2020 uiguides, Image-reviewer, Bureaucrats, Interface administrators, oversight, Administrators (Semantic MediaWiki), Curators (Semantic MediaWiki), Administrators, Widget editors
16,888
edits
Changes
+dump1
{{Draft}}
__NOTOC__
<div style="font-size:40px;"><center>'''Session 4: Strategic Priorities'''</center></div>
----<br>
{{Margin-limit|left=150px|right=200px|content=
[[File:Oalogo.jpg|500px]]<br><br>
By now, you have spoken with lots of students, faculty and administrators at your school and, through your Landscape Canvas research, you have defined key gaps that point to opportunities to enrich the I&E ecosystem at your school. You've shared your research with UIF candidates from other schools and learned about what they discovered at their campuses. You have likely already considered potential solutions, some that are new and others that have been tried by Fellows on other campuses (see these [[:Category:Guides|Wiki-page]] for inspiration).<br>
As you move forward with implementing solutions for the opportunities you have uncovered, it's important to:
#go beyond the first obvious solutions;
#invest time and resources on a solution that will be well received by students, faculty and administrators and that will have real impact. What appears like a great solution in your mind might not work at all in practice, while an idea that didn't seem that good might turn into a success. The faster you test your idea with the people involved, the earlier you will know if you are on the right path. But if you ask people what they think about an abstract idea, all you are going to get are opinions. Very often others might not understand your idea (this is especially true when we talk about novel ideas). This is where prototyping adds great value. If you can make it easier for people to experience or at least visualize or imagine what your idea is about, you will get usable feedback. And this feedback is key in order to understand what aspects of your idea work well and which need improvement. Even more importantly, you may discover that there is a more interesting problem than the one you set out to address.
To help you do this, we invite you to put in practice the ideation and prototyping mindsets we explored in Session 2 (Design Thinking). Each teammate should prototype one project.<br>
By the end of the session, you should have four to five UIF projects outlined that have the potential to improve the innovation and entrepreneurship ecosystem on your campus.<br>
{{Content-A
|color=#5F574F
|title=Develop a Prototyping Mindset
|content=
Let's look back at this segment from the ''Extreme By Design'' documentary you watched in Session 2, which shows a student team working on the field in Indonesia.<br><br>
{{#widget:Youtube|id=4VceRX4MRTs|width=75%}}<br><br>
Here are key takeaway from the video that are important to keep in mind as you grow in your role of change agent:
*It is very likely that you will need to go back and revisit an earlier stage of the process.
:Based on their testing of prototypes, the students in the video realized they had been focusing on the wrong problem. Then quickly moved back to generating new solutions for the newly defined problem. According to Diego Rodriguez from IDEO, prototyping is not part of the process, [http://metacool.com/prototyping-is-the-process/ it is the process].
*Likewise, empathy is not just a stage in the design thinking process, it's a mindset and a way to look at the world.
:Once you put your empathy lenses on, you should keep them on, and always have your stakeholder and his/her experience in mind. When you test a prototype, it's not about you and your idea, it's about the experience of the person who tries out your idea. If they don't get what you meant, instead of thinking they have a problem understanding you, ask yourself why they are interpreting your idea in that way. That approach will yield a greater learning and will propel you forward.
*Your initial assumptions or inferences about the needs of the stakeholders might not have been accurate.
During the problem definition stage, we make inferences about the thoughts, feelings and needs of the stakeholder. Then we brainstorm some solutions for that needs. It's at the stage of testing rapid prototypes of those solutions that we learn whether those inferences were correct. Testing with an open mind and listening to the feedback (asking why, both to the tester and to ourselves) will allow us to learn more about the real needs of the stakeholders and come closer to an impactful solution.<br>
As pointed out in Session 2, defining the problem is one of the most challenging parts of the process, and it's imperative that you keep coming back to it, reflecting on whether it actually captures real needs -- explicit or implicit -- of your stakeholders. Sometimes the revision will be a minor change, sometimes it will a radical redirection.
}}
{{Content-A
|color=#8C1515
|title=Prototype to learn
|content=
Take a look at this video:<br><br>
{{#widget:Youtube|id=H0_yKBitO8M|width=75%}}<br><br>
''What are the key assumptions (the marshmallow!) that are relevant for your project and how might you test them?
''
<center>'''<big><big><big>DISCUSSION</big></big></big>'''</center>
}}
}}