Does anyone watch our “Personal Growth Videos”? Our “Peaks of the Week”? Our reflection videos? The idea behind the videos is that learning requires reflection. This week, Ruby tried to redesign the format of the videos, and ask new questions because the videos were feeling staid.
You can’t force reflection, but it’s an interesting interaction design challenge to note how the structures of the new school you’re designing affect the way your students behave.
We’re all super busy balancing work and school, and when we get super busy, we tend to:
- go into default modes of interacting with the world and the people in it.
- go into crisis mode: reactive instead of proactive.
- feel like there’s no time to think, so reflection becomes optional or bonus.
Why not iterate ways to get better reflection and feedback from the class? Why not iterate the ol’ personal growth video hormone?
Some food for thought, some unfiltered brainstormin’:
- if a faculty member runs the videos, it automatically means we take it a little more seriously. plus they can call b.s. on any cop-out answers (to our annoyance.)
- what if a different student were in charge each week, and also in charge of asking a different question?
- instead of video, some kind of regularly-scheduled stand-up
- some kind of regularly-scheduled “circle time” or “family meeting” that includes story sharing or reflection questions
- visualization of the week / gamestorming activity that probes reflection
- specific questions for the blog that probe or seed reflection
- regular happy hour with faculty
- public vs. private to the school vs. private individual reflection
- filming video at the end of the week at the end of the long studio class = certain results and certain emotions
- the perils of introspection vs. usability testing/talk-aloud method
Design constraints: easy, quick, consistent…does that lead to the kind of reflection that leads to learning?