https://wiki.ubc.ca/api.php?action=feedcontributions&user=Cindyunderhill&feedformat=atomUBC Wiki - User contributions [en]2024-03-28T11:07:57ZUser contributionsMediaWiki 1.39.6https://wiki.ubc.ca/index.php?title=Learner_Centered_Teaching&diff=640832Learner Centered Teaching2021-06-06T16:35:38Z<p>Cindyunderhill: updated links and fixed grammatical errors.</p>
<hr />
<div>==What is it?==<br />
<br />
Being learner entered in your teaching, basically represents a shift in thinking away from "what will I teach" to "how will students learn?"<br />
<br />
[https://www.goodreads.com/author/show/45397.Maryellen_Weimer Maryellen Weimer], professor and author of [https://www.amazon.ca/Learner-Centered-Teaching-Five-Changes-Practice/dp/1118119282 Learner Centered Teaching - 5 Key Changes to Practice] suggests that being learner-centered means: <br />
''Being learner-centered focuses attention squarely on learning: what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning.''<ref>Weimar, M. (2013) Learner-Centered Teaching: Five Key Changes to Practice. 2nd ed. San Francisco: Jossey-Bass. </ref><br />
<br />
Weimer suggests that learner centeredness requires 5 additional considerations at the heart of teaching:<br />
<br />
1. '''Balance of power''': The social justice role in education means students need more opportunities to challenge myths and power structures and not just be socialized into the dominant ideals of the institution. Educator and philosopher Paulo Freire was influential in her thinking. Shared power means negotiating power in the classroom and being clear about intentions.<br />
<br />
2. '''Function of content''': Content is the means to knowledge and understanding, not the end. Constructivism suggests that students can be provided the tools and guided in the process of discovering meaning for themselves.<br />
<br />
3. '''Role of Instructor''': The instructor’s role shifts toward guide and curator rather than the arbiter of all knowledge.<br />
<br />
4. '''Responsibility for learning''': As students take more responsibility for their learning and outcomes - they often need specific instruction and support for becoming self-directed in their learning - this falls to the instructor.<br />
<br />
5. '''Assessment''': The role and function of assessment is to support learning. The who, how and why of assessment needs to be aligned with course goals and learning needs.<br />
<br />
==The core of a good learning environment==<br />
From a learner's perspective, there are some basic requirements for an effective learning environment that go beyond academic considerations and get to the core of the learning experience: belonging, relevance/authentic work, honouring diversity of experience. These appear (under slightly different terms) in a recent project to explore the link between [http://blogs.ubc.ca/teachingandwellbeing/files/2016/12/TLEF_Handout_v4.pdf student wellness and teaching practices at UBC]. <br />
<br />
[[File:Human Core of Open.png|thumb|Caulfield's core values in open education.]]These requirements happen to be core values underpinning open pedagogical practices. In a recent blog post about [https://hapgood.us/2016/10/10/new-directions-in-open-education/ New Directions in Open Education], educator and technologist [https://hapgood.us/about/ Mike Caulfield]<ref>https://hapgood.us/2016/10/10/new-directions-in-open-education/</ref> identified the "human core of open" as serving these three important needs. I suspect any great learning environment attends to these.<br />
<br />
===Belonging===<br />
Having a sense of belonging is important to well being. ''When students are uncertain about whether they belong, they are vigilant for cues in the environment that signal whether or not they belong, fit in, or are welcome there. They may also be concerned about confirming a negative stereotype about their group. This hypervigilance and extra stress uses up cognitive resources that are essential for learning, diminishing their performance and discouraging them from building valuable relationships.''<ref name=":0" /><br />
* Students' sense of belonging shapes their responses to adversity.<ref name=":0">{{Cite web|url=http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf|title=What We Know About Belonging from Scientific Research|last=Romero|first=Carissa|date=July 2015|website=The Mindset Scholars Network|archive-url=|archive-date=|dead-url=|access-date=October 17, 2018}}</ref><br />
* Recent well-being study at UBC finds that belonging and community are key aspects of student well being and there are many ways to address belonging in the learning environment - learn names, having students work in study groups, etc.<br />
* Feeling of “not belonging” can be even more of a barrier for socially stigmatized “minority” students. Article in Science in 2011 that reported that when a program related to social belonging was introduced to college freshman - it made a huge impact on the GPAs of African American students - over 3 years - effectively cutting the acheivment gap by half - in addition to improving overall health and well being of that group. <ref>{{Cite news|url=http://science.sciencemag.org/content/331/6023/1447.full|title=A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students|last=Walton, Gregory M. ; Cohen, Geoffrey L.|first=|date=March 2011|work=Science Magazine|access-date=Oct 17, 2018}}</ref><br />
<br />
'''Implications for teaching:'''<br />
* Modify and customize course readings and materials to reflect students' contexts.<br />
* Collect (anonymously) and share fears/hopes of students with regard to their learning - students need to see they are not alone.<br />
* Reflect/share sense of place and direction: where did you come from (foundation)? Where are you going (goals)?<br />
* Create/make space for learning circles or study groups that work together during the term.<br />
<br />
===Relevance===<br />
''Relevance is the perception that something is interesting or worth knowing''<ref>{{Cite web|url=https://www.apa.org/ed/precollege/ptn/2013/09/students-relevance.aspx|title=Helping Students Find Relevance|last=Roberson|first=Robin|date=September 2013|website=|archive-url=|archive-date=|dead-url=|access-date=October 17, 2018}}</ref>. Students are motivated when they are supported to see connections between what they are learning and their lives or experiences. They want to be able to answer the questions "what am I going to use this for?" and "what does this have to do with me?". Opportunities to do coursework that means something is particularly motivating. Often this means something that students produce for an authentic audience - beyond the instructor. An example of how instructors have integrated authentic learning experiences at UBC include Wikipedia projects. More relevant than a term paper to many students, Wikipedia projects make an authentic contribution to an accessible, publicly available body of knowledge on a topic such as the examples below. <br />
::* [https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_(Fall_2014) Linguistics]<br />
::* [https://en.wikipedia.org/wiki/Wikipedia:Meetup/Indigenous_Storytellers_WikiThon Indigenous Storytellers WikiThon]<br />
::* [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/timeline Canadian Studies]<br />
::* [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/University_of_British_Columbia/FNH_200_102_(Term_2) Food Studies]<br />
<br />
'''Implications for teaching:'''<br />
* Create space for students to create real things for authentic audiences (open publishing, use of open data, building, contributing, remixing).<br />
* Offer opportunities to work on real problems/challenges in the world.<br />
* Link course goals to big ideas, challenges and broader context.<br />
* Provide opportunities for students to generate their own links between course concepts and their everyday lives.<br />
<br />
===Diversity of Experience===<br />
Students come to us with varied experiences, strengths, skills, perspectives and biases. It's through working together that students learn to navigate different beliefs, approaches and world views. As it applies to research, ''when we consider scientific research as group problem-solving, instead of the unveiling of individual brilliance, diversity becomes key to excellence.''<ref>{{Cite journal|last=Gibbs|first=Kenneth|date=September 10, 2014|title=Diversity in STEM: What It Is and Why It Matters|url=https://blogs.scientificamerican.com/voices/diversity-in-stem-what-it-is-and-why-it-matters/|journal=Scientific American|volume=|pages=|via=}}</ref><br />
<br />
'''Implications for teaching:'''<br />
* Acknowledge that the diversity of student strengths and knowledge requires an "ecosystem of many explanations, not just the “textbook” explanation" (Caulfield).<br />
* Involve students in setting group guidelines for respectful dialogue.<br />
* Be thoughtful in your approach to setting groups. See: [https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/compose.html How Can I Compose Groups?]: Eberly Teaching Centre: Carnegie-Mellon University.<br />
* Consider how belonging, relevance and diversity of experience work together to impact student success.<br />
* Consider how you might create a classroom climate to foster learning and mutual respect. See [https://ctlt.ubc.ca/programs/all-our-programs/classroom-climate-series/ Classroom Climate Series - CTLT]<br />
[[Category: Teaching and Learning]][[Category: Consider Your Learners]][[Category: Needs Update]][[Category:CTLT Resources]]<br />
<br />
== References ==<br />
<references /></div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Learner_Centered_Teaching&diff=640710Learner Centered Teaching2021-06-03T18:40:08Z<p>Cindyunderhill: /* Belonging */</p>
<hr />
<div>==What is it?==<br />
<br />
Being learner entered in your teaching, basically represents a shift in thinking away from "what will I teach" to "how will students learn?"<br />
<br />
[http://www.magnapubs.com/bios/maryellen-weimer-133.html Maryellen Weimer], professor and author of [https://www.amazon.ca/Learner-Centered-Teaching-Five-Changes-Practice/dp/1118119282 Learner Centered Teaching - 5 Key Changes to Practice] suggests that being learner-centered means: <br />
''Being learner-centered focuses attention squarely on learning: what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning.''<ref>Weimar, M. (2013) Learner-Centered Teaching: Five Key Changes to Practice. 2nd ed. San Francisco: Jossey-Bass. </ref><br />
<br />
Weiner suggests that when the shift occurs from ''what will I teach'' to ''what will students learn'', 5 additional shifts need to happen:<br />
<br />
# '''Balance of power''': social justice role in education students need more opportunities to challenge dominant myths and power structures and not just be socialized into the dominant ideals of the institution. Friere was influential. Shared power means negotiating that role in the classroom and being clear about intentions.<br />
# '''Function of content''': content is the means to knowledge and understanding not the end. Constructivism suggests that students can be provided the tools and guided in the process of discovering meaning for themselves.<br />
# '''Role of Instructor''': as a guide and curator rather than the arbiter of all knowledge.<br />
# '''Responsibility for learning''': as students take more responsibility for their earning and outcomes - they often need specific instruction and support for becoming self directed in their learning - this falls to the instructor.<br />
# '''Assessment''': Role and function of assessment is to support learning. The who, how and why of assessment needs to be aligned with course goals and learning needs.<br />
<br />
==The core of a good learning environment==<br />
From a learner's perspective, there are some basic requirements for an effective learning environment that go beyond academic considerations and get to the core of the learning experience: belonging, relevance/authentic work, honouring diversity of experience. These appear (under slightly different terms) in a recent project to explore the link between [http://blogs.ubc.ca/teachingandwellbeing/files/2016/12/TLEF_Handout_v4.pdf student wellness and teaching practices at UBC]. <br />
<br />
[[File:Human Core of Open.png|thumb|Caulfield's core values in open education.]]These requirements happen to be core values underpinning open pedagogical practices. In a recent blog post about [https://hapgood.us/2016/10/10/new-directions-in-open-education/ New Directions in Open Education], educator and technologist [https://hapgood.us/about/ Mike Caulfield]<ref>https://hapgood.us/2016/10/10/new-directions-in-open-education/</ref> identified the "human core of open" as serving these three important needs. I suspect any great learning environment attends to these.<br />
<br />
===Belonging===<br />
Having a sense of belonging is important to well being. ''When students are uncertain about whether they belong, they are vigilant for cues in the environment that signal whether or not they belong, fit in, or are welcome there. They may also be concerned about confirming a negative stereotype about their group. This hypervigilance and extra stress uses up cognitive resources that are essential for learning, diminishing their performance and discouraging them from building valuable relationships.''<ref name=":0" /><br />
* Students' sense of belonging shapes their responses to adversity.<ref name=":0">{{Cite web|url=http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf|title=What We Know About Belonging from Scientific Research|last=Romero|first=Carissa|date=July 2015|website=The Mindset Scholars Network|archive-url=|archive-date=|dead-url=|access-date=October 17, 2018}}</ref><br />
* Recent well-being study at UBC finds that belonging and community are key aspects of student well being and there are many ways to address belonging in the learning environment - learn names, having students work in study groups, etc.<br />
* Feeling of “not belonging” can be even more of a barrier for socially stigmatized “minority” students. Article in Science in 2011 that reported that when a program related to social belonging was introduced to college freshman - it made a huge impact on the GPAs of African American students - over 3 years - effectively cutting the acheivment gap by half - in addition to improving overall health and well being of that group. <ref>{{Cite news|url=http://science.sciencemag.org/content/331/6023/1447.full|title=A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students|last=Walton, Gregory M. ; Cohen, Geoffrey L.|first=|date=March 2011|work=Science Magazine|access-date=Oct 17, 2018}}</ref><br />
<br />
'''Implications for teaching:'''<br />
* modify and customize course readings and materials to reflect students' contexts.<br />
* collect (anonymously) and share fears/hopes of students with regard to their learning - students need to see they are not alone.<br />
* reflect/share sense of place and direction: where did you come from (foundation)? where are you going (goals)?<br />
* create/make space for learning circles or study groups that work together during the term.<br />
<br />
===Relevance===<br />
''Relevance is the perception that something is interesting or worth knowing''<ref>{{Cite web|url=https://www.apa.org/ed/precollege/ptn/2013/09/students-relevance.aspx|title=Helping Students Find Relevance|last=Roberson|first=Robin|date=September 2013|website=|archive-url=|archive-date=|dead-url=|access-date=October 17, 2018}}</ref>. Students are motivated when they are supported to see connections between what they are learning and their lives or experiences. They want to be able to answer the questions "what am I going to use this for?" and "what does this have to do with me?". Many students are motivated by learning experiences that allow them to make real contributions, such as the UBC examples of Wikipedia projects below. <br />
* Students who perceive their course work as relevant to a larger purpose or to their goals are more likely to persist in the face of adversity. <ref name=":1">{{Cite web|url=http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Purpose-and-Relevance-.pdf|title=What We Know About Purpose and Relevance from Scientific Research|last=Romero|first=Carissa|date=July 2015|website=The Mindset Scholars Network|archive-url=|archive-date=|dead-url=|access-date=October 17, 2018}}</ref><br />
* ''Self-transcendent goals—goals that are connected to some aspect of the world beyond the self—may be particularly motivating to students in the face of difficulties or frustration''.<ref name=":1" /><br />
* Opportunities to do coursework that means something is particularly motivating. Often this means something that students produce for an authentic audience - beyond the instructor.<br />
<br />
* UBC examples: Wikipedia projects: to enhance, improve or add to the articles available on topics such as Canadian literature, Spanish literature, Food Science or Women Artists. More relevant than a term paper to many students and makes an authentic contribution to the body of knowledge available on a topic.<br />
::* [https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_(Fall_2014) Linguistics]<br />
::* [https://en.wikipedia.org/wiki/Wikipedia:Meetup/Indigenous_Storytellers_WikiThon Indigenous Storytellers WikiThon]<br />
::* [https://dashboard.wikiedu.org/courses/UBC/ENG470D-003_Canadian_Studies_(2017)/timeline Canadian Studies]<br />
::* [https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/University_of_British_Columbia/FNH_200_102_(Term_2) Food Studies]<br />
<br />
'''Implications for teaching:'''<br />
* create space for students to create real things for authentic audiences (open publishing, use of open data, building, contributing, remixing)<br />
* offer opportunities to work on real problems/challenges in the world<br />
* link course goals to big ideas, challenges and broader context<br />
* provide opportunities for students to generate their own links between course concepts and their everyday lives.<br />
<br />
===Diversity of Experience===<br />
Students come to us with varied experiences, strengths, skills, perspectives and biases. It's through working together that students learn to navigate different beliefs, approaches and world views. As it applies to research, ''when we consider scientific research as group problem-solving, instead of the unveiling of individual brilliance, diversity becomes key to excellence.''<ref>{{Cite journal|last=Gibbs|first=Kenneth|date=September 10, 2014|title=Diversity in STEM: What It Is and Why It Matters|url=https://blogs.scientificamerican.com/voices/diversity-in-stem-what-it-is-and-why-it-matters/|journal=Scientific American|volume=|pages=|via=}}</ref><br />
<br />
'''Implications for teaching:'''<br />
* acknowledge that diversity of student strengths and knowledge requires an "ecosystem of many explanations, not just the “textbook” explanation" (Caulfield).<br />
* involve students in setting group guidelines for respectful dialogue.<br />
* be thoughtful in your approach to setting groups. See: [https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/compose.html How Can I Compose Groups?]: Eberly Teaching Centre: Carnegie-Mellon University.<br />
* consider how belonging, relevance and diversity of experience work together to impact student success.<br />
* consider how you might create a classroom climate to foster learning and mutual respect. See [https://ctlt.ubc.ca/programs/all-our-programs/classroom-climate-series/ Classroom Climate Series - CTLT]<br />
[[Category: Teaching and Learning]][[Category: Consider Your Learners]][[Category: Needs Update]][[Category:CTLT Resources]]<br />
<br />
== References ==<br />
<references /></div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Open_UBC/Learn/Why&diff=640545Documentation:Open UBC/Learn/Why2021-05-31T21:55:41Z<p>Cindyunderhill: /* Reason 3: You are making a contribution */</p>
<hr />
<div><br />
{{#widget:YouTube|id=_7Shungi7aM|width=500}} <br />
<br />
''"The point of education and research both is about knowledge sharing as the main goal... open allows us to do that in a way that is not so commodified."''<br />
:: Daniel Munro. the [http://www.ams.ubc.ca/leadership/executive/ AMS] Associate VP Academic and University Affairs (2015-16) for UBC-V.<br />
<br />
''"We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness. There is wide agreement that we need new models of education suited to this historic moment, and not simply new models of schooling, but entirely new visions of learning better suited to the increasing complexity, connectivity, and velocity of our new knowledge society."'' Excerpt from: [http://connectedlearning.tv/connected-learning-principles Connected Learning: Principles]<br />
<br />
There are many reasons why learners would turn to the open web to learn. These may include: following an interest or passion; connecting with people and expertise; learning how to do something or understand a concept (think [https://www.khanacademy.org/ Khan Academy] or [https://www.youtube.com/user/1veritasium Veritasium]). <br />
<br />
==4 Reasons to Care About Open==<br />
Learning in the open naturally helps to develop a host of [https://teach.mozilla.org/teach-like-mozilla/web-literacy/ web literacies] as we learn to network, collaborate, write, create, build, search, document and publish our work online.<br />
The [http://www.iftf.org/uploads/media/IFTF_FutureWorkSkillsSummary_01.gif Institute for the Future, Work Skills Summary] suggests that these competencies will become more and more critical as we move into the 21st century. Read the [http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf report.]<br />
<br />
Here are more reasons...<br />
<br />
==Reason 1: Cost==<br />
The high cost of textbooks and other learning resources (as illustrated in the [[Category:Open_AMS|AMS' recent #textbookbroke campaign]]), may lead you or your peers to:<br />
* delay the buying of necessary materials or avoid purchasing them all together - which may put you at an academic disadvantage.<br />
* spend hours copying pages from your friends' textbooks - taking time away from studies.<br />
* stress out about not having the resources you need to be effective and prepared in your classes.<br />
<br />
Open textbooks and learning resources make it possible to access everything you need to learn, free of cost, over the internet. Some examples:<br />
* Psychology: [http://nobaproject.com/ Noba]<br />
* [http://open.math.uwaterloo.ca/%20 Open Math]: University of Waterloo<br />
* [http://artsone-open.arts.ubc.ca/ Arts One Open]: UBC-V<br />
* [http://ocw.uci.edu/collections/open_chemistry.html Open Chemistry]: University of California at Irvine<br />
* [https://open.bccampus.ca/find-open-textbooks/?subject= Open Textbooks]: BCCampus<br />
There are many more examples of open learning resources available from universities around the world. Link under adopt and locate.<br />
<br />
==Reason 2: You are doing it anyway==<br />
Have you ever:<br />
* searched for a video on YouTube to help you learn how to do something?<br />
* created and uploaded a video that teaches others how to do something?<br />
* shared your code/project on [https://github.com/features GitHub]<br />
* spent time on Reddit - accidentally or on purpose to participate in a discussion about something you are interested in?<br />
* published anything learn-worthy on a blog, Reddit or Facebook?<br />
* shared or followed a link to learn something from someone you follow on Twitter?<br />
* contributed to or learned from Wikipedia?<br />
<br />
If you have done any of these things, you have participated in the open learning movement in some way. Applying an open license to the work you create is also an important step in contributing to open learning resources. Refer to the How section to learn more...<br />
<br />
==Reason 3: You are making a contribution==<br />
Learning involves risk taking. When you share your work openly, you are contributing to the building and sharing of knowledge and you are opening up your work for public review. When you are accustomed to learning and creating behind classroom walls and for the eyes of your professor only, working in the open can be both daunting and extremely rewarding. You will want to understand:<br />
* how your work may be evaluated by others.<br />
* what your obligations are regarding copyright and appropriate citation of others' work.<br />
* how you can license your own work (with an open license) to allow others to re-use and build on your work - while attributing you as the original author.<br />
Learning in the open requires us to grapple with issues of trust, privacy and ownership. Check out the resources below for more information on licensing your work and respecting copyright.<br />
<br />
==Reason 4: Working with open data may lead to a discovery==<br />
''Open Data is research data that is freely available on the internet permitting any user to download, copy, analyse, re-process, pass to software or use for any other purpose without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself....In the digital age, data is the raw material on which discoveries are built, and unfettered access to research data, whether in the Life Sciences or the Social Sciences, is crucial to accelerating progress in research.''<br />
[http://sparcopen.org/open-data/ SPARCopen.org]<br />
<br />
==Examples==<br />
<br />
===Open Resources===<br />
* [http://open.geog.ubc.ca/ Open Geography]: UBC-V<br />
* Psychology: [http://nobaproject.com/ Noba]<br />
* [http://artsone-open.arts.ubc.ca/ Arts One Open]: UBC-V<br />
* [https://open.bccampus.ca/find-open-textbooks/?subject= Open Textbooks]: BCCampus<br />
There are many more examples of open learning resources available from universities around the world.<br />
<br />
===Open Courses===<br />
* [http://ds106.us/about/ DS 106]: University of Mary Washington<br />
* [http://thoughtvectors.net/about/ Thought Vectors]: Virginia Commonwealth University<br />
<br />
::'''At UBC'''<br />
::* [http://artsone-open.arts.ubc.ca Arts One Open] at UBC<br />
::* [http://videogame.law.ubc.ca/ Video Game Law] at UBC<br />
::* [[Science:Math_Exam_Resources|Math Exam/Education Resources]] on the UBC Wiki<br />
::* Student contributions to Wikipedia via course work:<br />
:::* Jon Beasley-Murray's Latin American Literature course: [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem Murder, Madness and Mayhem]<br />
:::* Tina Loo's History course: [http://www.history.ubc.ca/content/tina-loo-wikipedia-classroom her reflections]<br />
:::* Judy Chan's [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_Teams_09_to_16_%28Term_2%29/overview Food Science course] - on [https://wikiedu.org/for-instructors/ WikiEdu] - Wikipedia's support program for instructor's using Wikipedia in the Calssroom<br />
::* [[Course:LFS350|LFS350]] asks students to create wiki pages rather than papers. <br />
::* [https://blogs.ubc.ca/phys101/ Physics 101] course adds student-created learning objects into course curriculum.<br />
<br />
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[[Category: Open UBC]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Digital_Scholarly_Practice&diff=640499Documentation:Digital Scholarly Practice2021-05-30T22:43:46Z<p>Cindyunderhill: /* Why it Matters */</p>
<hr />
<div>This is an attempt to assemble some resources and examples related to digital scholarly practice at UBC. Please edit the page and improve it, with your contributions.<br />
<br />
==Definitions==<br />
===Traditional Scholarly Practice===<br />
In the 1990s, Ernest Boyer <ref>Boyer, E. (1990), Scholarship Reconsidered: Priorities of the Professoriate San Francisco: Jossey-Bass.</ref> called for a more inclusive perspective on scholarship, one that would include "a recognition that knowledge is acquired through research, through synthesis, through practice, and through teaching." (Boyer in Weller, 2011; p.42). He proposed four categories of scholarly practice activity that are widely accepted in universities today, these include:<br />
* Discovery (knowledge creation and research)<br />
* Interpretation (interpretation and drawing connections)<br />
* Application (public engagement and contribution through peer review and other activities)<br />
* Teaching (advance an understanding of the work of teaching - which we now refer to as the scholarship of teaching and learning or [https://www.stlhe.ca/sotl/what-is-sotl/ SOTL])<br />
<br />
===Digital Scholarly Practice===<br />
"''Digital work is both fundamentally different from traditional scholarship and also utterly the same. Behind the work are the same rigorous minds, similar methods of inquiry, similar dissatisfaction with mediocre results. Yet the work itself is emergent and expansive. It offers itself to us in moveable text, in image, in sound, in video, in code, in data. The hyperlink is the new citation; collaboration across disciplines is as common as collaboration across cultures. It is scholarship in a truer sense in that it relies entirely — from methods to conclusions — upon inquiry and investigation. The limitations of what can be done in the digital are unmapped; it is yet a territory of possibility.''" (Friend, Morris, Stommel, 2015 )<ref>Friend, C. Morris, S.M. and Stommel (2015) Hybrid Pedagogy: CFP: The Scholarly and the Digital. url: http://www.digitalpedagogylab.com/hybridped/cfp-scholarly-digital/</ref><br />
<br />
<br />
Definitions of digital scholarship vary, however, this definition by [http://www.rumseywrites.com/bio/ Abby Smith Rumsey] broadly captures the kinds of work that scholars are engaged with.<br />
<br />
''"Digital scholarship is the use of digital evidence and method, digital authoring, digital publishing, digital curation and preservation, and digital use and reuse of scholarship."''<ref>Rumsey, Abby Smith (2011). Scholarly Communication Institute 9. Scholarly Communication Institute Reports.Retrieved from: http://www.uvasci.org/institutes-2003-2011/SCI-9-Road-Map-for-Change.pdf</ref><br />
<br />
<br />
[http://www.open.ac.uk/people/mjw5 Martin Weller], in his book The Digital Scholar: How Technology is Transforming Scholarly Practice, reminds us that notions of digital scholarship involve additional characteristics beyond the digital:<br />
<br />
"''The sort of changes we are seeing around open access publishing, development of blog communities, use of Twitter at conferences and easy sharing of content are driven not just by their digital nature but by the convergence of the three characteristics of digital, networked and open.''"<ref>Weller, M. (2011). The Nature of Scholarship. In The Digital Scholar: How Technology Is Transforming Scholarly Practice (pp. 41–51). London: Bloomsbury Academic. Retrieved November 16, 2016, from https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is-transforming-scholarly-practice/</ref><br />
<br />
==Why it Matters==<br />
The conclusion of the [https://www.nmc.org/about/nmc-influence/ New Media Consortium's] strategic brief on digital literacy highlights the context that we are operating in today:<br />
"The current generation of students belongs to an age where being an author means understanding how to publish content online in various formats, being a scientist requires the ability to communicate complex information in visual manners, and being an entrepreneur involves sharing the business mission and story as broadly across the web as possible." <ref name ="NMC"/><br />
<br />
Our students are learning to become scholars and scholars today need to be able to engage in the kinds of scholarly activities that Boyer describes, using the affordances of the open, networked and digital platforms that are part of the way we learn and live today.<br />
<br />
==Digital Literacies==<br />
A recent strategic brief on digital literacy, prepared by the [https://www.nmc.org/about/nmc-influence/ New Media Consortium], offers three ways to view digital literacy, which is foundational to digital scholarship<ref name="NMC">Alexander, B., Adams Becker, S., and Cummins, M. (2016). Digital Literacy: An NMC Horizon Project Strategic Brief. Volume 3.3, October 2016. Austin, Texas: The New Media Consortium. retrieved: https://www.nmc.org/news/nmc-releases-horizon-project-strategic-brief-on-digital-literacy/</ref>.<br />
<br />
[[File:Three Models of Digital Literacy.png|thumb|600px|centre|Three Models of Digital Literacy - [https://www.nmc.org/news/nmc-releases-horizon-project-strategic-brief-on-digital-literacy/ NMC Strategic Brief] ]]<br />
<br />
==Open Practices==<br />
<br />
Open practices, such incorporating wikipedia editing and/or authoring into a course or curriculum, draw heavily on the activities of digital scholarship.<br />
<br />
For example, our [http://open.ubc.ca/about-us/ Open Resources Working Group at UBC], envisions 4 C's of open practice as one representation of the kinds of activities that we (students and faculty) engage in when we are working in the open. <br />
<br />
[[File:4C's of Open Learning.png|400px|thumbnail|right]]<br />
<br />
<br />
This could be expanded to incorporate aspects of digital scholarship for each area as follows:<br />
<br />
===Create===<br />
This aspect acknowledges learners as producers of content and media in various forms. When students are engaged in digital creation, they are developing the practices of digital scholarship such as:<br />
* thinking critically about how to represent a concept or topic for a broad audience; what perspectives are important and why; what may be missing from the coverage of a topic; what's required for an understanding of a topic.<br />
* evaluating and selecting technologies to support content creation.<br />
* evaluating and selecting images for relevancy and fit.<br />
* ensuring acknowledgement of the work of others that they use in the process of creating (through citation and references)<br />
* learning about copyright "safe" options when selecting music, images, etc. to support their work.<br />
* using basic productivity software, image manipulations tools, web-based content authoring tools, and cloud-based apps and content (described by the New Media Consortium as Universal Literacies <ref name ="NMC"/>- one of three models of Digital Literacies defined in their strategic report)<br />
* using advanced technical skills such as video and audio editing and production. These advanced skills of digital creation are combined with knowledge of aspects of digital citizenship such as online ethics, digital identity, privacy and security in the NMC's definition of Creative Literacies.<ref name ="NMC"/><br />
<br />
===Contribute===<br />
This aspect speaks to the sharing of knowledge. When students are engaged in contributing in an open, public space, they are making decisions about how they want their work to be used and shared (via open licensing options) and about how they will participate in a public space. The practices of digital scholarship here include:<br />
* evaluation and selecting open licenses to accompany published work.<br />
* commenting on the work of others.<br />
* documenting and sharing in open public repositories (Flickr, blogs, wikis)<br />
* consideration of issues related to digital identity, data sharing and privacy.<br />
<br />
===Curate===<br />
This aspect involves the search for and evaluation of information and artifacts that can be combined in new ways to meet specific needs.<br />
It involves:<br />
* finding, assessing and making use of digital resources.<br />
* evaluating information (verifying web sources)<br />
* understanding copyright, open licensing and re-use.<br />
<br />
===Connect===<br />
This aspect engages the social and networked practices involved in the creation and sharing of digital work. This may include scholarly practices such as:<br />
* using social networking platforms for sharing work<br />
* contributing to the work of others by sharing links and amplifying<br />
* collaborating with others via online platforms<br />
* commenting and responding to comments on publicly shared work<br />
<br />
==UBC Examples==<br />
<br />
===UBCWiki===<br />
* [[Course:FNH200/2014w2/TeamProjects|FNH 200: Food Science]]: Student Team Projects: Instructor: Judy Chan.<br />
* [[Math_Exam_Resources|Math Exam Resources]] (MER Wiki)<br />
* [[Science:Home|Learning resources]] (openly licensed) created by graduate students and faculty in the Math department.<br />
* [[Course:HIST481/Research_Wiki|HIST 481]]: Research Wiki Assignment: [[Course:HIST481|Getting Started Guide for Students]]<br />
*GEOG 350: [[Course:GEOG350/Neighbourhood_Project|Neighborhood Project]]: [[Course:GEOG350/2013ST1|Student Work]]<br />
* [http://cases.sites.olt.ubc.ca/ Open Case Studies Project]: Christina Hendricks - Philosophy, Daniel Munro (AMS - past VP academic)<br />
<br />
===Wikipedia===<br />
* [https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem SPAN 312: Latin American Literature in Translation]: Student authored articles in Wikipedia: Instructor: Jon Beasely-Murray<br />
* [https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_(Fall_2014) LING 300]: Instructor: Dr. Rose-Marie Dechaine<br />
* FNH 200: [http://wiki.ubc.ca/Course:FNH200/2015w2/TeamProjects Link between course on UBCWiki and Wikipedia] [https://dashboard.wikiedu.org/courses/University_of_British_Columbia/FNH_200_102_(Term_2)/overview Course on WikiEdu] (Wikipedia's course space for education)<br />
<br />
===UBCBlogs===<br />
* [http://environment.geog.ubc.ca/ Student Research on Environment and Sustainability Issues]: Geography<br />
<br />
===Other===<br />
* [https://sustain.ubc.ca/courses-teaching/seeds-program/seeds-sustainability-library Seeds Sustainability Library]<br />
<br />
==Resources==<br />
===Resources to Support Open Practices===<br />
* [http://open.ubc.ca/ open.ubc.ca]<br />
===Resources to support UBC wiki assignments===<br />
* [[Documentation:UBCWiki/Orientation_Assignments|UBC Wiki Orientation Assignments]]<br />
* [[Template: Help| Wiki Editing Help]]<br />
===Resources to support Wikipedia assignments===<br />
* [https://wikiedu.org/blog/2016/03/28/five-reasons-a-wikipedia-assignment-is-better-than-a-term-paper/ 5 Reasons Wikipedia Assignments are Better Than a Term Paper]<br />
* [https://upload.wikimedia.org/wikipedia/commons/c/cd/Instructor_Basics%2C_How_to_use_Wikipedia_as_a_teaching_tool_%28Wiki_Education_Foundation%29.pdf How to Use Wikipedia as a Teaching Tool]<br />
===Resources for students===<br />
* [http://learningcommons.ubc.ca/tech-support/tech-help/ Learning Commons - tech help]<br />
===Working and thinking spaces===<br />
* [[Sandbox:Open_Scholarly_Practice|Open Scholarly Practice]]: discussion notes and slides.<br />
* [[Sandbox:Open_UBC/Wiki_Practices|Wiki Practices at UBC]]: working group documentation of practice and support needs.<br />
<br />
==References==<br />
<references/><br />
[[Category: Open UBC]] [[Category: Wiki Assignments]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=User:Cindyunderhill&diff=619490User:Cindyunderhill2020-11-19T23:52:27Z<p>Cindyunderhill: </p>
<hr />
<div>[[File:Underhill biopic.JPG|300|left]]As a Learning Resource Design Strategist for the [http://ctlt.ubc.ca/ Centre for Teaching, Learning and Technology (CTLT)] at UBC-Vancouver (retired 2019), much of my time was spent collaborating with faculty, students and others to create online learning resources. I did my best (in collaboration with others) to leverage open tools and approaches that allow us to create, publish and share what we do. This is a collection of some of the contributions I have made to the UBCWiki in that regard. My blog/portfolio/scratchpad is: http://cindyu.wordpress.com/ <br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
Some examples of the projects I was involved with over several years:<br />
* the [https://digitaltattoo.ubc.ca/ Digital Tattoo Project]<br />
* UBC-V [https://learningcommons.ubc.ca/ Learning Commons] web resources<br />
* [https://open.ubc.ca/ Open UBC] web resources<br />
* [http://diy.open.ubc.ca/ DIY Media at UBC] [[DIY_Media_Learning_Community|DIY Media Learning Community]] <br />
* [[badges.open.ubc.ca/|Open Badges at UBC]] [[Documentation:Open_Badges|Open Badge Resource Collection]]<br />
* [http://blogs.ubc.ca/teachwordpress/ Teaching With WordPress] [[Documentation:TWP2015|TWP2015 Resources]] <br />
<br />
=== documentation: ===<br />
[[:Category:Learning Design|Learning Design]]<br />
<br />
[[:Category:Design Thinking|Design Thinking]]<br />
<br />
[[Documentation: Open UBC]]<br />
<br />
[[Sandbox:Digital_Landscape_and_Literacy| Digital Learning Landscape]]<br />
<br />
[[Sandbox:Digital_Literacy_Framework| Digital Literacy Framework]]<br />
<br />
[[Documentation:Digital_Scholarly_Practice]]<br />
<br />
===from the archives:===<br />
<br />
[[Documentation:World_Cafe|World Cafe]]<br />
<br />
[http://digitaltattoo.ubc.ca/ Digital Tattoo] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example Process Documentation]<br />
<br />
[http://learningcommons.ubc.ca/ Learning Commons] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example_2 Process Documentation]<br />
<br />
[http://wiki.ubc.ca/Elearning:OTO_Overview Orientation to Teaching Online]<br />
<br />
[[Documentation:Resource_Management_Framework|Resource Management Framework]]<br />
<br />
[[Professional_Networking|Online Professional Networking]]<br />
<br />
[[Mind_Mapping_Resources|Mind Mapping Resources]]<br />
<br />
===framework and planning documents===<br />
<br />
{| class="wikitable" border="1"<br />
|-<br />
| [[File:2013-02-05 15-27-37.png|thumb|center|[http://wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf| SECTIONS Framework pdf] ]]<br />
| [[File:Digital Learning Landscape.png|thumb|center|A later translation by @cindyu]]<br />
| [[File:Flexible Learning.png|thumb|center|Early thoughts about flexible learning by @cindyu]]<br />
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf| Iterative Learning Design] ]]<br />
|-<br />
| [[File:DT_LD_Summary.png|thumb|center|Summary of LD framework for the Digital Tattoo Project]]<br />
| [[File:LC LD Summary.png|thumb|center|Summary of LD framework for the Learning Commons Website Project]]<br />
|-<br />
|}</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=User:Cindyunderhill&diff=619470User:Cindyunderhill2020-11-19T22:28:35Z<p>Cindyunderhill: /* documentation: */</p>
<hr />
<div>[[File:Underhill biopic.JPG|300|left]]As a Learning Resource Design Strategist for the [http://ctlt.ubc.ca/ Centre for Teaching, Learning and Technology (CTLT)] at UBC-Vancouver (retired 2019), much of my time was spent collaborating with faculty, students and others to create online learning resources. I did my best (in collaboration with others) to leverage the tools and approaches that allow us to create, publish and share what we do. This is a collection of some of the contributions I have made to the UBCWiki in that regard. My blog/portfolio/scratchpad is: http://cindyu.wordpress.com/ <br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
Some examples of the projects I was involved with over several years:<br />
* the [https://digitaltattoo.ubc.ca/ Digital Tattoo Project]<br />
* UBC-V [https://learningcommons.ubc.ca/ Learning Commons] web resources<br />
* [https://open.ubc.ca/ Open UBC] web resources<br />
* [http://diy.open.ubc.ca/ DIY Media at UBC] [[DIY_Media_Learning_Community|DIY Media Learning Community]] <br />
* [[badges.open.ubc.ca/|Open Badges at UBC]] [[Documentation:Open_Badges|Open Badge Resource Collection]]<br />
* [http://blogs.ubc.ca/teachwordpress/ Teaching With WordPress] [[Documentation:TWP2015|TWP2015 Resources]] <br />
<br />
=== documentation: ===<br />
[[:Category:Learning Design|Learning Design]]<br />
<br />
[[:Category:Design Thinking|Design Thinking]]<br />
<br />
[[Documentation: Open UBC]]<br />
<br />
[[Sandbox:Digital_Landscape_and_Literacy| Digital Learning Landscape]]<br />
<br />
[[Sandbox:Digital_Literacy_Framework| Digital Literacy Framework]]<br />
<br />
[[Documentation:Digital_Scholarly_Practice]]<br />
<br />
===from the archives:===<br />
<br />
[[Documentation:World_Cafe|World Cafe]]<br />
<br />
[http://digitaltattoo.ubc.ca/ Digital Tattoo] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example Process Documentation]<br />
<br />
[http://learningcommons.ubc.ca/ Learning Commons] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example_2 Process Documentation]<br />
<br />
[http://wiki.ubc.ca/Elearning:OTO_Overview Orientation to Teaching Online]<br />
<br />
[[Documentation:Resource_Management_Framework|Resource Management Framework]]<br />
<br />
[[Professional_Networking|Online Professional Networking]]<br />
<br />
[[Mind_Mapping_Resources|Mind Mapping Resources]]<br />
<br />
===framework and planning documents===<br />
<br />
{| class="wikitable" border="1"<br />
|-<br />
| [[File:2013-02-05 15-27-37.png|thumb|center|[http://wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf| SECTIONS Framework pdf] ]]<br />
| [[File:Digital Learning Landscape.png|thumb|center|A later translation by @cindyu]]<br />
| [[File:Flexible Learning.png|thumb|center|Early thoughts about flexible learning by @cindyu]]<br />
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf| Iterative Learning Design] ]]<br />
|-<br />
| [[File:DT_LD_Summary.png|thumb|center|Summary of LD framework for the Digital Tattoo Project]]<br />
| [[File:LC LD Summary.png|thumb|center|Summary of LD framework for the Learning Commons Website Project]]<br />
|-<br />
|}</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=User:Cindyunderhill&diff=619469User:Cindyunderhill2020-11-19T22:21:59Z<p>Cindyunderhill: minor edits to reflect retirement status.</p>
<hr />
<div>[[File:Underhill biopic.JPG|300|left]]As a Learning Resource Design Strategist for the [http://ctlt.ubc.ca/ Centre for Teaching, Learning and Technology (CTLT)] at UBC-Vancouver (retired 2019), much of my time was spent collaborating with faculty, students and others to create online learning resources. I did my best (in collaboration with others) to leverage the tools and approaches that allow us to create, publish and share what we do. This is a collection of some of the contributions I have made to the UBCWiki in that regard. My blog/portfolio/scratchpad is: http://cindyu.wordpress.com/ <br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
Some examples of the projects I was involved with over several years:<br />
* the [https://digitaltattoo.ubc.ca/ Digital Tattoo Project]<br />
* UBC-V [https://learningcommons.ubc.ca/ Learning Commons] web resources<br />
* [https://open.ubc.ca/ Open UBC] web resources<br />
* [http://diy.open.ubc.ca/ DIY Media at UBC] [[DIY_Media_Learning_Community|DIY Media Learning Community]] <br />
* [[badges.open.ubc.ca/|Open Badges at UBC]] [[Documentation:Open_Badges|Open Badge Resource Collection]]<br />
* [http://blogs.ubc.ca/teachwordpress/ Teaching With WordPress] [[Documentation:TWP2015|TWP2015 Resources]] <br />
<br />
=== documentation: ===<br />
[[Documentation: Open UBC]]<br />
<br />
[[Sandbox:Digital_Landscape_and_Literacy| Digital Learning Landscape]]<br />
<br />
[[Sandbox:Digital_Literacy_Framework| Digital Literacy Framework]]<br />
<br />
[[Documentation:Digital_Scholarly_Practice]]<br />
<br />
===from the archives:===<br />
<br />
[[Documentation:World_Cafe|World Cafe]]<br />
<br />
[http://digitaltattoo.ubc.ca/ Digital Tattoo] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example Process Documentation]<br />
<br />
[http://learningcommons.ubc.ca/ Learning Commons] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example_2 Process Documentation]<br />
<br />
[http://wiki.ubc.ca/Elearning:OTO_Overview Orientation to Teaching Online]<br />
<br />
[[Documentation:Resource_Management_Framework|Resource Management Framework]]<br />
<br />
[[Professional_Networking|Online Professional Networking]]<br />
<br />
[[Mind_Mapping_Resources|Mind Mapping Resources]]<br />
<br />
===framework and planning documents===<br />
<br />
{| class="wikitable" border="1"<br />
|-<br />
| [[File:2013-02-05 15-27-37.png|thumb|center|[http://wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf| SECTIONS Framework pdf] ]]<br />
| [[File:Digital Learning Landscape.png|thumb|center|A later translation by @cindyu]]<br />
| [[File:Flexible Learning.png|thumb|center|Early thoughts about flexible learning by @cindyu]]<br />
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf| Iterative Learning Design] ]]<br />
|-<br />
| [[File:DT_LD_Summary.png|thumb|center|Summary of LD framework for the Digital Tattoo Project]]<br />
| [[File:LC LD Summary.png|thumb|center|Summary of LD framework for the Learning Commons Website Project]]<br />
|-<br />
|}</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=User:Cindyunderhill&diff=566393User:Cindyunderhill2019-09-15T18:13:58Z<p>Cindyunderhill: Added some recent project involvements and updated my profile with retirement info</p>
<hr />
<div>[[File:Underhill biopic.JPG|300|left]]I have been a Learning Resource Design Strategist for the [http://ctlt.ubc.ca/ Centre for Teaching, Learning and Technology (CTLT)] at UBC-Vancouver (retired 2019) Much of my time was spent collaborating with faculty, students and others to create online learning resources and doing my best to leverage the tools and approaches that allow us to create, publish and share what we do. My blog/portfolio/scratchpad is: http://cindyu.wordpress.com/ <br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
</br><br />
<br />
Some examples of the projects I am involved with:<br />
* the [https://digitaltattoo.ubc.ca/ Digital Tattoo Project]<br />
* UBC-V [https://learningcommons.ubc.ca/ Learning Commons] web resources<br />
* [https://open.ubc.ca/ Open UBC] web resources<br />
* [http://diy.open.ubc.ca/ DIY Media at UBC] [[DIY_Media_Learning_Community|DIY Media Learning Community]] <br />
* [[badges.open.ubc.ca/|Open Badges at UBC]] [[Documentation:Open_Badges|Open Badge Resource Collection]]<br />
* [http://blogs.ubc.ca/teachwordpress/ Teaching With WordPress] [[Documentation:TWP2015|TWP2015 Resources]] <br />
<br />
===in progress===<br />
[[Documentation: Open UBC]]<br />
<br />
[[Sandbox:Digital_Landscape_and_Literacy| Digital Learning Landscape]]<br />
<br />
[[Sandbox:Digital_Literacy_Framework| Digital Literacy Framework]]<br />
<br />
[[Documentation:Digital_Scholarly_Practice]]<br />
<br />
===from the archives:===<br />
<br />
[[Documentation:World_Cafe|World Cafe]]<br />
<br />
[http://digitaltattoo.ubc.ca/ Digital Tattoo] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example Process Documentation]<br />
<br />
[http://learningcommons.ubc.ca/ Learning Commons] [http://wiki.ubc.ca/Documentation:Learning_Design_Process_Example_2 Process Documentation]<br />
<br />
[http://wiki.ubc.ca/Elearning:OTO_Overview Orientation to Teaching Online]<br />
<br />
[[Documentation:Resource_Management_Framework|Resource Management Framework]]<br />
<br />
[[Professional_Networking|Online Professional Networking]]<br />
<br />
[[Mind_Mapping_Resources|Mind Mapping Resources]]<br />
<br />
===Framework and Planning Documents===<br />
<br />
{| class="wikitable" border="1"<br />
|-<br />
| [[File:2013-02-05 15-27-37.png|thumb|center|[http://wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf| SECTIONS Framework pdf] ]]<br />
| [[File:Digital Learning Landscape.png|thumb|center|A later translation by @cindyu]]<br />
| [[File:Flexible Learning.png|thumb|center|Early thoughts about flexible learning by @cindyu]]<br />
| [[File:LD_Iterative_Thumb.png|thumb|center|[http://wiki.ubc.ca/images/9/9c/Iterative_Learning_Design.pdf| Iterative Learning Design] ]]<br />
|-<br />
| [[File:DT_LD_Summary.png|thumb|center|Summary of LD framework for the Digital Tattoo Project]]<br />
| [[File:LC LD Summary.png|thumb|center|Summary of LD framework for the Learning Commons Website Project]]<br />
|-<br />
|}</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=541527Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-28T17:40:57Z<p>Cindyunderhill: </p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Decks: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
== Resources ==<br />
<br />
=== '''Overview''' ===<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
* Outcomes Report: DYL course (16 weeks) at California State University - Dominiguez Hills: [https://drive.google.com/drive/folders/0B0XtdgR8Lsp3cFNUajBoRU04a1U Infographic]; [https://drive.google.com/drive/folders/0B0XtdgR8Lsp3cFNUajBoRU04a1U Poster - PPT Slide]<br />
<br />
*Note that the "overview resources" were not '''used''' in either session but are available to participants for further exploration.<br />
<br />
=== '''Session1: Wayfinding''' ===<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Good-Time-Journal-Activity-Log-v21.pdf Good Time Journal]<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Love-Play-Work-Health-Dashboard-Worksheet-v21.pdf Love Play Work Health Dashboard].<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
<br />
=== '''Session 2: Exploring''' ===<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
* [http://designingyour.life/wp-content/uploads/2016/08/DYL-Odyssey-Planning-Worksheet-v21.pdf Odyssey Planning Worksheet]<br />
* [[:File:DT Mindsets debrief.docx|Mindsets debrief]]<br />
<br />
==Our learning==<br />
See the discussion tab associated with this page (in development). Here are some highlights:<br />
* the "history" of design thinking - while helpful for faculty audiences - needs to be re-worked into a pre-reading with an associated workshop activity to help build disciplinary connections.<br />
* framing/re-framing - needs more consideration of impact on identity; there are risks and trade-off with this activity and require more foregrounding - otherwise risks superficiality.<br />
* prototype questions - preparing a good question from which to generate prototype experiences would benefit from a bit more scaffolding. How do you get specific enough - yet general enough to invite idea generation?<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=File:DT_Mindsets_debrief.docx&diff=541525File:DT Mindsets debrief.docx2019-01-28T17:39:53Z<p>Cindyunderhill: User created page with UploadWizard</p>
<hr />
<div>=={{int:filedesc}}==<br />
{{Information<br />
|description={{en|1=for use in a design your life workshop}}<br />
|date=2019-01-07<br />
|source={{own}}<br />
|author=[[User:Cindyunderhill|Cindyunderhill]]<br />
|permission=<br />
|other versions=<br />
}}<br />
<br />
=={{int:license-header}}==<br />
{{self|cc-by-sa-4.0}}<br />
<br />
[[Category:DYL]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=541517Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-28T17:38:34Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Decks: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
== Resources ==<br />
<br />
=== '''Overview''' ===<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
* Outcomes Report: DYL course (16 weeks) at California State University - Dominiguez Hills: [https://drive.google.com/drive/folders/0B0XtdgR8Lsp3cFNUajBoRU04a1U Infographic]; [https://drive.google.com/drive/folders/0B0XtdgR8Lsp3cFNUajBoRU04a1U Poster - PPT Slide]<br />
<br />
*Note that the "overview resources" were not '''used''' in either session but are available to participants for further exploration.<br />
<br />
=== '''Session1: Wayfinding''' ===<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Good-Time-Journal-Activity-Log-v21.pdf Good Time Journal]<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Love-Play-Work-Health-Dashboard-Worksheet-v21.pdf Love Play Work Health Dashboard].<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
<br />
=== '''Session 2: Exploring''' ===<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
* [http://designingyour.life/wp-content/uploads/2016/08/DYL-Odyssey-Planning-Worksheet-v21.pdf Odyssey Planning Worksheet]<br />
* Mindsets debrief<br />
<br />
==Our learning==<br />
See the discussion tab associated with this page (in development). Here are some highlights:<br />
* the "history" of design thinking - while helpful for faculty audiences - needs to be re-worked into a pre-reading with an associated workshop activity to help build disciplinary connections.<br />
* framing/re-framing - needs more consideration of impact on identity; there are risks and trade-off with this activity and require more foregrounding - otherwise risks superficiality.<br />
* prototype questions - preparing a good question from which to generate prototype experiences would benefit from a bit more scaffolding. How do you get specific enough - yet general enough to invite idea generation?<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=541320Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-24T22:02:19Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Decks: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Overview'''<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
* Outcomes Report: DYL course (16 weeks) at California State University - Dominiguez Hills: [https://drive.google.com/drive/folders/0B0XtdgR8Lsp3cFNUajBoRU04a1U Infographic]; [https://drive.google.com/drive/folders/0B0XtdgR8Lsp3cFNUajBoRU04a1U Poster - PPT Slide]<br />
<br />
*Note that the "overview resources" were not '''used''' in either session but are available to participants for further exploration.<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Good-Time-Journal-Activity-Log-v21.pdf Good Time Journal]<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Love-Play-Work-Health-Dashboard-Worksheet-v21.pdf Love Play Work Health Dashboard].<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
* [http://designingyour.life/wp-content/uploads/2016/08/DYL-Odyssey-Planning-Worksheet-v21.pdf Odyssey Planning Worksheet]<br />
<br />
==Our learning==<br />
See the discussion tab associated with this page (in development). Here are some highlights:<br />
* the "history" of design thinking - while helpful for faculty audiences - needs to be re-worked into a pre-reading with an associated workshop activity to help build disciplinary connections.<br />
* framing/re-framing - needs more consideration of impact on identity; there are risks and trade-off with this activity and require more foregrounding - otherwise risks superficiality.<br />
* prototype questions - preparing a good question from which to generate prototype experiences would benefit from a bit more scaffolding. How do you get specific enough - yet general enough to invite idea generation?<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=541315Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-24T21:38:47Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Decks: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Overview'''<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
<br />
*Note that the "overview resources" were not used in either session but are available to participants for further exploration.<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Good-Time-Journal-Activity-Log-v21.pdf Good Time Journal]<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Love-Play-Work-Health-Dashboard-Worksheet-v21.pdf Love Play Work Health Dashboard].<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
* [http://designingyour.life/wp-content/uploads/2016/08/DYL-Odyssey-Planning-Worksheet-v21.pdf Odyssey Planning Worksheet]<br />
<br />
==Our learning==<br />
See the discussion tab associated with this page (in development). Here are some highlights:<br />
* the "history" of design thinking - while helpful for faculty audiences - needs to be re-worked into a pre-reading with an associated workshop activity to help build disciplinary connections.<br />
* framing/re-framing - needs more consideration of impact on identity; there are risks and trade-off with this activity and require more foregrounding - otherwise risks superficiality.<br />
* prototype questions - preparing a good question from which to generate prototype experiences would benefit from a bit more scaffolding. How do you get specific enough - yet general enough to invite idea generation?<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/Wild_ideas&diff=540987Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/Wild ideas2019-01-18T22:27:26Z<p>Cindyunderhill: New thread: Wild ideas</p>
<hr />
<div>* helpful for letting go of the "outcome focus" shift to process "what can I do".<br />
* took time to find something tangible to focus on - helps to reframe.<br />
* initially felt totally wild but then saw how a small bit could be integrated.<br />
* once I had the wild on paper - didn't feel so wild - seemed coherent.</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/Questions_for_generating_prototypes&diff=540986Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/Questions for generating prototypes2019-01-18T22:24:23Z<p>Cindyunderhill: New thread: Questions for generating prototypes</p>
<hr />
<div>* '''Prototyping''': some found the language jargony - needed more clarity between testing and prototyping.<br />
* Coming up with questions takes time (Facilitator's note: we walked through one participant example but could have done one or two more before they developed their own).<br />
* A little more detail on what makes a good generative prototype question and what elements need to be there.<br />
* more time and ways to process responses from silent brainstorm (bias to action). What's a suggestion that elicited...? or made you feel...?<br />
* time to develop ideas for people and resources we might access to test prototypes (prototype experiences).</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/30_circles&diff=540985Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/30 circles2019-01-18T22:13:40Z<p>Cindyunderhill: New thread: 30 circles</p>
<hr />
<div>* two stage creativity really important ( note: opportunity to add to or change schemas).<br />
* open endedness - can cause stress/anxiety (note: this was an important self awareness piece).<br />
* not all iterations feel good (sometimes idea vs. skill clash and lead to failure) - another opportunity.<br />
* music highlights the environmental impacts on creativity.</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/Review_of_Design_Thinking_Mindsets_and_Framework_-_Day_2&diff=540984Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/Review of Design Thinking Mindsets and Framework - Day 22019-01-18T22:08:39Z<p>Cindyunderhill: New thread: Review of Design Thinking Mindsets and Framework - Day 2</p>
<hr />
<div>* for new participants - this was helpful in lowering barrier for participation<br />
* centered our "thinking" for the day - process and mindsets<br />
* collaborative review allowed for processing of design thinking framework from week before.<br />
* visuals helpful for some (several people mentioned the "wheel graphic" - mindsets and process together).</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/Workview,_Lifeview_and_Journey_Maps&diff=540983Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/Workview, Lifeview and Journey Maps2019-01-18T22:02:04Z<p>Cindyunderhill: New thread: Workview, Lifeview and Journey Maps</p>
<hr />
<div>* '''building a compass''' - metaphor is useful - might also need structure to connect insights gained (in this activity) to future action.<br />
::* personal reflection from facilitator was important. (facilitators note: we did these activities and shared our responses to them).<br />
::* need more time for synthesis and reflection and perhaps more structure.<br />
::* the less time you have - the more structure you need.<br />
::* a revising of the "pre-work" on start of session - would have been helpful.<br />
* triad activity helpful because of specific instructions just to listen and observe without judgement.<br />
<br />
Facilitator's note: may be helpful to build a resource for how to use insights gained from these activities going forward. Focus on building coherence (see last slide from deck for session 1).</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/Reframing&diff=540982Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/Reframing2019-01-18T21:45:10Z<p>Cindyunderhill: New thread: Reframing</p>
<hr />
<div>* '''reframing''': some participants worked with examples for this activity, some worked with their own limiting beliefs or challenges and others reflected on the process and what it raised for them. Note that the facilitators have mixed feelings about reframing as a workshop activity (vs on your own or with a trusted advisor). <br />
::* power/agency/ identity are important aspects to reframing activity.<br />
::* how might reframing increase risk and decrease agency?<br />
::* appreciated being able to reduce risk by focusing on examples - easier to reframe for someone else.<br />
<br />
Facilitator reflection: <br />
If the goal is to build awareness/ intentionality around how you frame your circumstances - may benefit from focus on understanding current frames/ beliefs first and what might be gained/lost in the reframing. This makes space to bring in concerns about obligations beyond self as an important part of reframing. Also requires personal time outside of workshop. <br />
<br />
To address risk, it may be helpful to foreground the reframing activity with:<br />
* This activity may make you feel vulnerable if you are working with your own beliefs or challenges.<br />
* If you are uncomfortable with that, feel free to work with examples or approach reframing in a more surface way here and then use some of the strategies we suggest on your own later to dig more deeply to ensure that the framing and reframing is really meaningful to you.</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/Design_Thinking_-_History,_Framework_and_Mindsets&diff=540981Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/Design Thinking - History, Framework and Mindsets2019-01-18T21:19:28Z<p>Cindyunderhill: New thread: Design Thinking - History, Framework and Mindsets</p>
<hr />
<div>* '''potential impact on students''': tools to address life and career problems, facing obstacles, promoting constructive action, building confidence, increase sense of agency, linking coursework what it can offer to build meaning and purpose in students' lives; use the framework to help reframe thoughts that are limiting in my career; self movement. Process/mindset wheel (on whiteboard as reference point)very helpful. Intentional lack of definition of design thinking was challenging for a few.<br />
<br />
* '''history''' was useful/interesting to this group - (and likely faculty) - not useful for students. Took a bit too much time. More co-construction would help. Perhaps detail as pre-reading? Could this be aligned with educational context/themes? Audience really matters for this component. Loved the information. Concept maps or infographics for historical info suggested as a resource.<br />
<br />
* '''intentions'''some loved the invitation to 'focus on yourself' for the workshop - others felt that the emphasis on the individual could be alienating: quote: "when thinking about designing your life, acknowledging that, for many, its not just about you and what you see for yourself but also family/community may be an inherent part of what your life/career is accountable to."</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540977Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-18T20:30:43Z<p>Cindyunderhill: Talk page autocreated when first thread was posted</p>
<hr />
<div></div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Thread:Documentation_talk:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators/Our_process_for_gathering_and_summarizing_feedback_from_colleagues&diff=540976Thread:Documentation talk:Design Your Life and Career/Prototype Workshop for Facilitators/Our process for gathering and summarizing feedback from colleagues2019-01-18T20:30:43Z<p>Cindyunderhill: New thread: Our process for gathering and summarizing feedback from colleagues</p>
<hr />
<div>Because this was a prototype workshop designed to gather feedback from our CTLT colleagues (experienced facilitators) we built in several opportunities to open discussion or allow for written feedback on some of the methods and approaches we introduced from the DYL curriculum. <br />
<br />
We have summarized this feedback below related to specific themes. We have also noted where changes/adaptations would be helpful - directly into the slide notes for some sections.<br />
<br />
We hope this will be helpful for others who may be considering workshopping these activities for different audiences (TAs, faculty, etc).</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540975Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-18T20:24:08Z<p>Cindyunderhill: /* Your learning */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Decks: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Overview'''<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
<br />
*Note that the "overview resources" were not used in either session but are available to participants for further exploration.<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Good-Time-Journal-Activity-Log-v21.pdf Good Time Journal]<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Love-Play-Work-Health-Dashboard-Worksheet-v21.pdf Love Play Work Health Dashboard].<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
<br />
==Our learning==<br />
See the discussion tab associated with this page (in development). Here are some highlights:<br />
* the "history" of design thinking - while helpful for faculty audiences - needs to be re-worked into a pre-reading with an associated workshop activity to help build disciplinary connections.<br />
* framing/re-framing - needs more consideration of impact on identity; there are risks and trade-off with this activity and require more foregrounding - otherwise risks superficiality.<br />
* prototype questions - preparing a good question from which to generate prototype experiences would benefit from a bit more scaffolding. How do you get specific enough - yet general enough to invite idea generation?<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540974Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-18T19:42:52Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Decks: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Overview'''<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
<br />
*Note that the "overview resources" were not used in either session but are available to participants for further exploration.<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Good-Time-Journal-Activity-Log-v21.pdf Good Time Journal]<br />
** [http://designingyour.life/wp-content/uploads/2016/08/DYL-Love-Play-Work-Health-Dashboard-Worksheet-v21.pdf Love Play Work Health Dashboard].<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540948Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-17T21:37:05Z<p>Cindyunderhill: /* Slide Deck: Google Slides */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Decks: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Overview'''<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
<br />
*Note that the "overview resources" were not used in either session but are available to participants for further exploration.<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540947Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-17T21:36:33Z<p>Cindyunderhill: /* The session */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019. We used an experiential approach so that participants could "try out" some of the methods used in the "Designing Your Life" curriculum that was recently introduced to us as a way to support students in claiming agency in their life and career decision.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide a venue for feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Overview'''<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
<br />
*Note that the "overview resources" were not used in either session but are available to participants for further exploration.<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540946Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-17T21:26:17Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Overview'''<br />
*[https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
* [http://designingyour.life/ Design Your Life blog/website]<br />
<br />
*Note that the "overview resources" were not used in either session but are available to participants for further exploration.<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work]<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540945Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-17T21:20:42Z<p>Cindyunderhill: /* Slide Deck: Google Slides */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
Overview: [https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540944Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-17T21:19:41Z<p>Cindyunderhill: /* Slide Deck: Google Slides */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/157gzfzSc3dZMM3TCCr1aseUQIfF9F40nFiGCSnF8CiU/copy Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
Overview: [https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540864Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-14T19:54:45Z<p>Cindyunderhill: added video</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
Overview: [https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
{{YouTube|id=SemHh0n19LA|width=600|height=}}<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540863Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-14T19:50:15Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
Overview: [https://www.youtube.com/watch?v=SemHh0n19LA TedXStanford: Introduction to Design Your Life] approaches by d.school Executive Director and Co-author of Designing Your Life - Bill Burnett<br />
<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
'''Session 2: Exploring'''<br />
* '''Pre-work:'''<br />
** '''[https://docs.google.com/document/d/1BMn363mLbDgnIE7i-bAXGnZ0SzuQchpHffDNDh0_OMg/edit?usp=sharing Odyssey Plan Prep]''' <br />
** [https://docs.google.com/document/d/1YS0Q9l4jdgvk3ux_4YA2rlYY9rc1Czlhv2YKFpFcCIo/edit?usp=sharing Energy & Balance Pre-Work] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540862Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-14T19:30:26Z<p>Cindyunderhill: /* Our questions */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career building? What does it really take (in terms of time & practice)?<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540861Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-14T19:29:43Z<p>Cindyunderhill: /* Our questions */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* how might these approaches make an impact on someone's life/career planning? What does it really take (in terms of time & practice)<br />
<br />
* what aspects of the methods were generative for people?<br />
* where are the pain points with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540463Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T22:02:23Z<p>Cindyunderhill: /* Context */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 '''prototype''' workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
Note: prototypes are experiments and reflect works in progress. They are intended to gather feedback and new information based on what we tried out with our colleagues. Please adapt with that in mind and review the discussion page for a synthesis of the feedback we received and our further questions.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540461Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T21:58:10Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work:''' <br />
** '''[https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540459Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T21:57:20Z<p>Cindyunderhill: /* Resources */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work: [https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing Workview/Worldview] (to be sent to participants before the workshop)''' <br />
* DYL resources (Blog): http://designingyour.life/resources-authorized/<br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** [https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing Strategies for re-framing] <br />
** [https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing Reframing Worksheet] <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540458Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T21:55:43Z<p>Cindyunderhill: /* The session */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
=== Resources ===<br />
'''Session1: Wayfinding'''<br />
* '''Pre-work: Workview/Worldview (to be sent to participants before the workshop)''' <nowiki>https://docs.google.com/document/d/1_hNfE8xM88n2c5b0oYK8OMeKELOrQL3xavdhITrY_d0/edit?usp=sharing</nowiki><br />
* DYL resources (Blog): <nowiki>http://designingyour.life/resources-authorized/</nowiki><br />
** Good Time Journal<br />
** Love Play Work Health Dashboard.<br />
* Re-framing<br />
** Strategies for re-framing: https://docs.google.com/document/d/1-fsCf-qmzfvGaZkKYANqzzk7JIT3IRIXyzN__gr7BXk/edit?usp=sharing<br />
** Reframing Worksheet: https://docs.google.com/document/d/1FbeFtd41UUPZRi46XfrYd2VZKJIgFhMA6MA0fUu6Owg/edit?usp=sharing <br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540437Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T21:12:20Z<p>Cindyunderhill: /* Your learning */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page (in development).<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540435Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T21:10:38Z<p>Cindyunderhill: /* Your question */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
==Our questions==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
Since our audience are people who are experienced designers and facilitators in a variety of learning contexts, we are mindful that the feedback we are getting is from a place of deep expertise.<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page.<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540434Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T21:06:23Z<p>Cindyunderhill: /* The session */</p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
==Your question==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: '''Wayfinding''' - with an emphasis on starting where we are: empathy building, acceptance and defining/reframing problems or limiting beliefs. <br />
* Session 2 focus: '''Exploring''' - with an emphasis on building forward: generating possibilities, attending to our life needs (balance, engagement and energy and making decisions.<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page.<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540433Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T20:57:42Z<p>Cindyunderhill: </p>
<hr />
<div><br />
==Context==<br />
CTLT facilitators offered a series of 2 workshops for 20 colleagues (facilitators, learning designers, leadership) to introduce the group to some of the methods involved in the design your life approach. We did this in 2 mornings over 2 weeks in January of 2019.<br />
<br />
Our main goal was to get feedback from our colleagues (experienced facilitators) about some of the concepts/ approaches we introduced them to and to identify aspects that require some re-thinking, adaption or revision if we were to continue to develop this workshop for faculty and learning designers.<br />
<br />
==Your question==<br />
We were hoping to learn:<br />
* what aspects of the methods were generative for people?<br />
* where are the points of discomfort with the content, processes used?<br />
* how might the content be adapted for different audiences?<br />
<br />
==The session==<br />
The workshop consists of two sessions:<br />
* Session 1 focus: Wayfinding <br />
* Session 2 focus: Exploring<br />
<br />
Workshop participants are engaged in activities that are intended to:<br />
* Introduce them to some of the methods used in the DYL approach <br />
* Offer an overview of design thinking - which is the foundation for the DYL methods.<br />
* Engage them in thinking about their own lives and careers as a way to experience the approach.<br />
* Provide feedback on the approach - perhaps to guide further iterations of this workshop for faculty.<br />
<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
==Your learning==<br />
See the discussion tab associated with this page.<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540427Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T20:34:40Z<p>Cindyunderhill: /* Slide Deck: Google Slides */</p>
<hr />
<div><br />
==Context==<br />
What did you try, with whom (students, staff, faculty) and when?<br />
<br />
==Your question==<br />
Why did you want to prototype? What were you hoping to learn?<br />
<br />
==The session==<br />
You may want to embed a slide deck if you used one (google slides with sharing permissions turned on).<br />
Also a link to any materials you used.<br />
Photos of the process are always helpful too (avoiding photos of participants unless you have permission)<br />
<br />
Here are some examples (look at the wikitext editing screen for the code used to embed these, copy it and replace the google slide id with your own).<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
* Open speaker notes: by clicking the gear icon on the bottom of the slide deck.<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed Re-use and modify] : open and save the slide deck in your own google account.<br />
<br />
==Your learning==<br />
What did you learn from facilitating the session?<br />
How did you gather feedback from participants? What questions did you ask?<br />
What worked/didn't work in your context? Your reflections on why.<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540424Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T20:28:40Z<p>Cindyunderhill: </p>
<hr />
<div><br />
==Context==<br />
What did you try, with whom (students, staff, faculty) and when?<br />
<br />
==Your question==<br />
Why did you want to prototype? What were you hoping to learn?<br />
<br />
==The session==<br />
You may want to embed a slide deck if you used one (google slides with sharing permissions turned on).<br />
Also a link to any materials you used.<br />
Photos of the process are always helpful too (avoiding photos of participants unless you have permission)<br />
<br />
Here are some examples (look at the wikitext editing screen for the code used to embed these, copy it and replace the google slide id with your own).<br />
<br />
===Slide Deck: Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
<br />
* [https://docs.google.com/presentation/d/1MCKfZEc6_7Eh7EDTfYY-OkjeDeebH22BkhVxAssciyA/embed copy the slide deck to your own google account] to modify as necessary<br />
<br />
<br />
==Your learning==<br />
What did you learn from facilitating the session?<br />
How did you gather feedback from participants? What questions did you ask?<br />
What worked/didn't work in your context? Your reflections on why.<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540423Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T20:22:39Z<p>Cindyunderhill: </p>
<hr />
<div><br />
==Context==<br />
What did you try, with whom (students, staff, faculty) and when?<br />
<br />
==Your question==<br />
Why did you want to prototype? What were you hoping to learn?<br />
<br />
==The session==<br />
You may want to embed a slide deck if you used one (google slides with sharing permissions turned on).<br />
Also a link to any materials you used.<br />
Photos of the process are always helpful too (avoiding photos of participants unless you have permission)<br />
<br />
Here are some examples (look at the wikitext editing screen for the code used to embed these, copy it and replace the google slide id with your own).<br />
<br />
===Google Slides===<br />
{{#widget:Iframe<br />
|url=https://docs.google.com/presentation/d/1MxG8YbDN_mUbeN0EM47b_uUciR8gXoUXHAyJqE0UJtg/embed<br />
|width=600<br />
|height=342<br />
|border=0<br />
}}<br />
<br />
<br />
<br />
* [https://docs.google.com/presentation/d/1MxG8YbDN_mUbeN0EM47b_uUciR8gXoUXHAyJqE0UJtg/copy copy the slide deck] to modify as necessary<br />
*[https://docs.google.com/document/d/1usuZu4AgwoB61T6MdCzLd-_UvKqeraog-5c2LmWKRQ4/copy Learning outcomes] (editable google doc).<br />
<br />
==Your learning==<br />
What did you learn from facilitating the session?<br />
How did you gather feedback from participants? What questions did you ask?<br />
What worked/didn't work in your context? Your reflections on why.<br />
<br />
[[Category: DYL]] [[Category: Design Thinking]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:Design_Your_Life_and_Career/Prototype_Workshop_for_Facilitators&diff=540422Documentation:Design Your Life and Career/Prototype Workshop for Facilitators2019-01-10T20:15:21Z<p>Cindyunderhill: Created page with " to be continued"</p>
<hr />
<div><br />
to be continued</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_Open_Learning_Design_Group&diff=540269Documentation:CTLT Open Learning Design Group2019-01-08T21:02:34Z<p>Cindyunderhill: /* Tangible outcomes */</p>
<hr />
<div>{{Infobox OLDDG}}<br />
Welcome to the shared planning wiki space for the CTLT Open Learning Design Group!<br />
<br />
==2019 Group Half Day Retreat Planning==<br />
*''Date'': Jan 15 <br />
*''Time'': 9am to 1pm<br />
<br />
===Desired Outcomes===<br />
*Group Development<br />
:*What do we want to be<br />
:*Role Defining (What are our roles, how do they relate, etc)<br />
*Strategic planning <br />
*Goal Setting<br />
*Shared understanding of our purpose<br />
<br />
==== Tangible outcomes ====<br />
* inventory of community needs/skill matching<br />
<br />
* seeing map of what all team members are working on - categorization of priorities (legend) (Cindy)<br />
* blue sky to riff off this - 10 times bolder. (Lucas)<br />
* strategic priorities from blue sky and map. - what are we missing?<br />
* some broad goals for 2019 that align with strategic priorities.<br />
<br />
===Brainstorming Sessions Ideas===<br />
<br />
Have ideas for activities, sessions, or topics to cover at the retreat? Add them below!<br />
<br />
==== Shared Understanding of Purpose ====<br />
* Why have we come together? Why us?<br />
* Create elevator pitch - what is the OLD group?<br />
* <br />
<br />
====Open Learning Design Group Mapping====<br />
*Who are we, what different skills, approaches, styles do we have?<br />
*Where do we see opportunities for collaboration, etc<br />
*What projects or priorities are we bringing into this year? (Large mapping project)<br />
<br />
====Blue Sky Planning for 2019====<br />
*If we could do anything, what would (or should) we do in 2019?<br />
*What areas/services/resources in our area are not supported that could be developed?<br />
<br />
==== Strategic Priorities for Open Learning Design ====<br />
* Based on blue sky visioning and maybe a look at UBC's strategic plan - what has traction?<br />
* What might our 2019 Projects, Services, Workshops etc look like (aligned with strategic priorities)?<br />
* What are the gaps we should identify?<br />
<br />
<br />
*pens<br />
*flipcharts<br />
*tape<br />
*Big roll of butcher paper<br />
<br />
[[Category:Open Education]][[Category:CTLT]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_Open_Learning_Design_Group&diff=540267Documentation:CTLT Open Learning Design Group2019-01-08T20:57:57Z<p>Cindyunderhill: /* Tangible outcomes */</p>
<hr />
<div>{{Infobox OLDDG}}<br />
Welcome to the shared planning wiki space for the CTLT Open Learning Design Group!<br />
<br />
==2019 Group Half Day Retreat Planning==<br />
*''Date'': Jan 15 <br />
*''Time'': 9am to 1pm<br />
<br />
===Desired Outcomes===<br />
*Group Development<br />
:*What do we want to be<br />
:*Role Defining (What are our roles, how do they relate, etc)<br />
*Strategic planning <br />
*Goal Setting<br />
*Shared understanding of our purpose<br />
<br />
==== Tangible outcomes ====<br />
* inventory of community needs/skill matching<br />
<br />
* seeing map of what all team members are working on - categorization of priorities (legend)<br />
* blue sky to riff off this - 10 times bolder.<br />
* strategic priorities from blue sky and map. - what are we missing?<br />
* some broad goals for 2019 that align with strategic priorities.<br />
<br />
===Brainstorming Sessions Ideas===<br />
<br />
Have ideas for activities, sessions, or topics to cover at the retreat? Add them below!<br />
<br />
==== Shared Understanding of Purpose ====<br />
* Why have we come together? Why us?<br />
* Create elevator pitch - what is the OLD group?<br />
* <br />
<br />
====Open Learning Design Group Mapping====<br />
*Who are we, what different skills, approaches, styles do we have?<br />
*Where do we see opportunities for collaboration, etc<br />
*What projects or priorities are we bringing into this year? (Large mapping project)<br />
<br />
====Blue Sky Planning for 2019====<br />
*If we could do anything, what would (or should) we do in 2019?<br />
*What areas/services/resources in our area are not supported that could be developed?<br />
<br />
==== Strategic Priorities for Open Learning Design ====<br />
* Based on blue sky visioning and maybe a look at UBC's strategic plan - what has traction?<br />
<br />
* What might our 2019 Projects, Services, Workshops etc look like (aligned with strategic priorities)?<br />
<br />
<br />
*pens<br />
*flipcharts<br />
*tape<br />
*Big roll of butcher paper<br />
<br />
[[Category:Open Education]][[Category:CTLT]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_Open_Learning_Design_Group&diff=540265Documentation:CTLT Open Learning Design Group2019-01-08T20:44:15Z<p>Cindyunderhill: /* Open Learning Design Group Mapping */</p>
<hr />
<div>{{Infobox OLDDG}}<br />
Welcome to the shared planning wiki space for the CTLT Open Learning Design Group!<br />
<br />
==2019 Group Half Day Retreat Planning==<br />
*''Date'': Jan 15 <br />
*''Time'': 9am to 1pm<br />
<br />
===Desired Outcomes===<br />
*Group Development<br />
:*What do we want to be<br />
:*Role Defining (What are our roles, how do they relate, etc)<br />
*Strategic planning <br />
*Goal Setting<br />
*Shared understanding of our purpose<br />
<br />
==== Tangible outcomes ====<br />
* seeing map of what all team members are working on - categorization of priorities (legend)<br />
* blue sky to riff off this - 10 times bolder.<br />
* strategic priorities from blue sky and map. - what are we missing?<br />
* some broad goals for 2019 that align with strategic priorities.<br />
<br />
===Brainstorming Sessions Ideas===<br />
<br />
Have ideas for activities, sessions, or topics to cover at the retreat? Add them below!<br />
<br />
==== Shared Understanding of Purpose ====<br />
* Why have we come together? Why us?<br />
* Create elevator pitch - what is the OLD group?<br />
* <br />
<br />
====Open Learning Design Group Mapping====<br />
*Who are we, what different skills, approaches, styles do we have?<br />
*Where do we see opportunities for collaboration, etc<br />
*What projects or priorities are we bringing into this year? (Large mapping project)<br />
<br />
====Blue Sky Planning for 2019====<br />
*If we could do anything, what would (or should) we do in 2019?<br />
*What areas/services/resources in our area are not supported that could be developed?<br />
<br />
==== Strategic Priorities for Open Learning Design ====<br />
* Based on blue sky visioning and maybe a look at UBC's strategic plan - what has traction?<br />
<br />
* What might our 2019 Projects, Services, Workshops etc look like (aligned with strategic priorities)?<br />
[[Category:Open Education]][[Category:CTLT]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_Open_Learning_Design_Group&diff=540264Documentation:CTLT Open Learning Design Group2019-01-08T20:28:55Z<p>Cindyunderhill: /* Shared Understanding of Purpose */</p>
<hr />
<div>{{Infobox OLDDG}}<br />
Welcome to the shared planning wiki space for the CTLT Open Learning Design Group!<br />
<br />
==2019 Group Half Day Retreat Planning==<br />
*''Date'': Jan 15 <br />
*''Time'': 9am to 1pm<br />
<br />
===Desired Outcomes===<br />
*Group Development<br />
:*What do we want to be<br />
:*Role Defining (What are our roles, how do they relate, etc)<br />
*Strategic planning <br />
*Goal Setting<br />
*Shared understanding of our purpose<br />
<br />
===Brainstorming Sessions Ideas===<br />
<br />
Have ideas for activities, sessions, or topics to cover at the retreat? Add them below!<br />
<br />
==== Shared Understanding of Purpose ====<br />
* Why have we come together? Why us?<br />
* Create elevator pitch - what is the OLD group?<br />
* <br />
<br />
====Open Learning Design Group Mapping====<br />
*Who are we, what different skills, approaches, styles do we have?<br />
*Where do we see opportunities for collaboration, etc<br />
*What projects or priorities are we bringing into this year?<br />
<br />
====Blue Sky Planning for 2019====<br />
*If we could do anything, what would (or should) we do in 2019?<br />
*What areas/services/resources in our area are not supported that could be developed?<br />
<br />
==== Strategic Priorities for Open Learning Design ====<br />
* Based on blue sky visioning and maybe a look at UBC's strategic plan - what has traction?<br />
<br />
* What might our 2019 Projects, Services, Workshops etc look like (aligned with strategic priorities)?<br />
[[Category:Open Education]][[Category:CTLT]]</div>Cindyunderhillhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_Open_Learning_Design_Group&diff=540263Documentation:CTLT Open Learning Design Group2019-01-08T20:28:24Z<p>Cindyunderhill: /* Shared Understanding of Purpose */</p>
<hr />
<div>{{Infobox OLDDG}}<br />
Welcome to the shared planning wiki space for the CTLT Open Learning Design Group!<br />
<br />
==2019 Group Half Day Retreat Planning==<br />
*''Date'': Jan 15 <br />
*''Time'': 9am to 1pm<br />
<br />
===Desired Outcomes===<br />
*Group Development<br />
:*What do we want to be<br />
:*Role Defining (What are our roles, how do they relate, etc)<br />
*Strategic planning <br />
*Goal Setting<br />
*Shared understanding of our purpose<br />
<br />
===Brainstorming Sessions Ideas===<br />
<br />
Have ideas for activities, sessions, or topics to cover at the retreat? Add them below!<br />
<br />
==== Shared Understanding of Purpose ====<br />
* Why have we come together? Why us?<br />
* Create elevator pitch - what is the OLD group<br />
* <br />
<br />
====Open Learning Design Group Mapping====<br />
*Who are we, what different skills, approaches, styles do we have?<br />
*Where do we see opportunities for collaboration, etc<br />
*What projects or priorities are we bringing into this year?<br />
<br />
====Blue Sky Planning for 2019====<br />
*If we could do anything, what would (or should) we do in 2019?<br />
*What areas/services/resources in our area are not supported that could be developed?<br />
<br />
==== Strategic Priorities for Open Learning Design ====<br />
* Based on blue sky visioning and maybe a look at UBC's strategic plan - what has traction?<br />
<br />
* What might our 2019 Projects, Services, Workshops etc look like (aligned with strategic priorities)?<br />
[[Category:Open Education]][[Category:CTLT]]</div>Cindyunderhill