Day 3 of Design Challenge

Day 3 Of The Design Thinking Challenge

On Day 3, we did these 2 steps. The first thing we did when we reached school, was to take out our drafts of our idea and discuss about how we should create a prototype.

Our prototype

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4) Prototype

We have already done ideating on day 2, so it was time to prototype. We had to decide how we should present it to our user and the audience later on. After much thinking, we have decided to write out our camp schedule on a big sheet of paper, and do some clay models. The hands-on activities were fun. Even though we had a hard time shaping-out the clay figures, but we had a delightful time. We made out the whole schedule from Day 1 of the camp to Day 3 of the camp. Even though our figurines were not very nice, we still put in our best effort to make them.

 

5) Test
            We tested out our prototype, which was the schedule and clay-models, by asking people their opinions about our prototype and whether they would go to such camps and enjoy it. Initially, we wanted to hold to camp at the beach, however, after testing out our prototype on our user, we found out that it was not feasible to travel. 

            After refining our prototype and changing it to be held in school, we once again asked our user, Thiri, her opinions about our refined prototype and according to her, it was something that she would enjoy and would participate in. She would feel much safer to sleep over in the school, and it was a better place to get to know more about Cedar and her friends. 

            Most importantly, it met her needs, which was to bond with her classmates and have more fun. Overall, it was a different experience working together as a group. It had been an enjoyable and informative journey where we learned how to work with each other despite our differences.

At the end of the day, we finalized our informations and rehearsed our lines when presenting. For the past 3 days, we had a whale of time, and we hope to have such programmes in future:)

Group Reflection

Through this entire 3 days of Design Thinking and the whole term of Imagineering, we have learnt a lot of skills which could not have been in normal curriculum. In the future when we grow up, when we are in universities, high schools, or even when working, these analysing skills and the five steps, Empathy, Define, Ideate, Prototype and Test, will benefit us and give us an advantage.

Even though process we have gone through was tedious and time-consuming, it contributes greatly to our learnings. Empathy: We have learnt to put ourselves in others’ shoes and empathise with them.

After the many lessons of Imagineering Programme trying out with our fellow classmates and even teachers acting as different roles, we learnt how to empathise better and know better the actual meaning of Empathy.

Define: To make the things we have to find simpler so that we can understand the questions better.

Ideate: to brainstorms for ideas to improve the situation.

Prototype: Create ‘something’ useful with the idea that will meet the user’s needs.

Test: Test out the prototype with user to find out what it lacks, further refine it until the user is satisfied with it.

Throughout these three full days given to us to work in our assigned groups, we have learnt many skills and knowledge which could not be learnt from books and furthermore, we have came to realise how important these skills are. Even though they will not be tested in examinations yet, and it is not an actual subject, but knowing and remembering these skills will come to use in the future.

Day 2 of Design Challenge

                                     Design Thinking Day 2

- We started the day by completing Empathy stage. We listened to the interviews, then, we recorded down the important points and analysed them. We chose Thiri as our user. After that, we completed 2 steps of the day.

We put ourselves in other's shoes so that we could understand what they wanted. It is called empathize. We grouped the points in 4 groups, 'Say', 'Think', 'Do' and 'Feel'. It allowed us to have a deeper understanding of the person. The points would also help us out in our next few steps. We wrote this points on post-its and pasted them onto our Empathy Map.

This is how the Empathy Map looks like:

2) Define
After the Empathy Map was completed, we could easily understand what the user needed. Hence, we were able to focus on the solutions to the problems.

So, we started to do the POV ( Point Of View). We did a classification of the information that we had gathered. We have the needs of the users written down in point forms for easy reference. Then, we came up with insights to the needs and listed down some of the possible solutions.

This is our Classification:

3) Ideate
After the classification of the user's needs and the insights, we have put our heads together and brainstormed for possible solutions that will meet the user's needs and solve the problems. Finally, we have confined all our ideas to come up with 1 huge solution.

We have all agreed upon a three day two night camp. Instead of being the usual camps that are held indoors, we decided to have an outdoor adventure camp that would excite the students.

This adventure camp would be held in school to enable the new Secondary Ones to know more about every nook and cranny of Cedar Girls Secondary School buildings. The schedule for the 2 days 1 night camp is shown below:

Day 1:

7.20: Report to school & taking of attendance
7.40: Bus departs from school to East Coast Beach
8.15: Arrival at East Coast Beach

Activity 1: 8.15- 9.00: Icebreakers- Purpose:

 When groups first meet, there is often some fear about what may happen. This is true even when many know each other or have attended group events before. Many of these exercises can put a group at ease and build trust . They can be fun too. These can be applied to the new Secondary Ones.Therefore, by doing some light warm-ups, energizers and icebreaker games, it helps to ease the tension between each other and slowly bond them together, giving them a warm welcome into Cedar Girls. 

 Activity 2: - 9.00-10.00 Tug Of War

A class will be divided into 2 groups. A long rope will be provided. Each group of students will be at each end of the rope. Both groups will try to pull the rope away from each other. The group that succeeds in getting the rope in their side wins the game.
Purpose: The purpose of this activity is to let the students to bond with each other. This game requires the students to communicate with each other effectively. Hence, they are indirectly bonding through this fun activity.

Activity 3:- 10.00-11.00: Mine Field

Mine Field: Each class will be divided into groups. Each group will choose a person who will then be blindfolded. The rest of the group members have to guide the blindfolded person across a certain area in the beach, without tripping over any obstacles on the way. They will do so with the help of their classmates.

Purpose: This activity will allow the students to trust each other. This activity requires the students to have effective communication as well. They will have to guide the blindfolded through the field in the best way possible. The blindfolded person in turn will have to trust her peers. 

Activity 4: Truth or Dare

12.00- 1.00: -Lunch

Activity 5:- 1.00-3.00 Sandcastle Building [ inter-Class Competition]

3.00-3.15:- PSL's judging

3.15-3.45:- Cleaning Up and Washing Up

3.45-4.20:- Back to School

4.20-5.20:- Bath Time

5.20-6.30:- [Classes CHAM] Dinner, Clean-up and Resting Time (they can discuss for their performance for talent show in the Camp Fire)
[Classes PIONZ] Haunted House Visit

6.30-7.30:- 

Purpose: This activity allows the students to work as a team as it will help them to bond. They will have to communicate with each other and at the same time find out what are some of their peers' capabilities.

Purpose: All these mini games help to build teamwork and bond the Secondary One students together whether unknowingly or not. They fit as suitable icebreaker games that require their utmost participation to enjoy themselves.

Activity 4: Dinner

( School can provide the food)

Day 2:

Activity 1: Morning Exercises (This helps to warm the students up enough for their next activity which involves some physical movements)

Activity 2: Breakfast (Choose-your-own-jam for the bread)

Activity 3: Amazing Race: A physical game that goes on for 3 hours where the students will be hunting for clues and will have to go to the respective locations which the clue hints. This helps the new Sec 1s to know more about the different parts of the school (e.g Cedar Hub, Foyer etc.) and learn how to co-operate & do teamwork with each other.

Lunch
Lunch will be provided and ordered.

Finally the students will attend the feedback session that the PSLs will conduct in the Cedar Hub.

This will help the PSLs to improve the orientation and hence the future sec1s will have an improved orientation. And, meet our user, Thiri's needs which is to have more bonding games and know more about her classmates.

Day 1 of Design Challenge

             We started by choosing a challenge. The challenge we chose was to design an experience that will help to welcome new Secondary one students to our school. ( Challenge 3)
             Firstly, we wrote down what was the situation and discussed who could provide us with more information about the challenge.
             The next thing we needed to do was to interview those who could provide us with more information.
             Then, we brainstormed and came out with interview questions to ask students, that will help us tackle our challenge.
            The interviewing process was time-consuming, but we obtained the information we needed. After that, we went through 1 main step of the day.
The purpose of this interview is to find out what lacks in the activities organised by the PSLs, example, Orientation day, Induction Ceremony and PSGM sessions. We need to come up with a better way to welcome new Cedarians because the activities organised lack in what the new Cedarians really need. This will help us design an activity that will meet their needs.
Hence, we realized that our main task is to come up with a programme that will help new Cedarians to bond with each other without feeling that the activity is a 'burden'.

Here is the step that we have gone through today:
Step 1) Empathy



Our Interviewing process:

Some of the Interview Questions that we came up with
- How do you think the orientation day can be improved?
-What activities can we organize to welcome the new Cedarians?
- What did you look forward to before the orientation day?
- Has the activities like orientation, PSGM( Peer Support Group Meeting), Induction ceremony helped you bond with your classmates?
- Are the Peer Support Leaders and Prefects welcoming enough?
- What do you think will welcome you warmly to Cedar?

These interview questions serve to better understand the current secondary ones, so that we get to listen to their thoughts on how the previous activities could be improved, in order to have better ways to welcome the new Cedarians to Cedar next year.

Here are some of the responses. Enjoy:)

<upload recordings of a few people's interviews>

It was a new experience for us to interview our classmates. It was enjoyable and we gained a lot from it while having much fun. Look forward to doing this again in future:)


INTERVIEWS

Thiri (our user) 's Interview

Anishiyaa's Interview

Ashleigh's Interview

Emily's Interview

Kezia's Interview

Lindy's Interview

Meg-Meg's Interview

Valli's Interview