Example Reflection – Storytelling

Challenge and Selection of the tool    The tool I will consider for Design Thinking is Storytelling. The field is Education and people involved are  K-12 teachers mainly. Storytelling may provide teachers the ability to develop ideas, to share ideas, speak  about a specific situation which can be similar to others and to share an understanding of common  situation that affect most of the time students, teachers’ community and the whole School. I consider  Storytelling to be the first tool to be applied with teachers, because it gives them a voice.     The challenge is K12 teacher’s community necessity to add value to the development and adaptation of  curriculum through design. It is well known in education the necessity of teachers’ professional  development. In terms of curriculum design storytelling plays an important role to add value to teachers’  ideas through sharing situations for transformation in educational settings. Most of the development in  curriculum faces for innovation through the added value given by information and communication  technology (ICT) which most of the time teachers how to acknowledge alone in their own classroom  settings. When communicating strategies and ideas by storytelling they can be closer to everyone  expectations and frustrations adding value to their own stories. The closer you get to customers’ lives, to  their problems and their frustrations, the better you will be at creating new value for them (15:54 Video  3 Week 2)    Application     The problem can be approached by reuniting the group of teachers who are in curriculum design and  innovation. First they are presented with a narrative of a curriculum design innovation. For this step, they  are going to listen to different cases were curriculum design has been used. To develop the story, I will  tell them about a teaching innovation case at the classroom level. For this, I will use existing designs from  a share community of teachers who has previously design using different validated theories and concepts  drawn from educational design. In this regard, authors like Laurillard (2012) and Mor(2012) have done a  wide application on curriculum innovation.   For educational purposes when designing for learning the added value is always put on students’ learning.  How do leaners learn best? This is by adding value through the use of digital technologies for education,  by applying specific methodologies related with learning theories that had been proved in specific  subjects.  Changing learning activities, time, learning space, situations, interaction among teacher- student-content and learning environment.  So the stories can be introduced narrated by me as a  presenter, also included in video presentations by teachers who have gone through the same task.    For the activity. We will give room to form groups of 5 participants which will be working on designing for  a shared educational problem or opportunity by narrating the story with key aspects borrowed from  Laurillards’ work, such as: Tittle of the experience, source, description, learning topics, learning outcomes,  rationale, duration, learners’ characteristics, context, group size, resources and tools, description of  learning cycles or interaction among teacher, student, content-learning environment.    In this sense, they will use storytelling to communicate this educational problem/opportunity, the current  situation that they need to improve. Based on this work, I will give them 3 questions to answer, such us:  1) How the educational technology is adding value to students (motivation, use of time, deliveries,  knowledge construction) 2) How they are going to measure or identify this added value?  3) How is the  interaction at play in this learning situation? And What can be changed to be improved?

Participants share among the group their work and answer those 3 questions. As each group reports out,  feedback given by other groups will be recorded to gain insights on each ideation. Then each storytelling  will be recorded and then each group will modify the story according with the best inputs from peers  followed by my guidance on changed agreed on the group.    Insight and approach    The most interesting part of this exercise though storytelling is teachers able to live their experiences as  it happens in real life in all the adjectives and emotions that happen in practice. The fact that peers  collaborate to make others work better, gives them a feeling of partnership and support, of community.  In education, this work has been proven by the fact that teachers don’t have to invent the wheel every  time they are planning teaching. Instead, they can work with others teaching designs and add value to  them according to the context and learners’ characteristics, as well, other variables.     Alternative Approach    I would make this design thinking application better by mixing visualization tool with storytelling.


Example Reflection – Storytelling Challenge and Selection of the tool The tool I will consider for Design Thinking is Storytelling . The field is Education and people involved are K-12 teachers mainly . Storytelling may provide teachers the ability to develop ideas , to share ideas , speak about a specific situation which can be similar to others and to share an understanding of common situation that affect most of the time students , teachers ’ community and the whole School . I consider Storytelling to be the first tool to be applied with teachers , because it gives them a voice . The challenge is K12 teacher ’s community necessity to add value to the development and adaptation of curriculum through design . It is well known in education the necessity of teachers ’ professional development . In terms of curriculum design storytelling plays an important role to add value to teachers ’ ideas through sharing situations for transformation in educational settings . Most of the development in curriculum faces for innovation through the added value given by information and communication technology ( ICT ) which most of the time teachers how to acknowledge alone in their own classroom settings . When communicating strategies and ideas by storytelling they can be closer to everyone expectations and frustrations adding value to their own stories . The closer you get to customers ’ lives , to their problems and their frustrations , the better you will be at creating new value for them ( 15:54 Video 3 Week 2 ) Application The problem can be approached by reuniting the group of teachers who are in curriculum design and innovation . First they are presented with a narrative of a curriculum design innovation . For this step , they are going to listen to different cases were curriculum design has been used . To develop the story , I will tell them about a teaching innovation case at the classroom level . For this , I will use existing designs from a share community of teachers who has previously design using different validated theories and concepts drawn from educational design . In this regard , authors like Laurillard ( 2012 ) and Mor(2012 ) have done a wide application on curriculum innovation . For educational purposes when designing for learning the added value is always put on students ’ learning . How do leaners learn best ? This is by adding value through the use of digital technologies for education , by applying specific methodologies related with learning theories that had been proved in specific subjects . Changing learning activities , time , learning space , situations , interaction among teacher- student - content and learning environment . So the stories can be introduced narrated by me as a presenter , also included in video presentations by teachers who have gone through the same task . For the activity . We will give room to form groups of 5 participants which will be working on designing for a shared educational problem or opportunity by narrating the story with key aspects borrowed from Laurillards ’ work , such as : Tittle of the experience , source , description , learning topics , learning outcomes , rationale , duration , learners ’ characteristics , context , group size , resources and tools , description of learning cycles or interaction among teacher , student , content - learning environment . In this sense , they will use storytelling to communicate this educational problem / opportunity , the current situation that they need to improve . Based on this work , I will give them 3 questions to answer , such us : 1 ) How the educational technology is adding value to students ( motivation , use of time , deliveries , knowledge construction ) 2 ) How they are going to measure or identify this added value ? 3 ) How is the interaction at play in this learning situation ? And What can be changed to be improved ? Participants share among the group their work and answer those 3 questions . As each group reports out , feedback given by other groups will be recorded to gain insights on each ideation . Then each storytelling will be recorded and then each group will modify the story according with the best inputs from peers followed by my guidance on changed agreed on the group . Insight and approach The most interesting part of this exercise though storytelling is teachers able to live their experiences as it happens in real life in all the adjectives and emotions that happen in practice . The fact that peers collaborate to make others work better , gives them a feeling of partnership and support , of community . In education , this work has been proven by the fact that teachers do n’t have to invent the wheel every time they are planning teaching . Instead , they can work with others teaching designs and add value to them according to the context and learners ’ characteristics , as well , other variables . Alternative Approach I would make this design thinking application better by mixing visualization tool with storytelling .