Embedded Files
Design Ideation
Design Ideation
Three design ideas: world cafe, collaborative work on MuralAbout and AR Scavenger Hunt.
Design #01 World Cafe
Design #01 World Cafe
About:
A 40min career path exploration world cafe Zoom section is added to the existing ECT orientation schedule(figure1). It's an optional choice for students. Basically, students will join different breakout zoom at the beginning. Each Zoom breakout room has one topic (G4L, UX/UI design&online learning design) and hosted by one ECT faculty member.
Purpose:
Foster better students and faculty conversations and offer chances for incoming ECT students to meet with their professors
Encourage students to explore their career path early on so that they can better prepare their career after finishing the program
People involved:
Incoming ECT students who are interested in learning their possible career paths
At least one faculty member that is specialized in these three areas (G4L, UX/UI design&online learning design), who will be the host for each break-out room
Figure1. Orientation Schedule
Steps:
Before the Orientation:
Send surveys to incoming students to investigate their needs and expectation for their orientation and collect info on students’ current time zones and possible physical constraints of their learning environment
Send welcome email with links to ECT Slack channel, website, and group Facebook and ECT orientation webpage
During the Orientation:
Students join any breakout rooms of their interest to discuss questions and concerns related to the career path of that topic for ten minutes per round.
After ten minutes, students move to other breakout zooms.
After three rounds, everyone will be put into the main rooms and three hosts will summarize the insights gained from the group discussions and questions they heard mostly.
After the orientation:
Send out a follow-up email (orientation zoom recording, PowerPoint, resources mentioned during the orientation)
Send out a survey to gain feedback on the orientation
Learning theories that are relevant to this design:
Social Constructivism:
Social constructivism states that human development is socially situated and knowledge is constructed through interaction with others. Through inspiring conversations with members in each breakout zoom, students could gain in-depth industry knowledge from each breakout zoom host (ECT faculty member) and working experience from their peers and construct their own understanding of the industry they are interested in. Moreover, students themselves could enrich the learning experience by sharing their personal thoughts and experience. A bonus point is that ECT peers come from different parts of the world. Hence, students can learn about how one particular industry develops differently as compared to another and the common skills that are demanding across the globe.
Storyboard:
Storyboard-1: Before the Orientation
Jenn is a newly-accepted ECT student, she is receiving scores of Welcome emails and materials. One of them is a welcome email along with a PRE-ORIENTATION SURVEY that asks her what she wants to hear from the orientation and which part of the materials listed she wants to learn more about.
Storyboard-2: During the Orientation
On the orientation day, after learning the basic information about the program and the school, Jenn is asked to join a Zoom meeting for the "World Cafe" activity she registered in the pre-orientation survey.
Storyboard-3:During the Orientation
Jenn joins different breakout rooms on different topics (G4L, UX/UI design & online learning design) and has intriguing and informative conversations with ECT faculty members and her peers.
Storyboard-4-After the Orientation
At the end of the section, Jenn is invited to a Slack channel that includes all the people she just met and had conversations with in the breakout rooms. This channel is open to her all the time to allow her for asking academic or professional development help.
Storyboard-5-After the Orientation
After the orientation, Jenn receives a follow-up package of all the information covered in the entire orientation, a link to a POST-ORIENTATION SURVEY to ask her if anything is missing for her, and a list of faculties in that orientation that she can contact through NYU Connect or other channels.
Evaluation Methods:
The following methods would be used to evaluate the success of the World Cafe project:
Observe how students interact with peers and faculty during the orientation sessions by paying attention to follows:
How engaged students and faculty are?
Do students look interested in the topics covered?
Do students ask any high-level or thoughtful questions?
Do students ask any follow-up questions for clarification or more information?
Do students share their working experience?
Are students feeling comfortable sharing their personal opinions and thoughts?
Send post-orientation survey link to students, example questions look as follows:
YES/NO question: Are there any differences between what you wish/expect to learn and what you have learned?
Yes. If yes, please specify_______
No
Likert Scales Questions: Click the option that applies to you
I know more about the industry I am interested in and the possible career path I could go in the future through the World Cafe activity.
Strongly agree 2. Agree 3. Neither agree or disagree 4. Disagree 5. Strongly disagree
I learn more about my peers and ECT faculties by having insightful conversations with them.
Strongly agree 2. Agree 3. Neither agree or disagree 4. Disagree 5. Strongly disagree
I know what channel to reach out to my peers and ECT faculties after the orientation.
Strongly agree 2. Agree 3. Neither agree or disagree 4. Disagree 5. Strongly disagree
Open-ended Questions: Two TAKEAWAYS you have about what you learned in the World Cafe activity
___________________________________________
____________________________________________
*Note: By having both Likert scale questions and open-ended questions, we could get both qualitative data and quantitative that can draw different kinds of insights from for further iterations and designs.
Design #02 Collaborative work on the MuralAbout:
Design #02 Collaborative work on the MuralAbout:
About:
In this design. the orientation will be held online through Zoom meetings. Students will work on the Mural board in a small group of people together and will be assigned some tasks group by group. A point that worth noticing is that, unlike other two design ideas which are part of the orientation process, this design idea cover all the information-sharing component of the orientation process (like information about ECT program, research areas and research labs held by ECT faculty and more) and it's a compulsory session rather than an optional one to all ECT students.
Purpose:
Students will build connections with each other through activities during the orientation. They will work with each other in order to build a long-lasting relationship for the future.
People Involved:
ALL ECT incoming students
2-3 ECT faculty members
Steps:
Pre-Orientation:
Incoming students will be randomly assigned into a group of 15-20 people.
Then, they will receive an email notifying the group members of their team and a brief introduction on the major tasks of the group for the orientation.
During Orientation:
Everyone will first meet in the main room of the Orientation Zoom meeting, faculty member(s) will spend 5-10 minutes to give a brief introduction on self-introduction and the overall schedules of the day.
Students will be assigned to each breakout room and given the unique Mural Board link for each group.
Each breakout zoom will have two to three faculty members who observe the student discussion. Students can seek help from the faculty members if needed.
Learning theories that are relevant to this design:
Social Constructivism (group learning):
Social constructivism states that human development is socially situated and knowledge is constructed through interaction with others. During the research phase of the MuralAbout activity, students will share their own findings based on their own research with members within the group first. They will see the similarities and differences between their findings and will learn more about the things they research from their peers. By the same token, during the presentation phase, students can learn about other NYU facilities, resources, and more through listening to other group's presentations.
2. Constructivism (individual learning)
Constructionism means that learners will construct their own unique meanings for concepts and things. In the MuralAbout activity, while students are searching for things online in terms of the task they assigned, during this discovery-learning process, they are learning and constructing their own knowledge about the things they searched.
Storyboard:
1. Warm-up Phrase
For warm-up activities, students will be asked to write their names on a "pin" and add it on the world map where they’re located in 5 minutes. Then, a faculty member will go around the "world" and ask each "pin" to introduce themselves to other students with one sentence of a fun fact about themselves.
Warm-up Phrase
2. Research Phrase
Each of the student groups will be assigned to one of the key facilities or resources that should be covered in the Orientation. In this section, they will spend around 15 minutes do research themselves about the topic assigned, find the information that fits the box with notes, images, links. etc.
All students are encourage to share with each other.
Research Phrase
3. Presentation Phrase
Students will spend 15 minute to discuss findings within the group and choose two of the most interesting or important findings from each of the boxes above. Then, students will make eight sticker notes with the sources and write short explanations of them. After that, each group will select their "reporter" member who will pick two to three sticky notes to share with students in other teams.
At the end of the orientation, everyone will return to the main room, and each group will share their findings in two to three minutes.
Presentation Phrase
After the Orientation: Mural boards that been created by each group as will as essential infomation covered and don't have sufficient time to be coverd will be shared to everyone via emails. Meanwhile, invitation link to ECT Slack channel will be shared as well.
Evaluations:
The following methods would be used to evaluate the success of the MuralAbout project:
Quickly gather feedback and opinions from faculty members who have observed the whole student engagement and discussion process directly after the orientation through face-to-face conversations
Look for richness and deepness in the info presented by students on the Mural board and compare the info with brochures or PPT of the resources or/and services of each NYU department prepared
Send a follow-up survey to gather student feedback. Some example questions look as follows:
On a scale of 1-10, how do you like about the orientation?
On a scale of 1-10, how confident you are to find school resources or services by yourself now?
How many names do you remember after the orientation?
Do you know what channel could you use to connect with your ECT peers?
Design #03 Augmented Reality Scavenger Hunt
Design #03 Augmented Reality Scavenger Hunt
About:
NYU is planning to have in-person classes for next semester, so we assume that students will come to the campus. Incoming ECT students will walk around on campus and use an AR app to navigate and explore various campus services by using clues given when they hover their phone over designated posters posted on campus
Purpose:
Let students navigate and explore where student services and resources locate specifically
Let students explore and know resources and services provided by NYU ARC, Public Safety, Bobst Library, and other NYU departments
Encourage engagement and collaborations with peers through group activities and get the students familiar with each other
People involved:
A game host
ECT Peer mentors as helpers/facilitators (They will be distributed in the task locations)
Incoming ECT students in a group of four
Steps:
Students meet in a classroom:
Students are randomly divided into a group of four and have a quick 5-minute ice-breaker game within the team.
Students will select a “reporting person” in their team who will give a debrief on the team’s finding at the end of the game
Instructions of the scavenger hunt are given. Students who complete all the tasks/challenges and come back to the classroom first will be given a prize.
The first clue, a poster with a picture of a campus building, is given.
A countdown timer is set (time limit: 40 minutes).
The scavenger hunt starts:
Students hover over their phones over designated posters. Tasks will appear on their screen. Instructions shown on the screen will guide them to find an item/person at a particular task location and students need to take a picture with the item/person.
Examples tasks are like:
“Find a book in the Bobst Library which is located at “Main Collection HD69.C6 B57 2011” and then take a group picture with the book you found” (hint: find a librarian if you need some help)
After students upload their pictures on the app, the clues for the next location will be given.
Five tasks will be included in this scavenger hunt.
Debrief time:
The reporting person in each team will share their group’s findings with the rest of the class. For example, “if you lost your campus ID, you can go to the Public Safety office on 7 Washington Pl, which is at the intersection of Washington Pl and Mercer street”.
A quick overview of the resources and services provided by the offices that the students have visited. We will share all the information that should be covered in the orientation with everyone through emails or slack channels.
Celebrate! Happy hour for students to hang out.
Learning theories that are relevant to this design:
Situated learning:
Situated learning gives students the chance to engage with real-life problem-solving contexts. In the AR scavenger hunt activity, students are given situations that they might meet during their learning journey at NYU, like finding a book in the Bobst library that's on the recommended reading list assigned by their professors. Moreover, through the AR app, when students hold their phones in front of street views, some direction features on the app interface will guide them to the designed task location. In this process, students will familiarize the routes to travel to some key locations across the NYU campus.
Social Constructivism & Constructivism:
Same as the previous two design ideas. Students will construct their own knowledge in terms of the resources and services offered by different NYU departments assigned to their group through an active discovery Scavenger hunt game activity and share their knowledge with other groups. Meanwhile, students will learn more about NYU resources and services from other groups during the debrief time.
Storyboard:
Students meet up with their group members
Each group will receive one task on their phones
Hunting Starts!
Share findings and report
Student will receive brochures about necessary information
Evaluation Methods:
The following methods would be used to evaluate the success of the AR Scavenger project
Design a submit feedback feature in the app
Students can rate the activity
Students can leave in-line feedback about what went well and what did not
Observe how actively students are engaging throughout the activity
Students are collaborating with each other to successfully complete
Students rely on each other to solve problems
Students are excited to share their outcome and to see other students presentation
Build a feature where students can get connected to other social media/school social database
Observe how students are getting connected through the app
Final Design: AR Scavenger Hunt Game
Final Design: AR Scavenger Hunt Game
Outline of the learning experience and updates on the third design idea:
About&Purpose:
Our team decide to iterate on the third design, Augmented Reality Scavenger Hunt, that we have ideated. The main purpose would be the same: encouraging students to move around the campus to actively explore campus resources and services that might be useful to their upcoming life at NYU and communicate and build connections with their ECT peers through collaborative group activities. All teams need to complete five tasks in the places assigned. For the sake of promoting the fairness of the game, the level of difficulty of the five tasks and the total time needed for completing the tasks would be the same for each group.
Update:
In this iteration, instead of letting all students travel across the campus from one place to another, we will assign 2-3 teams to complete all tasks in one campus building so that the students can have more time to investigate the service and resources an NYU department offers and have more things to share with their peers during the debrief section.
Moreover, since this is a COMPETITIVE game, students will be able to see other team's processes through the AR app.
To foster better communication and cooperation within the group, each team member gets parts of the clue (eg. some keywords) on the AR interface so that they have to share within the group to complete the task.
Example Tasks:
If a group is assigned to start their scavenger hunt in the Bobst library, possible tasks they have might will look as follows:
Find a book in the Bobst Library which is located at “Main Collection HD69.C6 B57 2011” and then take a group picture with the book you found”
Find an activity mat on the first floor of the library and complete the sudoku section collaboratively.
Find four club activity posters in the Bobst library and then take a group picture where everyone exhibits their initial feelings towards the poster of the club they would like to join while holding it.
Find a place where students are allowed to have lunch and listen to the news simultaneously. Record the other four activities students do at that place.
Find where all the color printers locate in the library and take pictures of each color printer. (Hint: For time efficiency, you can divide the team into two smaller teams and every two members are in charge of several floors. )
Debrief time:
After the game is finished, all the groups will meet together and share their insights.
The reporting person in each team will share their group’s findings with the rest of the class. For example, “if you lost your campus ID, you can go to the Public Safety office on 7 Washington Pl, which is at the intersection of Washington Pl and Mercer street”.
A quick overview of the resources and services provided by the offices that the students have visited. We will share all the information that should be covered in the orientation with everyone through emails or slack channels.
Celebrate! Happy hour for students to hang out.
Logic Model for design:
Logic Model for design:
Learning Theories that are relevant to this design:
Situated learning:
Situated learning gives students the chance to engage with real-life problem-solving contexts. In the AR scavenger hunt activity, students are given situations that they might meet during their learning journey at NYU, like finding a book in the Bobst library that's on the recommended reading list assigned by their professors. Moreover, through the AR app, when students hold their phones in front of street views, some direction features on the app interface will guide them to the designed task location. In this process, students will familiarize the routes to travel to some key locations across the NYU campus.
Social Constructivism & Constructivism:
Same as the previous two design ideas. Students will construct their own knowledge in terms of the resources and services offered by different NYU department assigned to their group through a collaborative and active discovery Scavenger hunt game activity and students will learn more about NYU resources and services from both discussion and communication within the group and sharings from other groups during the debrief time.
Technology Choice & Rationale:
The key technology used in this Augmented Reality Scavenger Hunt project is an AR app. The interface of the app will be designed and then share with every stakeholder involved in the game. The benefit of using the AR app is that it connects the real physical environment of the campus (eg. street views) with digital interfaces to present tasks and instructions. And it's also a useful and convenient communication platform to allow each teammate to share information together and let students check other team's process to make some informed decisions, like thinking about strategies to shorten the time by splitting the group into two smaller teams.
Audiences and Affordances: All the students who participated in the orientation will be the audience, and each of them needs to have a mobile phone with a stable internet connection. The learning environment built by the AR app allows students to engage in a special, game-feeling setting to learn about campus resources. Since some of them are joining the ECT for learning about game designs in education, many of them might be familiar with playing games and have experience in playing scavenger games.
Rationale: We want to create an environment that allows students to gain knowledge in a self-directed and collaborative way. Also, we want to use scavenger game to achieve our goal since gaming situation is normally associated with a fun, relaxing feeling which helps students feel more comfortable in the learning environment designed for them.
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