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Our AI for Good project started right before Thanksgiving break with using the Forward Education Design Journal to start to Define the Problem.
Because the micro:bit and Create AI needed to be introduced in different contexts so that designers had some understanding of the tools that they would be using, it took a few weeks to get to the Design Thinking Project because my classes meet every other day and are about 40 minutes long. See blog posts for Week 1, Week 2, and Week 3. |
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So to start the project, designers were introduced to the Forward Education Design Journal which I have found to be the right mix of structure and support for designers going through the Design Thinking Process. As teams of two, designers identified problems that students at our school face that they thought AI could possibly help solve. Using our white tables and expo markers, they brainstormed together. From the brainstorm, they identified one specific problem and started to define the problem.
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It was in this stage that it became apparent that I needed to model with a sentence stem how they might define a problem. Instead of problems, many designers were immediately identifying solutions.
So I used this sentence stem as a model. Notice that it is not the strongest model because after break, we returned to revisit our Defined Problem. It is important that time pass between parts of the Design Thinking Process so that designers can distance themselves from the first idea they have. |
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I find that to really understand what my designers are being challenged to do, I also need to do the project. It is easy to hand designers the journal and quickly realize that it requires modeling and revisions. So when we revisited the Define the Problem, I used a rubric to analyze how well I was describing the problem, identifying who it affects, and explaining why it needed to be solved. I found that many teams felt AI could solve everything which I needed to push back on ideas that were too large.
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Defining the Problem required revisiting the first draft and really questioning the ideas that I had started with. From the problem, designers started rapid research which also needed modeling. Designers struggled to move beyond writing information to actually having insights about that information. So I needed to make this process more visible through my own rapid research. After doing rapid research, designers reflected on what they learned because not all research is going to be helpful. |
Student Reflections on Rapid Research
Run Interviews
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From this point, we moved to interviews and why interviews matter. I shared my questions as well as why it would be important for me to record the interview as many times I am too focused on asking the questions to actually hear all of the answer that is being given. This is where we will start next week with reviewing the interviews to help brainstorm a project prototype. |
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Teaching Resources
Micro:Bit AI for Good Wk 4/5 by Karie Huttner
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