CONSIDERING COLLABORATION IN DMGT ELEARNING a preliminary investigation
PROJECT OVERVIEW COMPETITIVE LANDSCAPE STAKEHOLDER INSIGHTS THOUGHT STARTERS
PROJECT OVERVIEW COMPETITIVE LANDSCAPE STAKEHOLDER INSIGHTS THOUGHT STARTERS
PROBLEM
OPPORTUNITY To design an online experience for students that brings greater value to the Design Management program as a whole and creates an environment that fosters a culture of collaboration and communication between onground and online students.
In SCAD’s Design Management program, there is a perceived learning and performance gap between students learning online and onground.
PROBLEM & OPPORTUNITY
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RESEARCH QUESTION
How might we better approach the Design Management eLearning experience for improved collaboration between onground and eLearning in our department?
PROBLEM & OPPORTUNITY
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PROJECT OVERVIEW COMPETITIVE LANDSCAPE STAKEHOLDER INSIGHTS THOUGHT STARTERS
COMPETITIVE LANDSCAPE
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PARSONS THE NEW SCHOOL
CALIFORNIA COLLEGE OF THE ARTS
STRATEGIC DESIGN AND MANAGEMENT MS
DESIGN STRATEGY MBA
• FACE-TO-FACE KICKOFF
• OPEN-SOURCED CURRICULA
• COHORT + 1 COURSE AT A TIME
• ONCE-A-MONTH, FOUR-DAY WEEKENDS
PHILADELPHIA UNIVERSITY
RADFORD UNIVERSITY
STRATEGIC DESIGN MBA
DESIGN THINKING MFA
• INDUSTRY IMMERSION
• 100% ONLINE
• LEADERSHIP COHORT
• 2-YEAR FULL TIME / 4-YEAR PART TIME
COMPETITIVE LANDSCAPE
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PROJECT OVERVIEW COMPETITIVE LANDSCAPE STAKEHOLDER INSIGHTS THOUGHT STARTERS
ELEARNING DEPARTMENT
STAKEHOLDER INSIGHTS
DMGT PROFESSORS
ON-GROUND STUDENTS
DMGT 747 Collaboration at a Distance
ELEARNING STUDENTS
Considering Collaboration DMGT eLearning
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Fall 2015
ELEARNING DEPARTMENT INSIGHTS eLearning is a modality, not a location
We are constantly adapting to improve eLearning
eLearning can’t be a direct translation of on-ground classes
FLEXIBLE
ADAPTABLE
WE WANT QUALITY
CONTROLLED
STAKEHOLDER INSIGHTS
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Fall 2015
DMGT PROFESSORS INSIGHTS We need to adapt our teaching styles to the eLearning medium
RESTRICTED
We have more students than we have time to work with
STRETCHED
We get more “face-time” with on-ground students
DETACHED
STAKEHOLDER INSIGHTS
DMGT 747 Collaboration at a Distance
WE ARE LIMITED Considering Collaboration DMGT eLearning
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Fall 2015
ON-GROUND STUDENT INSIGHTS A big part of the grad school experience is building relationships with peers and professors
Collaborations with online students would connect me with more experienced peers
I feel like I am spammed with information I don’t need from too many sources
APPROACHABILITY
SYNERGY
WE WANT TO BE ENABLED
CLARITY
STAKEHOLDER INSIGHTS
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ELEARNING STUDENTS INSIGHTS It is difficult to hold one another accountable in collaborative online projects
DIALOGUE
The inconsistent structuring of eLearning classes creates confusion
INCLUSION
Sometimes I feel like I’m teaching myself
ATTENTION
STAKEHOLDER INSIGHTS
DMGT 747 Collaboration at a Distance
WE WANT CONNECTION Considering Collaboration DMGT eLearning
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Fall 2015
PROJECT OVERVIEW COMPETITIVE LANDSCAPE STAKEHOLDER INSIGHTS THOUGHT STARTERS
ELEARNING • We wish we could design our own Learning Management System (LMS) • We wish we did more usability testing • We wish there were dedicated eLearning professors
THOUGHT STARTERS
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ON-GROUND • We wish we could incentivize on-ground students to collaborate with eLearning students • We wish we could leverage existing events and turn them into opportunites for collaboration • We wish we could create on open dialogue and work toward a culture of collaboration THOUGHT STARTERS
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FURTHER RESEARCH • Professor wishes • eLearning student wishes • Deeper look into competition • Expert interviews
THOUGHT STARTERS
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THANK YOU! Esther Kim Kimmie Lockett
Sandra Montalvo
Claire Partlow Shannnon Vanderhill
APPENDIX
STAKEHOLDERS MATRIX
02
COMPETITIVE LANDSCAPE 04 INTERVIEW APPROACH
16
INTERVIEW DATA
17
CULTURAL PROBE
25
ELEARNING SESSION
27
changers
eLearning Dept. DMGT Chair
adapters
SCAD Admissions
DMGT Professors
Hybrid Students
eLearning Students
Prospective Students
users
POWER
On-ground Students
mild
moderate
high
INVESTMENT STAKEHOLDERS MATRIX
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USERS The Users generally possess little power and therefore have no influence on the structure of the
WHAT WE LEARNED Creating the Stakeholders Ecosystem Map allowed us to identify the
eLearning program, course content or other system factors.
relationships between the constituents involved in the SCAD eLearning system. This model also illustrates the hierarchy involved within SCAD and
ADAPTERS
allows us to make informed decisions as we proceed with primary research.
The constituents that lie in the Adapters section of the Power axis have the ability to suggest changes to the system, but lack the authority to implement them. However, the Adapters have the ability to make small changes--such as modifications to online course assignments--that have minimal effect on the overall system but may improve or hinder the experience of the Users.
POWER “Power” also refers to a constituent’s level of influence on the system of eLearning and is categorized
CHANGERS
into Users, Adapters and Changers.
The Changers possess ultimate authority on the Power axis. They have the ability to redefine and restructure the SCAD eLearning system. They also have the largest amount of risk associated
INVESTMENT
with the success or failure of the program. However. The Changers do not actively participate in
The Investment axis refers to the amount of risk each constituent has within the system. For example,
SCAD eLearning in the manner or a professor or student. They generally have a behind-the-scenes
prospective SCAD students have no investment in the eLearning program because they have yet
role in the development and maintenance of the program. However, since the Changers are not
not committed to enrolling in the program. On the contrary, SCAD admissions has a high investment
active participants, they depend on the Adapters and the Users to engage in the system and make
because they are responsible for sustaining the program and consistently recruiting new students.
contributions.
STAKEHOLDERS MATRIX
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SCAD
DIFFERENTIATORS: COMPLETE ASYNCHRONICITY MAJOR BRAND PARTNERSHIPS “CHALLENGES EDUCATIONAL ASSUMPTIONS”
PROGRAM TITLE: MA IN DESIGN MANAGEMENT
CURRICULUM
LAUNCHED: 2007 LENGTH: 1 YEAR
•
FINANCIAL REPORTING AND ANALYSIS
•
HISTORY AND INTERPRETATION OF INNOVATION
•
IDEA VISUALIZATION
•
DESIGN INNOVATION DEVELOPMENT AND MARKETING STRATEGIES
•
FACILITATING CREATIVE THINKING
MISSION:
•
DESIGN MANAGEMENT MA FINAL PROJECT
To prepare professionals to lead organizations and contituents in the process of
•
METHODS OF CONTEXTUAL RESEARCH
•
APPLIED THEORY IN DESIGN
•
ELECTIVE
FACULTY NUMBERS: 5 STUDENTS ENROLLED IN PROGRAM: 50 (CONFIRMED)
design-driven innovation, thinking, and value creation.
INTENSIVE COURSES: VISUAL COMMUNICATION AND PRESENTATION, THE HUMAN FACTOR, DESIGN THINKING, FUNDAMENTALS OF GRADUATE RESEARCH
COMPETITIVE LANDSCAPE
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CALIFORNIA COLLEGE OF THE ARTS
DIFFERENTIATORS: OPEN SOURCE CURRICULA FIVE FOUR-DAY WEEKENDS, HELD ONCE A MONTH
PROGRAM TITLE: MBA IN DESIGN STRATEGY
CURRICULUM
LAUNCHED: 2008 LENGTH: 2 YEARS, 14 COURSES
•
INNOVATION STUDIO
•
MANAGEMENT & FINANCIAL ACCOUNTING
•
MANAGERIAL ECONOMICS
•
LIVE EXCHANGE
•
MARKET INSIGHT STUDIO
•
LEADERSHIP BY DESIGN STUDIO
•
SUSTAINABILITY STUDIO
MISSION:
•
BUSINESS MODELS & STAKEHOLDERS
To prepare the next generation of innovation leaders for a world that is not only
•
EXPERIENCE STUDIO
•
MANAGERIAL FINANCE
•
OPERATIONS & SYSTEMS
•
VENTURE STUDIO
•
STRATEGIC MANAGEMENT
•
BUSINESS LAW & NEGOTIATION
FACULTY NUMBERS: 44 STUDENTS ENROLLED IN PROGRAM: 126 (CONFIRMED)
profitable but also sustainable, ethical, and truly meaningful.
COMPETITIVE LANDSCAPE
DMGT 747 Collaboration at a Distance
FOUNDATIONS
CONTEXTS
SYSTEMS
INTEGRATION
Considering Collaboration DMGT eLearning
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CARNEGIE MELLON UNIVERSITY
DIFFERENTIATORS: UNITES ENGINEERING, DESIGN, AND BUSINESS
PROGRAM TITLE: MASTER OF INTEGRATED INNOVATION FOR PRODUCTS AND SERVICES
CURRICULUM
LAUNCHED: 2013
•
ENGINEERING DESIGN FUNDAMENTALS
•
INDUSTRIAL DESIGN FUNDAMENTALS IN CONTEXT
•
BUSINESS FUNDAMENTALS
•
DESIGN FOR MANUFACTURE
•
DESIGN FOR THE ENVIRONMENT
•
VISUAL PROCESSES
•
ADVANCED VISUAL PROCESSES
•
USER RESEARCH METHODS
MISSION:
•
DESIGNING FOR THE INTERNET OF THINGS
To cross-train students to become elite innovators.
•
PRODUCT AND BRAND MANAGEMENT
•
COMMERCIALIZING IP
•
ENTERPRISE INNOVATION
•
INNOVATION AND ENTREPRENUERSHIP I
•
THE LEADERSHIP CHALLENGE
•
IPD METHODS
•
THE INTEGRATED PRODUCT DEVELOPMENT
LENGTH: 1 YEAR FULL-TIME, 2 YEARS PART-TIME FACULTY NUMBERS: 13 FULL-TIME STUDENTS ENROLLED IN PROGRAM: 17 (UNCONFIRMED)
COMPETITIVE LANDSCAPE
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FUNDAMENTALS
ENGINEERING
DESIGN
BUSINESS
INTEGRATED INNOVATION 06
Fall 2015
JOHNS HOPKINS + MICA
DIFFERENTIATORS: SIMULTANEOUS DEGREES MAJOR RESEARCH UNIVERSITY RESPECTED ARTS COLLEGE
PROGRAM TITLE: DESIGN LEADERSHIP MBA/MA LAUNCHED: 2012
CURRICULUM
LENGTH: 20 MONTHS
MICA MA IN DESIGN LEADERSHIP
•
LEADERSHIP ETHICS SEMINAR
•
FOUNDATIONS OF DESIGN LEADERSHIP
•
BUSINESS LAW
•
COLLABORATION, INTERDISCIPLINARY,
•
THE FIRM AND MACROECONOMY
AND MULTIDISCIPLINARY
•
ECONOMICS FOR DECISION MAKING
•
CREATIVITY AND INNOVATION
•
STATISTICAL ANALYSIS
•
CULTURAL RELEVANCE & AWARENESS
•
DECISION MODELS
•
FORECASTING & REALIZATION
•
ACCOUNTING AND FINANCIAL
•
THE COMPETITIVE ADVANTAGE I
REQUIREMENTS
MISSION:
•
VISUALIZATION & PROTOTYPING
•
CORPORATE FINANCE
To help students become transformative leaders who engage organizations through
•
SUSTAINABILITY & SOCIAL
•
MARKETING MANAGEMENT
creative processes that result in innovative solutions to real-world challenges.
RESPONSIBILITY
•
LEADERSHIP IN ORGANIZATIONS
•
•
OPERATIONS MANAGEMENT
JOHNS HOPKINS UNIVERSITY MBA
•
INVESTMENTS
•
BUSINESS COMMUNICATION
•
STRATEGIC HUMAN CAPITAL
•
NEGOTIATION
•
INFORMATION SYSTEMS
FACULTY NUMBERS: 5 STUDENTS ENROLLED IN PROGRAM: 25 (UNCONFIRMED)
COMPETITIVE LANDSCAPE
THE COMPETITIVE ADVANTAGE II
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ILLINOIS INSTITUTE OF TECHNOLOGY
DIFFERENTIATORS: THE FIRST TO MARKET 80% ELECTIVES ALLOWS FOR CUSTOMIZATION 2 DEGREES
PROGRAM TITLE: MASTER OF DESIGN AND MBA LAUNCHED: 2006
CURRICULUM
LENGTH: 2 YEARS MINIMUM, 4-5 YEARS MAXIMUM
MASTER OF DESIGN
•
ECONOMICS
FACULTY NUMBERS: 13
•
•
STATISTICAL METHODS
PROCESS
•
MARKETING
•
PROTOTYPING METHODS
•
OPERATION MANAGEMENT
•
BUILDING AND UNDERSTANDING
•
INTERNATIONAL BUSINESS
•
BUSINESS POLICY
STUDENTS ENROLLED IN PROGRAM: 5 (UNCONFIRMED)
COMMUNICATION IN THE PLANNING
CONTEXT •
MODES OF HUMAN EXPERIENCE
•
ANALYSIS & SYNTHESIS IN DESIGN
ELECTIVES
MISSION:
•
INTRODUCTION TO DESIGN PLANNING
•
COMMUNICATION
To give design-focused students the necessary business skills to bring innovation to
•
INTRODUCTION TO OBSERVING USERS
•
INTERACTION
•
PLANNING & STRATEGY
•
PRODUCT
•
SYSTEMS
•
USER RESEARCH
market. MBA •
FINANCIAL AND MANAGERIAL
ACCOUNTING •
COMPETITIVE LANDSCAPE
ORGANIZATIONAL BEHAVIOR
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PARSONS - THE NEW SCHOOL
DIFFERENTIATORS: FACE-TO-FACE KICKOFF COHORT + 1 OTHER COURSE AT A TIME 3 HUBS - PARIS, NYC, SHANGHAI
PROGRAM TITLE: STRATEGIC DESIGN AND MANAGEMENT (MS)
CURRICULUM
LAUNCHED: FALL 2012 LENGTH: 2 YEARS, 9 COURSES
•
STRATEGIC DESIGN AND MANAGEMENT IN NEW ECONOMIES
•
SUSTAINABLE BUSINESS MODELS
•
MANAGING CREATIVE PROJECTS AND TEAMS
•
DESIGN INNOVATION AND LEADERSHIP
•
INTEGRATIVE STUDIO 1
MISSION:
•
REGULATORY AND ETHICAL CONTEXTS
To foster entreprenuership that can productively challenge traditional frameworks and
•
INDEPENDENT PROJECT: INTERNSHIP/ACTION RESEARCH
•
NEW DESIGN FIRMS
•
INTEGRATIVE STUDIO 2
FACULTY NUMBERS: 26 FT / 57 PT STUDENTS ENROLLED IN PROGRAM: 6 (UNCONFIRMED)
lead to meaningful change in the new creative economy.
COMPETITIVE LANDSCAPE
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PHILADELPHIA UNIVERSITY
DIFFERENTIATORS: “HYBRID VIGOR” INDUSTRY IMMERSION LEADERSHIP COHORT
PROGRAM TITLE: STRATEGIC DESIGN MBA
CURRICULUM
LAUNCHED: FALL 2012 LENGTH: 2 YEARS, 10 COURSES
MODULES: FRAMEWORKS, PROCESSES, IMPLEMENTATION, SUMMATIVE PROJECT
• INNOVATIVE LEADERSHIP
FACULTY NUMBERS: 11
• SUSTAINABLE BUSINESS MODELS
STUDENTS ENROLLED IN PROGRAM: 36 (UNCONFIRMED)
• DESIGN RESEARCH FOR BUSINESS • BUSINESS MODEL DEVELOPMENT -- PROJECT COURSE • METRICS I: FINANCIAL REPORTING AND ANALYSIS
MISSION:
• DESIGNED BUSINESS SYSTEMS
To integrate the analytical intelligence of business with the creative intelligence of
• STYLE AND BRAND STRATEGY -- PROJECT COURSE
design and develop hybrid thinkers who are able to identify opportunities and solve complex business challenges across industry sectors.
• METRICS II: MANAGERIAL FINANCE • STRATEGIC FORESIGHT • STRATEGIC DESIGN INTEGRATION -- PROJECT COURSE • NEW VENTURES -- PROJECT COURSE
COMPETITIVE LANDSCAPE
DMGT 747 Collaboration at a Distance
Considering Collaboration DMGT eLearning
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PRATT INSTITUTE
DIFFERENTIATORS: PARTICIPANTS REQUIRED TO FORM CAPSTONE TEAM TRIPLE BOTTOM LINE BY DESIGN & CULTURE ALTERNATING WEEKENDS + INTENSIVES
PROGRAM TITLE: DESIGN MANAGEMENT MPS LAUNCHED: 1995
CURRICULUM
LENGTH: 2.5 YEARS
•
FACULTY NUMBERS: 28
•
DIRECTED RESEARCH ADVISEMENT
SIMULATION
•
BUSINESS LAW
•
LEADERSIHP & TEAM BUILDING
•
FINANCING COMPANIES AND NEW
•
DESIGN MANAGEMENT
VENTURES
•
STRATEGIC TECHNOLOGY ISSUES AND
•
INTELLECTUAL PROPERTY LAW
CHALLENGES
•
STRATEGIC MARKETING
•
FINANCIAL REPORTING & ANALYSIS
•
MANAGERIAL DECISION MAKING
•
MANAGEMENT & COMMUNICATIONS
•
CAPSTONE PLANNING: ADVISEMENT
MISSION:
•
ADVERTISING & PROMOTION
•
BUSINESS STRATEGY
To shape 21st century strategic leaders able to bridge the disciplines of design and
•
MANAGING INNOVATION & CHANGE
•
DESIGN FUTURES: THEORY & PRACTICE
business and catalyze innovation.
•
INTERNATION ENVIRONMENT OF
•
BUILDIING ENTREPRENEURIAL COURAGE
BUSINESS
•
NEW PRODUCT MANAGEMENT &
•
DESIGN OPERATIONS MANAGEMENT
DEVELOPMENT
•
MONEY & MARKETS
•
SHAPING THE 21ST CENTURY: DESIGN
•
NEGOTIATING
INTEGRATIVE CAPSTONE
STUDENTS ENROLLED IN PROGRAM: 46 (UNCONFIRMED)
COMPETITIVE LANDSCAPE
LEADERSHIP & BEHAVIORAL
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SCHOOL OF VISUAL ARTS
DIFFERENTIATORS: EMPHASIS ON VENTURE-BASED CONCEPTION NETWORK STEFAN SAGMEISTER
PROGRAM TITLE: DESIGN MFA LAUNCHED: 1998
CURRICULUM
LENGTH: 2 YEARS
•
DESIGN AND BRANDING
•
PAUL RAND MEMORIAL LECTURE
•
SURVIVING THE DESIGN PROCESS
SERIES, PART 2
•
WRITING AND DESIGNING THE VISUAL
•
THESIS CONSULTATION: PREPARATION
BOOK
•
THESIS CONSULTATION: RESEARCH AND
•
DESIGN AND INTENTIONS
WRITIING
•
CAN DESIGN TOUCH SOMEONE’S
•
INTELLECTUAL PROPERTY AND THE LAW
HEART?
•
THESIS CONSULTATION: PRODUCTION
•
•
THESIS VIDEO AND MEDIA LAUNCH THESIS CONSULTATION: PITCH AND
FACULTY NUMBERS: 25 STUDENTS ENROLLED IN PROGRAM: 38 (UNCONFIRMED)
TABLET PUBLISHING: THE INTERACTIVE
MISSION:
FUTURE
•
To ensure students transcend the common definition of designers as service providers
•
PAUL RAND MEMORIAL LECTURE
PRESENTATION
into individual and collaborative creators.
SERIES, PART 3
•
FALL SEMINARS
•
DESIGNING INTERACTION
•
SPRING SEMINARS
•
CLICK, TAP, SWIPE: DESIGNING DIGITAL
•
BUSINESS FOR DESIGN
PRODUCTS
COMPETITIVE LANDSCAPE
ENTREPRENEURS
•
PAUL RAND MEMORIAL LECTURE
SERIES, PART 1
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RADFORD UNIVERSITY
DIFFERENTIATORS: 100% ONLINE ASYNCHRONOUS
PROGRAM TITLE: DESIGN THINKING MFA LAUNCHED: 2012
CURRICULUM
LENGTH: 2 YEARS FULL-TIME, 4 YEARS PART-TIME
•
ART HISTORY 1
•
ADVANCED DESIGN STUDIO 3
FACULTY NUMBERS: 7
•
ART HISTORY 2
•
ADVANCED DESIGN STUDIO 4
•
DESIGN THEORY AND RESEARCH
•
RESEARCH METHODS
•
ADVANCED STUDIO 1 (INTRO TO DESIGN
•
RESEARCH PROJECT/ THESIS
STUDENTS ENROLLED IN PROGRAM: 15 (UNCONFIRMED)
THINKING) •
ADVANCED STUDIO 2 (FOCUSED ON THE
DISCOVERY PHASE)
•
SPECIAL TOPICS IN DESIGN THINKING
MISSION:
•
READINGS ON DESIGN THINKING
To provide students with in-depth experiences in using the design process to solve
•
INSTRUCTIONAL DESIGN AND
complex problems.
EVALUATION
COMPETITIVE LANDSCAPE
•
DESIGN THINKING
•
COLLABORATIVE STUDIO
•
ENVIRONMENT BEHAVIOR
•
DIRECTED STUDY
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INDIRECT COMPETITORS APPLICATION
MIT
UC Cincinnatti
IDEO U
Stanford Online
LOW COST
Coursera
Darden UVA
+Acumen
Hyper Island
Harvard
HIGH COST
iVersity
Open Learn
Udemy
THEORY COMPETITIVE LANDSCAPE
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COMPETITIVE LANDSCAPE
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UNDERSTAND HOW DMGT CAN BETTER MEET THE E-LEARNING AND ON-GROUND STUDENTS’ EXPECTATIONS AND NEEDS.
EXPLORE CONCEPTS TO HELP DMGT E-LEARNING AND ON-GROUND STUDENTS COLLABORATE EFFECTIVELY FOR ACADEMIC SUCCESS.
INTERVIEW QUESTIONS HOW DID YOU BECOME INVOLVED WITH SCAD ELEARNING?
HOW DID YOU COME TO BE A PART OF THE SCAD ELEARNING TEAM?
WHAT HAS YOUR INVOLVEMENT BEEN LIKE WITH DESIGN MANAGEMENT?
WHAT PLATFORMS OR TOOLS ARE CURRENTLY BEING USED FOR E-LEARNING? ARE THERE ANY CHANGES IN THE WORKS THAT YOU CAN TELL US ABOUT?
WHAT IS YOUR RELATIONSHIP WITH SCAD ELEARNING? ARE THERE ANY COMMON ELEARNING CHALLENGES THAT GET BROUGHT TO YOUR HOW WOULD SCAD ELEARNING DEFINE A SUCCESSFUL EXPERIENCE FOR
ATTENTION FROM SCAD DEPARTMENTS? CAN YOU SHARE THOSE WITH US?
STUDENTS AND PROFESSORS? HOW DOES SCAD ELEARNING APPROACH COLLABORATION BETWEEN WHAT DO YOU THINK SETS SCAD ELEARNING APART FROM OTHER UNIVERSITY
SCAD SAVANNAH AND ELEARNING STUDENTS TODAY? IN WHAT WAYS IS IT
ELEARNING PROGRAMS?
ENCOURAGED?
INTERVIEW APPROACH
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ELEARNING DEPARTMENT
INTERVIEW QUOTES
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STAKEHOLDER INSIGHTS EXPLAINED
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Full Color
Offset Color
PROFESSORS
INTERVIEW QUOTES
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STAKEHOLDER INSIGHTS EXPLAINED
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ELEARNING STUDENTS
INTERVIEW QUOTES
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STAKEHOLDER INSIGHTS EXPLAINED
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ON-GROUND STUDENTS
INTERVIEW QUOTES
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STAKEHOLDER INSIGHTS EXPLAINED
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CULTURAL PROBES WERE USED AS AN ANONYMOUS AND ENGAGING WAY TO GATHER ON-GROUND STUDENTS’ INPUT ON VARIOUS TOPICS THAT FACTOR INTO E-LEARNING.
CULTURAL PROBE
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CULTURAL PROBE
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PRESENTATION OF THE PROBLEM
MINDMAP THOUGHT STARTER
GENERATING WISHES
VOTING ON WISHES
IDENTIFYING BENEFITS, BARRIERS, & BRIDGES
WALL OF WISHES
ELEARNING SESSION
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