TEAMS & PROJECTS
Kelsey, Petr & Nina HEART AND MIND Recognizing that emotions have no boundaries, and therefore always affect students’ living and learning, we want to find ways to integrate emotional and experiential learning within an academic institution.
Jingshu, Maurizio & Katie T. LIVING AND LEARNING We want to make learning more well-rounded by promoting more casual peer learning in living spaces.
Seamus, Ximena & David STUDENT/LEARNER AGENCY the future of higher education wherein students may be better able to innovate and learn within the bounds of a more interdisciplinary, self-defined, education.
Aparna, Andy & Katie K ONLINE/OFFLINE How to integrate online + offline education experiences to create a system that provides both academic freedom with academic rigour.
Claire, Eric & Ellora RADICAL COLLABORATION We believe that every individual at Stanford has a unique and extremely valuable strength to share with us. Radical collaboration means exploring new ways in which we can make sure that this exchange happens. In a broader sense, people outside of Stanford have things to share with us to broaden our perspectives and minds, and we have things to share with them.
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Robert, Tara & Ivy Accreditation. Personalization. Presentation. How will you present yourself to the world? What medium or language will you use? How can you find the right balance between standardizing and personalizing this medium? How will the university restructure “learning” (current system: knowledge > classes > degree) into something more meaningful?
Mariam, Tania & Quyen SPACES A space on campus is a learning environment that translates into a physical, emotional and intellectual experience, designed to enhances productivity, positive exchanges and social well-being.
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Sohaib, Lemiece & Jason ROLE OF EXPERTISE What is the role of experience and the current body of knowledge in the student’s learning experience? Who are the experts on campus, and how can we provide students the opportunity to access them?
T2
We’re breaking out before bringing it home. Once again, we are following a human-centered design process, but this time we’re gaining empathy from outside, WAY OUTSIDE, the property boundaries of Stanford University. It’s time to explore analogous, parallel and experimental spaces and people to inspire the living and learning experience at The Farm in 2025. We’ll still dig in to gain empathy, synthesize our insights, and ideate a broad range of opportunities. We’ll also spend time building and running experience prototypes of our future visions back on campus.
This project happens in three parts, each with its own deliverables. We’ll have sub-assignments, but here are the big dates:
PART 1 Inspiration from beyond & empathy from the outside may 2 may 14
Travel pitches in class.* Ten 20 sec. empathy clips, user experience maps, and narrative photo studies. Using the tools we’ve already learned in addition to a few new ones, you’ll need to perform empathy sessions outside of the campus bounds, both near (Bay area) and far (somewhere else in the world)*.
PART 2 Bring it home to explode it out: Synthesis + Ideation may 16
Five vine videos due. We’re giving you five opportunities to show us your big insights in six seconds.
may 21
15 hand-drawn sketches of future concept ideas due. You’ll generate hundreds of possibilities and we want to see your favorite ones.
PART 3 The future today: Experience Prototyping may 28
Completed a 2-3 day experience prototype.
jun 4
90 second future concept videos shown in class.
jun 6
Curated raw data and deliverables for each part added to our collective map.
*A note on travel. Each team will be given the opportunity to pitch their plan for travel to best inform their project. Travel must happen during the weeks / weekends of May 9-12 or May 16-19. If you choose the latter week to travel you will be using the trip to test or refine ideas; you will still need to conduct empathy research off-campus near the beginning of the project, but you’ll start out in the Bay Area instead of further afield.