Posts Tagged ‘Curriculum’

High School Stories

November 15th, 2010 by Katie & Carmen | No Comments | Filed in students, Teaching

We had a bit of excitement in class this week! We invited two of our friends to visit our class and tell our students about what they do for a living.

As usual, we started class by asking students to share their latest sketches in their Moleskine Sketchbooks.

What’s your story?

Rachel Abrams started by telling her story. She began with a career in geology, then studied policy and lawmaking before transitioning into her work as a designer. She has a wonderful way of talking about the apparently unrelated events of her life story in a way that makes it logical that each should lead into the next. The girls absolutely adored her, especially her English accent!

Prior to Rachel speaking, we asked the students if they knew what a design strategy consultant does. One of our students, Tessa, brilliantly described the role and we were happy knowing that we had something to do with that.

We asked the students to take notes on post-it notes during the presentations. They were able to create pretty complex little thought sketches during the time they were listening.

Our second guest was Matias Corea, a graphic designer and co-founder of Behance. We were so excited to have Matias join us! He started his story by pointing out everything in the room that has been touched by a designer. He talked about his evolution from being a terrible student, not into math or English or anything else, to transforming into an excellent and motivated individual through design. One of our girls wrote on a note, “He was destined to design.” If you have a conversation with Matias, you will immediately see his passion for design. We’re so happy he could bring that to our class!

(Special thanks to our guests for speaking, and for being flexible with our lack of technological accommodations!)

Interviews!

During the beginning weeks of Project: Interaction, we discussed ways for the girls to get to know each other. Since we have a mix of 9th and 10th graders, it is likely that the girls don’t have classes together throughout the day. We thought it was important to give them an opportunity or two to get to know each other and possibly dispel any assumptions they may have about their fellow classmates. Interviewing seemed like the best activity to do so. So for the remainder of class we randomly paired the girls up and asked them to interview each other using a set of five questions.

If you had a million dollars what would you do with it?
What’s the most embarrassing thing that happened to you at school?
What do you want to study in college?
If you had a superhero power what would it be?
Name your most recent act of kindness?

We then asked them to choose the most interesting response and tell a story about it. We encouraged them to tell stories in different ways, and they took our challenge! One student performed a skit, a few drew a comic strip about their story, and one student wrote her story.

At the end of class we asked them to present their ideas, with commentary from our guests. We can definitely see how they girls have improved over each class. They are becoming more confident in their ideas, eager to sketch and draw their thoughts, and have continued to develop their presentation skills. We are so excited to see how far they have come since our first class! It is also always great to see the girls support each other and give positive feedback during these very quick presentations.

Next week we’ll be kicking off our final projects with a workshop with Transportation Alternatives. We’re really excited to see our students put all their new skills to work!

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Great New Designs

July 12th, 2010 by Carmen Dukes | No Comments | Filed in Curriculum, Inspirations

I am currently reading The Art of Game Design: A Book of Lenses by Jesse Schell. Early in the book, Schell talks about the importance of looking at music, architecture, film, science, art, and literature for design principles that one can drawn on to create “great new designs.” While the focus on his book is centered around game design, his message is clear for any design practitioner – design inspiration is everywhere. Our curriculum will be centered around the ever changing environment of New York City, but we will also encourage our students to bring in inspiration, ideas, and examples from any discipline or media. Maybe that will include looking at the laws of nature, like the Bauhaus School, or studying storytelling and pace in the plays of William Shakespeare, or maybe even examining artwork of their favorite artist or sculptor. I think kids will be excited to know that the possibilities for design are in everything they experience, and that they can look to their favorite hobbies and school subjects to find inspiration for their “great new designs.”

For more from Jesse Schell, watch his impressive “Design Outside the Box” Presentation below:

Xbox 360 GamesE3 2010Guitar Hero: Smash Hits

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The Project: Interaction Experience Cycle

June 8th, 2010 by Carmen Dukes | No Comments | Filed in Business, Curriculum, Design, Discovery, Inspirations, Research

Education is not exempt from experience design

After weeks of research, interviews, and brainstorming, Katie and I have a designed a curriculum that we believe will appeal to both students, school administrators, and faculty. So what’s our next focus? Besides finding a school to partner with,  I am exploring beyond the curriculum, and thinking about the experience.

The Experience Cycle

Source: http://www.dubberly.com/articles/interactions-the-experience-cycle.html

On my blog, I recently wrote about iPhone games and Hugh Dubberly and Shelley Evenson’s Experience Cycle. The Experience Cycle is a continuous relationship and conversation between a consumer and a product or service.  Instead of focusing on single interactions with consumers, the Experience Cycle, is a holistic approach to consumer engagement – from awareness to advocating. Successful companies, like Nintendo and Zappos, provide case studies in this method. Their success can be attributed to creating relationships with their consumers as well as continuous interaction at every possible touch point. I believe the Experience Cycle provides an interesting framework for designing how Project: Interaction will engage with high school students and ultimately provide guidelines for measuring the success of our program.

The Project: Interaction Experience Cycle

Project: Interaction Experience Cycle Sketch

The Experience Cycle has five steps. Below, I outline the Project: Interaction experience at each of these points.

1. Connecting (first impression)

We’re connecting with students at a community level. The attraction to our program will be that students will learn that they can design products and services that impact the community around them, which could be their school and/or neighborhood.

2. Becoming oriented (understanding what’s possible)

Each week of our curriculum explores one area of interaction design and relates that concept to New York City. Students immediately began to think as designers, discovering how design influences the environment around them. Students will begin exploring problems and solutions that can be achieved through design.

3. Interacting with the product (direct experience)

Our program isn’t about lecturing the students each week and having them sit still and take notes. We want them to make things. As we explore environments, mobile technology, and services, students will brainstorm, sketch, and design their own solutions to topics we propose.

4. Extending perception or skill and use (mastery)

The program is cumulative – allowing students to demonstrate an understanding of the concepts and themes that we teach while becoming passionate observers of the world. After a seven week primer to interaction design, these designers in training will explore a design solution to a problem that matters to them.

5. Telling others (teaching or spreading activation)

Since Project: Interaction is a new program, our students’ successes (and failures) will determine its success. Their exposure to interaction design should excite them about what’s possible with design and intrigue them to learn more. Ultimately as we recruit future attendees, they’ll help us promote our program among their classmates and peers.

As we talk with students and schools about Project: Interaction, I predict that we will spend more time talking about the experience of the program than the details of our curriculum.  We hope the appeal of both – the tangible and the experiential – will generate interest on both sides and result in a great school partnership.


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