Confession: I completely rigged a ‘random’ exercise in our Design Research class last quarter. This proved to be a productive maneuver, it led to fascinating fieldwork and insights that are proving, at the very least, incredibly helpful to me.
I gamed the design research exercise because I wanted to explore how students access guidance and mentoring as they engage with education.
Students are often unaware of the questions they can and should ask when deciding their course of study. They are liable to select sub-optimal learning experiences that fail to catalyze their unique gifts and learning style. They can become disengaged and unreceptive to guidance.
Here in the second quarter, I am building a website based on our research findings. The website I am designing helps students take charge of their education experience. The website helps students reflect on how they learn, guides them to apply that knowledge to course selection and teaches them to ask questions that will evoke useful mentoring and guidance. I want students to select classroom experiences that merge ample supports with generative challenges so they are, upon graduation, equipped with the best possible tools to live and work as a contribution in the world.
- The user will understand that they have a unique learning style and temperament.
- The user will understand that they can amplify their education through matching course selection to their unique abilities.
- The user will that there are questions they can and should ask as they select courses and seek guidance. They will receive tools to help them formulate and ask productive questions, and will be able to absorb and act on advice received.
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