We have had some very successful workshops in the first week of working with the second year students from Werklund School of Education. We had both elementary and secondary classes working through the famous “Three Little Pigs” design thinking scenario with mixed results although most students came up with a convincing pitch to share with the class. From the “Cattlepult” to a “wonderful community where pigs and wolves live in harmony,” pitches for a “solution” to the pigs versus wolves problem abound.
Our final workshop on Friday afternoon offered us the least number of comments in the definition phase. We couldn’t cluster ideas or look for outliers. We were left with very few ideas to talk about or work through to a solution stage. Perhaps, students weren’t engaged enough to give back any evidence collected in the empathy phase but it was difficult to maintain any momentum through ideation, prototyping and the testing loop.
So here is the change we made to help with the definition stage. We backed up to the Empathy phase and instead of having pigs and wolves empathize with each other, we introduced two “consultants” into each group to ask questions and gather information from wolves or pigs. Each consultant was provided with a package of documentation containing some basic information about the pigs and the wolves that could prompt some entry points to begin to gather information.
This morning we worked through a class incorporating this change. We did get many more ideas to write up on the board for our definition stage and some great statements to anchor the ideation and prototypes. And, we gathered statements from each one of the four groups. We will try this approach again on Tuesday.
The ironic feedback we received on just one form was “…if the student switch roles. …can have a better understanding of different roles.”
We will work with the consultant model for now but we will keep an open mind depending on more feedback that will come with future workshops.