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Applying Human Centered Design Principles to the Development of a - - PowerPoint PPT Presentation

Dec 08, 2023 339 likes •827 views

Applying Human Centered Design Principles to the Development of a Co-Curricular Record #HCDinCCR #indyai17 @msuHUB Heather Shea & Korine Steinke Wawrzynski (with Bill Heinrich) @heather_shea_ @UR_at_MSU Michigan State University

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Applying Human Centered Design Principles to the Development of a Co-Curricular Record

Heather Shea & Korine Steinke Wawrzynski (with Bill Heinrich) Michigan State University

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Alex Marx

Junior at Michigan State University Major in Environmental & Sustainability Studies Minor in Entrepreneurship & Innovation

Co-CEO & Founder, Land Grant Goods Resident Assistant, Bailey Hall Living-Learning Community Mentor Rooftop Bee-keeper Bailey Compost Initiative Leader Undergraduate Researcher Summer Internship in Japan Food Activist & Educator

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Applying Human Centered Design Principles to the Development of a Co-Curricular Record

Heather Shea & Korine Steinke Wawrzynski (with Bill Heinrich) Michigan State University

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Welcome & Introductions

Heather Shea & Korine Steinke Wawrzynski (with Bill Heinrich) Michigan State University

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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PART I ––

Why a CCR and Contextual Challenges at MSU

INTERLUDE --

Human Centered Design Principles

PART II -–

Key Milestones in our Process

PART III –-

What’s Next? Implementation and Other Hurdles

Presentation Road Map

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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At MSU, co-curricular activity requires student participation

  • utside the scope of an academic course of study in an

MSU sponsored activity that contributes to a student’s achievement of undergraduate learning goals and competencies and/or academic learning outcomes.

DEFINE

How we define “Co-Curricular”

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Why track co-curricular student engagement?

  • National imperative to assess student learning in all

contexts

  • Accreditation increasingly emphasizing out-of-class

learning

  • Institutional tracking and data collection

PART I – Why a CCR?

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Institutional Challenges

  • Large, de-centralized campus with

17 colleges

  • Series of unsuccessful attempts at

building a CCR in the past

  • Battle of similar and divergent

interests…and competing efforts

Needed a high level champion….the Provost

PART I –Contextual Challenges

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Work processes in the Hub are based on process and culture instead of position and technology = Human Centered Design

PART I – The Hub

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Eleanor Horowitz @eleanorhorowitz

INTERLUDE -- Principles of Human Centered Design

“Design Thinking is a mindset. Design Thinking is about having an intentional process in order to get new, relevant solutions that create positive impact. It’s human-centered. It’s collaborative. It’s

  • ptimistic. It’s experimental.”

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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UNDERSTAND EXPLORE EMPATHIZE MATERIALIZE DEFINE IDEATE PROTOTYPE TEST IMPLEMENT INTERLUDE -- Principles of Human Centered Design

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UNDERSTAND EMPATHIZE PRINCIPLES OF HUMAN CENTERED DESIGN -- Empathize

Attempt to answer the question: “What do we need and who benefits?”

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EMPATHIZE PART II -- Where we began… EMPATHY

Build relationships Ask questions to understand

  • What are we aiming for?
  • Why did past records fail?
  • Who should be involved in this initiative?

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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UNDERSTAND EMPATHIZE DEFINE PRINCIPLES OF HUMAN CENTERED DESIGN -- Define

Use information from the empathy building phase to inform a redefined project scope

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At MSU, co-curricular activity requires student participation

  • utside the scope of an academic course of study in an

MSU sponsored activity that contributes to a student’s achievement of undergraduate learning goals and competencies and/or academic learning outcomes.

DEFINE PART II – THEN… Definitions

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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MSU Curricular/Co-Curricular/Extra Curricular

Curricular Defined as credit-bearing activities and/or requirements for an academic program or

  • certificate. Listed on a

transcript. Co-Curricular An intentional learning activity not bearing academic credit. Program has articulated links to learning goals and high-impact engagement indicators. Extra-Curricular Activities outside of normal classroom time not explicitly tied to learning goals.

DEFINE

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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UNDERSTAND EXPLORE EMPATHIZE DEFINE IDEATE PRINCIPLES OF HUMAN CENTERED DESIGN -- Ideate

Use the redefined project to identify solutions-ideally solutions can/should come from stakeholders in the empathy phase

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  • Students’ integration of

campus experiences and reflection on learning and development

  • Students’ career

development

STUDENT

  • Improved student

communication to employers and graduate schools

EXTERNAL

  • University assessment of

students’ participation in experiential learning venues

  • Opportunities for

institutional research

UNIVERSITY

Varying Ideas about Purpose

IDEATE

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Primary Purpose of Our Co-Curricular Record (CCR)

The primary purpose of the MSU Co-Curricular Record is to provide comprehensive evidence of students’ learning and engagement outside of formal coursework and academic programs.

IDEATE

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Existing Transcript Student Learning & Engagement

Proposed

Co-Curricula r Record

Program requirements Classes for credit Certificates [Enhanced Transcript] Not-for-credit involvement Leadership experiences Undergraduate research Student employment Community engaged learning (non-credit) ...

Pedagogical Connections

[Comprehensive Learning Record]

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UNDERSTAND EXPLORE EMPATHIZE DEFINE IDEATE PROTOTYPE PRINCIPLES OF HUMAN CENTERED DESIGN -- Prototype

Fail fast, learn, reflect with stakeholders, try again, use the information to drive decisions

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Our Prototype had to be… SIMPLE EFFICIENT GOOD

for student use for program managers and faculty for students, faculty, staff, the institution, and employers

PROTOTYPE

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UNDERSTAND EXPLORE EMPATHIZE DEFINE IDEATE PROTOTYPE PRINCIPLES OF HUMAN CENTERED DESIGN -– Two Steps Back…

Fail fast, learn, reflect with stakeholders, try again, use the information to drive decisions

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DEFINE Validation

With Empathy… we asked…

  • What should count?
  • How do we evaluate if a student achieved/learned?
  • What should departments submit to us if they want their

program/activity to be listed on the CCR?

  • What is simple, efficient and good for all involved?
  • How much information is sufficient?
  • What should we ask students to provide as evidence and

who should be the arbiter of that?

IDEATE DEFINE

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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DEFINE Validation

Validation is a process by which existing programs and learning activities apply and are vetted for inclusion in the Co-Curricular Record. Validation is not…

IDEATE DEFINE

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Activity owner enters information for validation Validation process commences Student participates in validated learning activity Validated activity information listed within database Activity owner confirms student participation Activity appears on student MSU Co-Curricular Record Student accesses record for various uses

A Possible Work and Technology Flow

PROTOTYPE

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UNDERSTAND EXPLORE EMPATHIZE MATERIALIZE DEFINE IDEATE PROTOTYPE TEST PRINCIPLES OF HUMAN CENTERED DESIGN -- Test

Build a pilot/system with the expectation we will learn from mistakes

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RFP for Technology Solution and secure institutional $ commitment

Phase 1. Phase 2.

Pilot with 12 learning activities across a range

  • f student experiences

PART III – What’s Next…? RFP & PILOT TEST TEST

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UNDERSTAND EXPLORE EMPATHIZE MATERIALIZE DEFINE IDEATE PROTOTYPE TEST IMPLEMENT PRINCIPLES OF HUMAN CENTERED DESIGN -– Implement

This is where many projects attempt to begin

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Broad implementation with campus wide marketing,

  • utreach & promotion

Phase 3. Phase 4.

  • Assess. Iterate.

PART III – Then… IMPLEMENTATION IMPLEMENT

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Co-Curricular records are cultural artifacts of institutional values

culture change vs. tech solution

Takeaways and Values of HCD in CCR 1 2 3

If we’re responsive to existing culture we can shape future culture

Mapping pathways for students and validating learning where ver it occurs

HCD gave voice to different constituents in a decentralized environment

#HCDinCCR #indyai17 @msuHUB @heather_shea_ @UR_at_MSU @billhridesbikes

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Remember Alex…

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Heather Shea Assistant Director, Residential Initiative on the Study of the Environment (RISE) gasserhe@msu.edu @heather_shea_ 517-432-6153

More Information – Contact Us!

Korine Steinke Wawrzynski Assistant Dean, Academic Initiatives and Director, Undergraduate Research steinke7@msu.edu @UR_at_MSU 517-355-7634 Bill Heinrich Director of Assessment, Hub heinri19@msu.edu @billhridesbikes 517-355-5HUB

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Other Institutions’ Platforms/Models

UC San Diego https://ucsd.edu/engagedlearning

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https://ccr.utoronto.ca

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http://www.elon.edu/e-web/students/elon_ experiences/transcript.xhtml

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Test Validation Application:

https://msu.co1.qualtrics.com/SE/?SID=SV_3xwbHQWgtPzyuRT

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  • Backstory at MSU
  • Large, decentralized campus
  • Series of unsuccessful attempts at building a CCR in the past
  • Provost championed this project and assigned it to her new unit (The Hub)

PART I – Why a CCR & Contextual Challenges

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EMPATHIZE DEFINE INTERLUDE -- Principles of Human Design

Empathize: Attempt to answer the question: What do we need and who benefits? Informational interviews Job Shadowing Seeking Understanding Finding shared values Define: Use information from the empathy building phase to inform a redefined project scope Include Scope Student Pathways (large data sets) Roles and Responsibilities Decision Responsibility Challenges/Pinch Points

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IDEATE PROTOTYPE INTERLUDE -- Principles of Human Design

Ideate: Use the redefined project to identify solutions-ideally solutions can/should come from stakeholders in the empathy phase Share ideas Brainstorm Diverge/Converge Prioritize Prototype: Fail fast, learn, reflect with stakeholders, try again, use the information to drive decisions Mockups Storyboards Simple tests with physical engagement if possible Iterate quickly

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TEST IMPLEMENT INTERLUDE -- Principles of Human Design

Test: Build a pilot/system with the expectation to learn from mistakes Understand impediments What works? Role clarification Iterate quickly Implement: This is where many projects attempt to begin Apply the design features to a solution Check in with stakeholders Listen for opportunities to improve Assess, Iterate

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UNDERSTAND EMPATHIZE DEFINE

Steps in the Process

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UNDERSTAND EXPLORE EMPATHIZE MATERIALIZE DEFINE IDEATE

Steps in the Process

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UNDERSTAND EXPLORE EMPATHIZE DEFINE IDEATE PROTOTYPE

Steps in the Process

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UNDERSTAND EXPLORE EMPATHIZE MATERIALIZE DEFINE IDEATE PROTOTYPE TEST

Steps in the Process

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UNDERSTAND EXPLORE EMPATHIZE MATERIALIZE DEFINE IDEATE PROTOTYPE TEST IMPLEMENT

Steps in the Process

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  • The Hub for Innovation in Learning and Technology ended up serving as

an incubator for the CCR.

  • What is the Hub and how does it work?

PART I – Why a CCR & Contextual Challenges