I'm happy that the workshop framework enabled us to incorporate multiple different learning activities. We had a successful brainstorming phase -- everyone came up with design ideas that had potential to be implemented -- so it was hard to choose one specific idea. We compromised on some ideas and combined others. This illustrates to me a successful level of teamwork on our team. We wanted to make sure we all had a voice in the design process and everyone was passionate about our final product. I'm proud of us for this reason.

However, while our group has been focused on empowering each other, our process has proved to be a little inefficient. At this point, the roles we were assigned in the beginning of the semester have kind of faded away. I think we would benefit from more structure in the last few weeks of the project.

Further, one tradeoff with facilitating such a detailed workshop is that it requires a lot of time. I'm a bit concerned that students wouldn't realistically be willing to attend such a long workshop, especially if one of the main problems with students' motivation to attend NYU events is that events are inconveniently timed. Going forward, I wonder if it makes more sense to split the workshop into multiple shorter sessions.

Due to the change of topic/ focus in our project, the research wasn't able to be as informative of the choice of design as it should be. But it did give a a solid foundation -- a solid reason for need of intervention, and most of our research became our content. 

I was very worried about our project in the first phase, because I could not think of how we could possibly address the motivation issue and create attitude-changing experience. But surprisingly, so many good ideas came up in the ideation phase and we had an exciting plan for the solution. This was an exciting moment for me, and it is probably teaching me to be more relaxed, and not to feel hopeless so early. 

Another thing that I really like is the logic model. It feels so good when everything aligns in a logical way and we can see how the different pieces of design come together in a meaningful way.

We could have split the roles and responsibilities in a clearer way. We realized when we meet again that we had made a bunch of repetitive work. Next time, we should have a walk through of all the intended content as a group and define what is on which page clearly before we split the roles.

My primary concern with our intervention is that our learners are busy and won't necessarily have the time to attend a workshop like this. Even if they were on campus and had free time since it would be during lunch, I worry that learners would prioritize finishing coursework instead. Thus, this would need to happen towards the beginning of the semester when students have more free time and are actively looking for events to go to and resources to reach out to. Hopefully, with free food and prizes being offered, our learners would be incentivized to attend this event in the midst of adjusting to classes.

During the ideation phase, we had a lot of great ideas that followed a similar trajectory in a way that made it easy for us to merge our ideas. The workshop was the overall idea that we could fit the spreadsheet, the card game, and the scavenger hunt ideas into. I thoroughly enjoy the ideation process and see it as my favorite part of the design phase. It's incredibly creative and seeing others' ideas and putting the pieces together is satisfying. The process of solving that puzzle of your design/intervention is very intrinsically rewarding.

Overall, this part of the project was enjoyable. I'm curious to see how we actually design the materials for implementation and format everything. It reminds me a lot of lesson planning for a class and the effort that goes into designing a lesson from scratch.

Our initial analysis lays a strong groundwork for ideating and designing a solution. Our focus remains on the observation that students may not fully appreciate the value of interdisciplinary learning and may be unaware of the wealth of accessible resources available on the Brooklyn Campus to help them expand their ideas. In addition to providing instruction, we also develop scaffolding to enable students to identify and categorize resources based on their individual interests, thereby promoting a more meaningful learning experience.

It was interesting that a card game inspired our group in another class, Game and Play. We thought we could use a card game to simulate the tasks, allowing students to obtain different resources through the Internet to solve problems in different scenarios. We believe this is an excellent way to give students an initial awareness of the significance of interdisciplinary learning and the utilization of resources.