Design moves table for the red circles cluster
| Issue | Strengths | Theory | Design moves |
|---|---|---|---|
| In the red circles cluster, some students struggled with Timing – assignment too slow, too long; Problem finding, identifying problems; Instructions, grades and clarity of the process; Understanding what to do; Problem scope (realistic, can implement); Teamwork in terms of incorporating ideas, information and efforts; Divergent thinking – idea generation; Time management – personal; and Convergent thinking – selecting a solution | For these students, what worked well was Teamwork – openness, new ideas; Learner agency, freedom, flexibility, creativity; Relevance – interest in chosen issue; Instructions, lecture or clarity of process; Timing, pace, action plan; Teamwork communication, dialog, understanding; Learning with design thinking is more active, engaging; and Problem identification – picking their topic, problem | These students’ experiences aligned with the situated learning theory principles of communication in a community of practice and engaging in the practices of the community. Their experiences also aligned with the cognitive constructivist principle of individual knowledge construction and the social constructivist principle of collaborative knowledge construction. Finally, their experiences aligned with the constructionist principle of learner agency, authority and autonomy | During the problem finding and problem framing stages, the instructor (facilitation) will repeatedly remind them that human nature is to jump into solution mode, but agricultural leaders spend most of their time understanding the problem from intellectual, empathetic and experiential perspectives. (The students need to understand that effective ways of addressing issues requires DEEP understanding which takes time) During the problem finding Stage 1, groups will be asked to formulate their question as “How can we (our team) help ______ (who) address ______ (problem).” (The instructor can remind them that each team is not “solving” the problem, but helping a very particular set of stakeholders address the problem. And that agricultural leaders do not solve problems themselves, but facilitate problem-solving by others – relationships are key) During every group meeting time, have each group member write down what the group is supposed to be doing next (writing), then have each group spend 1 min discussing what they are supposed to be doing – have each member read/show their own version of what they are supposed to be doing. If there is disagreement in a group, they must ask the instructor Fade over time (always do this for the first few weeks – then as needed) For the divergent thinking stage, have a warmup (to get students in a creative state of mind): how many new uses can we think of for a ______ (paperclip, used car tire, covid mask, etc.)? The whole class engages – students shout out ideas when they come to mind |
| Issue | Strengths | Theory | Design moves |
|---|---|---|---|
| In the red circles cluster, some students struggled with Timing – assignment too slow, too long; Problem finding, identifying problems; Instructions, grades and clarity of the process; Understanding what to do; Problem scope (realistic, can implement); Teamwork in terms of incorporating ideas, information and efforts; Divergent thinking – idea generation; Time management – personal; and Convergent thinking – selecting a solution | For these students, what worked well was Teamwork – openness, new ideas; Learner agency, freedom, flexibility, creativity; Relevance – interest in chosen issue; Instructions, lecture or clarity of process; Timing, pace, action plan; Teamwork communication, dialog, understanding; Learning with design thinking is more active, engaging; and Problem identification – picking their topic, problem | These students’ experiences aligned with the situated learning theory principles of communication in a community of practice and engaging in the practices of the community. Their experiences also aligned with the cognitive constructivist principle of individual knowledge construction and the social constructivist principle of collaborative knowledge construction. Finally, their experiences aligned with the constructionist principle of learner agency, authority and autonomy | During the problem finding and problem framing stages, the instructor (facilitation) will |