Reflection

• Even though I wanted to come up with a quick design solution, I also knew that staff did not want or need a one-size-fits-all professional development. 

• To better understand my staff, and approach this design with empathy, I made a Google Forms survey to learn what staff felt about AI in education. 

• Some of my staff participated the first time I sent out the survey. I had to overcome the challenge of how to ensure more staff contributed their ideas and found time to fill out the survey. 

• I found more success in visiting staff members in person and asking them courteously to complete the survey when they found time. Resending the survey digitally to staff email did not let much more participation. Overall, I was about to get about 3/4 of the certified staff to participate in this Google Form.  

https://docs.google.com/forms/d/e/1FAIpQLSf6PGltYvWDaRxIFR-NgjWjpvINfz5_xu-vQi6H2nMaUP-Dcw/viewform?usp=sf_link

• Since I put careful thought into my Google Form questions and it was clear and efficient to complete, I really received some excellent data on how staff felt and thought about AI. 

• This data is shared below in the yellow canva presentation, with both charts and graphs that visually quantify this information. 

• It was more challenging to sift through this data to find what were the specific pains staff were feeling. I did attend a PLC with one grade level to find out more of what they thought about AI. 

• My team synthesized our survey data into an empathy map which really supported me in forming a fuller, more empathetic view of their overall experience in education, beyond thoughts on AI. 

• I made this course map on a tech tool called Creately. Most of my struggle was with resizing boxes and the arrows points to the boxes. 

• On the positive side of things, making the PD on AI conceptual map led to the creation of four solid course goals, with learning objectives, and learning outcomes to support each one. 

• I thought I had really made significant strides in my course design. I soon discovered that exporting your concept map was a paid premium feature. I settled for a jpeg screenshot of my work. 

• The design process is about iteration and refinement. It became evident that though my course goals were thorough, for designing this course I needed to center on 1-2 course goals. This was more manageable with the design time constraints I had with this being a semester course. 

• The rest of my Google Site describes the decisions I made in order to create this website. 

• Overall, making this website took a significant amount of time creating, editing, and rearranging. I wonder if I had more effectively prototyped it would have been easier or at least more efficient. 

• Part of the reason the actual design of the website was more time-consuming was that I had never designed a Google Site before. I was learning about Google Site's design tools while also determining what AI content to present and how to effectively share this AI content for an online learning audience. 

• The biggest way that I solved the challenge of making this website was to break it into separate pages, based upon the final project description, and to focus on completing a page at a time. 

• Decomposing the problem into smaller problems, and solving each smaller problem one at a time, is the main way I overcome overwhelming, seemingly insurmountable tasks. 

• The design process is an evolving one. I plan to not only continue to add new AI modules to the instructional materials for staff, but also to listen to their feedback and revise the course modules, the feedback mechanisms, and flow of the website to better support staff learners.