Designing Meaningful Education as a Service

SDN Conference, Berlin 2010. Designing Meaningful Education as a Service.

Rotterdam University of Applied Sciences

Peter van Waart ([email protected])

Bas Leurs ([email protected])

Berlin, October 14, 2010

Designing Meaningful Education as a Service



[email protected]

Experience = ‘Erlebnis’ / ‘Erfahfrung’

What is Experience?


Can you influence how something is experienced?A stay in a hotel is more than just sleeping. One can design for an experience in all phases.

What one remembers is how it was experienced emotionally.


What is ≠ how it’s experienced

f/[email protected] [email protected]

10

5

15

20

25

30

Brrr,…cold! Pffft,…warm!


Human values

The wordle displays the

terminal values defined by

Rokeach, M. (1973).

The Nature of Human Values.

New York: The Free Press.

“desirable, transsituational goals, varying in importance, that serve as guiding principles in peoples’ lives” (Schwarz, 2003)


humanvalues

Inspired by P. Desmet: Model of product emotions. 2002. TU Delft.

meaning

Process of interpreting meaning

stimuli


What about your experiences?

• Think of three meaningful moments from you (bachelor) study

• Describe the situation (actors, context) and the emotions that you did feel. (make drawings)

• Share your story, discuss it with others


What about your experiences?

• What do all these experiences have in common?

• What are the differences?• What’s important / remarkable?

• Present your findings on a flip chart


Student Experience Survey at Rotterdam University


ManagementExperience

boarddirectors

back office, front office(grades administration, time tables)

course management

teaching staffstudent

studentpeer teaching staff

back office, front office

course management

directorsboard

StudentExperience


Student Experience

1) Experience, what’s that?

2) Student Experience Survey

3) What should we do?


Reason: Isn’t it there or don’t you just see it?

“Students don’t perveive coherency in the curriculum!”

Because:

- There is no coherency, or…

- Coherency is not perceived?

1987porsche944 (sort of back)@flickr.com


Reason: Isn’t it there or don’t you just see it?

“Students don’t perveive coherency in the curriculum!”

Because:

- There is no coherency, or…Action: create more coherency

- Coherency is not perceived?Action: show coherency

1987porsche944 (sort of back)@flickr.com


Student Experience Survey


• Methods• Results

– By theme– By category– General + Specific

• Conclusions and recommendations


The team

• 4 teachers• 8 students


Students and other actors

Student experience• Students (of 2 courses) • Office• External affairs• ICT support• Teachers• Mentors


Sample

Year CMD n =

1 5 10

2 5 10

3 5 7

4 4 4

Year GMT n =

1 5 10

2 5 5

3 5 -

4 5 -

Total 39 60


Method

1. Data collection1. Motivation graph

2. Interviews (laddering)

2. Analysis and interpretation


Method: Motivation graph

Student completes motivation graph:1. Average (0), above average (+1), below average (-1)

2. Moment / situation


Method: Interviews

Interview

(laddering: reveal emotions)


Method: Analysis

- Coding (categories)- Signify meaning


Results


Results: themes year 1

cate

gorie

s

t

hem

es

Confirmation Confrontations Getting

organised

Finalise

Excited+

_Insecure

Confusion Orientation

Acknowledgement Accomplishment

Disappointment

+

_

+

_

+

_

Q1 Q2 Q3 Q4


Be at mercy Being put to

the test

Re-orientation Judgement

time

Excited+

_High pressure

Frustration

Overwhelmed

Satisfaction

Disillusion

+

_

+

_

+

_

Full of expectations

Proud

Grateful

Disoriented

Q1 Q2 Q3 Q4

ca

tego

ries

the

mes



Lonely Contemplating Cold shower Open end

Thrilling+

_DisrespectAbandonedFrustration

Insecure (GMT)

Boredom (CMD)

Challenged+

_

+

_

+

_

Proud (GMT)

Reassurement (CMD)

Neglection

Frustration

Rewarded

Q1 Q2 Q3 Q4

internship

ca

tego

ries

the

mes



Acceleration Wrap-up Pelgrimage Transformation

EnthousiastHome coming+

_Insecure High pressure

+

_

+

_

+

_

RewardingThrilling

Restless

Accomplishment

“Departure”

Q1 Q2 Q3 Q4

graduation

ca

tego

ries

the

mes



Result: Emotional Journey

Acceleration Wrap up Pelgrimage Transformation

Lonely Contemplation Cold shower Open end

Be at mercy Being put

to test

Re-orientation Judgement

time

Confirmation Confrontations Getting

organised

Finalise

1

2

3

4

internship

graduation

Q1 Q2 Q3 Q4


Structural problems: facilities

• Electricity– Inflexibile layout of classrooms– Not enough power outlets– Outlets not connected

• Internet– Wireless no connection– Not enough outlets (ethernet)


Structural problems: information

• Too late – Internship / Graduation – Time tables– Changes in time tables

• Unclear– Grades– Verbal confirmation– Crucial information is unclear

• Not accessible– Many seperate websites– Global search option is missing


Structural problems: behaviour from teachers

• Little personal feedback on assignments

• Late/no reply to e-mail• Little commitment to students


Structural problems: organisation

• Year 2 = year 1• Too much teamwork but no flexible schedules• A desire for more attention from teachers on extra-curriculair events• Mentality: studying doesn’t necessarily mean ‘going to school’


Research results

Most negative experiences- Feeling of non-existence / lack of acknowledgement- Lack of trust (promises are hardly kept)- Not enough personal feedback

Frustrations:- Stress- Information is missing, incomplete, incomprehensible and late (most of the

time)- Power and internet outlets


Physiological needs electricity, internet, work spaces,

Security grades, timetables, choices

Self-actualisation graduation, DesignThis!, internship

class, involvement of teachers, events at schoolLove and belonging

Esteem need Open project, personal feedback, student-assistent

director(s), facility management, ICT

office, ict

teachers, coordinators, external affairs

teachers, coordinators

teachers, coordinators, external affairs

Conclusies: pyramide van studentbehoeften


Mental model of the organisation

student

FacilitiesClientsBuilding

GradesTimetables

Class ProjectsTeacher

Facility

management

ICT

Backoffice

Frontoffice

student student student

Management

Coordination

External Affairs

CompaniesInternship

Director

student


Student

Experience

facilitiescli

ents

build

ing

Grade syste

m

time tabels

class

project

teacher

The student’s mental model

companies

internship


Now what?

Enhance the experience of the student throughout the course


What to do?

1. Enhanced concentration and focus, all senses involved

2. Altered awareness of time

3. Emotional commitment

4. Unique individual process

5. Acting with ‘raw stuff’

6. Encompass a process of acting and immersion van doen en ondergaan

7. Element of play (flow)

8. To be in control

9. Balancing challenges and competencies

10. Clear goals

* Characteristics of an experience according Boswijk, Thijssen & Peelen, 2005;2007

interior, smell, colour, vision, sound, furniture, canteen

immersive workshops, events

‘my’ class/team/teacher/school

personal feedback

clients, technology/hardware

projects, events, to create / build

projects, events, to create / build

dealing with complaints, span of control, influence

open Project, Honours Programme

vision, coherency, objectives

What to achieve?* What to offer?


Concluding remarks

• Acknowledge the student (‘I am’)

• Give personal feedback

• Put the student in charge (provide solutions for missing grades)

• Communicate how there is dealt with complaints (solved / unsolved)

• Keep your promises and tell the truth

• Organise events to celebrate the start and ending of projects or periods. Celebrate milestones/successes.

• Students are central, not the processes (means and end?)

studentpeer teaching staff

back office, front office

course management

directorsboard

StudentExperience

Designing Meaningful Education as a Service

Design

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