In Project 1, we identified an instructional problem by initiating the design challenge with our learning design team. We learned how to successfully work with team members, which allowed us to consider how to accommodate the needs of the domain and organization. We were introduced to and applied Learning Design Thinking to kick-start a learning design process. We formed a three-student team to collaborate with the complex design challenge. All deliverables from Project 1-4 were team-produced.   

Overview

The framework is similar to Design Thinking, "a human-centered approach to innovation that draws from the designer's toolkit to integrate the needs of people, the possibilities of technology, and requirements for business success." (IDEO Design Thinking, n.d.)

It's a systematic tool to address a vast range of challenges to bring what is desirable from a human point of view with what is technologically feasible and economically viable. 

Learning Design Thinking (LDT) process

LDT strings six phases in order. 

Frame >> Focus >> Identify Solutions >> Prototype >> Calibrate >> Implement

In Project 1, we were in the Frame and Focus stages. Each team worked on determining the instructional problem, researching the problem from various angles, and clarifying the needs and goals of the client with a scope. Our team settled on strategic planning for Diversity, Equity, and Inclusion (DEI).  

   Our instructional problem 

Challenge question: How do institutions create a strategic plan to begin institutionalizing their Diversity, Equity, and Inclusion journey?

Client: Leaders at a fictional higher education institution, the College of Oster in Ohio.

 Process

The course grouped students into teams to collaborate on projects over two months. As a three-member team, we brought complementary skills, gradually developed the team's process, and took managerial roles. We went through the team stages: Forming, Storming, Norming, Performing, and Adjourning. Reflection on the team follows at the end of the course in Project 5. 

Challenges & Solution

With a new team, we didn't know yet how to work with each other at Project 1. However, since we needed to produce deliverables by the due date, we each took a portion and contributed with the skill each possessed. 

In the end

As the projects progressed, we started to know the strengths and skillsets each brings. On top of daily responsibilities and life priorities, I also noticed that each member has their own time management and various motivation levels, which directly influenced the team. The bottom line and team norms developed gradually include self-claiming what each can contribute, being transparent about the progress, sharing what is affecting the progress in the background with the team, and trusting the team member once you commit to the portion.