the student to take tests and reflect their progress in the

different classes.


1 . Challenge : Describe your challenge , including all relevant information . In times of coronavirus and quarantine , many businesses have been affected . One of them is that of school classes . Emphasizing the private classes , which are those reinforcement classes that students receive personally after school . In Peru there are more than 10 million students of school age . If we consider that 15 % belong to the high and medium high socioeconomic levels , we can infer that there are more than 1.5 million children who are potential students of private classes . That is the volume of students who could receive private classes in subjects such as English , mathematics or physics , but due to social distancing they have not been able to continue with the classes . This affects not only the performance of the students , but also the income of the teachers who saw an additional income in their private classes . As of 2016 there were more than 500,000 teachers in the country . With which , we could consider that 15 % of them give private classes to children from the classes with the highest economic power in the country , we would be talking that 75,000 families were affected by not continuing to teach private classes . The challenge then is to define how these private teachers can be helped to continue teaching but using digital tools , so that they would not have to visit each home exposing other families to a possible contagion of the virus , and neither would they expose themselves to being infected . It should be noted that many teachers tried to follow their classes using free tools such as zoom or teams , but they have shortcomings since it does not allow having any data of the student- teacher interaction in the class . Whereas when the student receives classes at home , the father knows that the child is studying because he can verify that the teacher spent a certain time with him and sees the progress in each lesson . 2 . Selection : In your own words , briefly describe the tool you selected ( e.g. , what it is and why you selected it for your challenge -- including any appropriate video lecture references ) . The tool I used is mind mapping . First , teachers have a perspective in which they need to continue teaching but they also need to give value to their classes , make the hours that students dedicate to classes tangible , in addition to being able to follow up on the topics that are developed . They might even have the topics or assignments that students receive at school earlier to be able to work the class based on those challenges . I got these insights by talking to private tutors who are not working . They told me that they currently use tools such as zoom but that it is basically a conversation class and that they have no record of the evolution of the classes . In addition , as online classes the number of classes has decreased and with it , its economy has been affected . In the case of parents , they are concerned that students do not pay attention , especially younger children who are quickly distracted . In addition , they would like to see something more tangible than a call for private classes , something that gives them the peace of mind that their investment is being used by their children . Application : 3 . Describe how you applied the tool you selected to your challenge ( e.g. , what you did and how the tool was applied effectively or ineffectively ) . Through mind mapping , a virtual workshop was held with teachers and parents . Different ideas were placed on how virtual classes could be better used , how parents would feel more confident , what tools are most useful for teachers and also for students , the advantages and disadvantages of teaching through communication platforms , etc . In the end they had to answer 3 questions : Parents : - What worries you about private lessons online ? - How would you feel that your investment is being well used ? - What opportunities for improvement do you find in private classes ? Either remotely or in person . Teachers : - What worries you about private lessons online ? - What tools would be useful for them to see the performance of their students ? - What opportunities for improvement do you find in private classes ? Either remotely or in person . 4 . Insight : Describe the insight you gained from applying the tool you selected to your challenge ( e.g. , how an insight affected your thinking about the challenge and about design thinking more broadly ) . The insights we find is that what worries parents the most is that children do not pay attention to classes . And on the teachers side , there is nothing tangible that parents can see to demonstrate that classes are being well used by students . As you can see , these two points coincide in that the proposal to work must respond to that need and that it is not so distant since both insights agree that they must find value for the private classes . 5 . Approach : Describe what you might do differently next time -- applying the same tool you selected or a different one -- and the reason(s ) why . Something that would have done differently would be to include the children , who although they are not the client , since the parents pay for the classes , are the users and could also contribute ideas at the time of mind mapping to find out to what extent their needs or thoughts they can also align to the insights found between parents and teachers . In conclusion , for the next steps in the design thinking process , a digital platform could be tested that allows all teachers to connect and be able to keep track of their students , while parents can see what topics have been developed . You can even use behavioral desing and gamification techniques for the student to take tests and reflect their progress in the different classes .