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1. Identify Sources of Inspiration: Who are the people involved in your topic of the project (the problem on which you are working?) 

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1. Identify Sources of Inspiration: Who are the people involved in your topic of the project (the problem on which you are working?) 

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List the candidates (Users, Experts and Extreme Users) that you think will provide the most inspiration and describe at least 3-5 that you want to engage with first. Write in points.

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How does your AI based solution of the problem align with your End Goals and Success Indicators (review the goals and success indicators you have set in the Getting Started phase)?

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1. Find Themes: Look for themes, patterns and connections across your notes during your research in discovery. Cluster related notes around themes that you notice. It’s like moving your thoughts around and seeing new patterns as a result. Create headlines for each category that capture these themes and patterns.  Write  all these headlines in points here.

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1. Find Themes: Look for themes, patterns and connections across your notes during your research in discovery. Cluster related notes around themes that you notice. It’s like moving your thoughts around and seeing new patterns as a result. Create headlines for each category that capture these themes and patterns.  Write  all these headlines in points here.

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What is an authentic problem in f2f/online/virtual teaching-learning setting that you have noticed and thought to solve it through AI-based technology integration? What is your initial planning for its solution?

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1. Make Insights Actionable: Actionable and successful ideas start with the right question, which identifies important opportunities through great INSIGHTS. Remember, each “How might we” (HMW) question will only address a portion of your challenge so you can create multiple HMW’s and prioritize them for ideation phase (which will be Milestone - 3 of the project). Start your answer with HOW MIGHT WE...  

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1. Make Insights Actionable: Actionable and successful ideas start with the right question, which identifies important opportunities through great INSIGHTS. Remember, each “How might we” (HMW) question will only address a portion of your challenge so you can create multiple HMW’s and prioritize them for ideation phase (which will be Milestone - 3 of the project). Start your answer with HOW MIGHT WE...  

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1a. Is your question... (Choose below) (Hint: use your critical thinking skills). a. BROAD ENOUGH TO SPEAK NEW IDEAS?

b. NARROW ENOUGH TO FEEL MANAGEABLE

c. FOCUSED ON RESPONDING TO YOUR USER-DRIVEN INSIGHT

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1. DREAMS/WISHES: I wish would exist in education. List at least 4 dreams/wishes per team member e.g. I wish i could collaborate more with my teachers.

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1. DREAMS/WISHES: I wish would exist in education. List at least 4 dreams/wishes per team member e.g. I wish i could collaborate more with my teachers.

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1. Who did you meet? Profession, Age, Location, etc.

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1. Who did you meet? Profession, Age, Location, etc.

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1. Review the Challenge / problem: What are some things your team identified about the current design challenge? Capture key thoughts, constraints, and barriers from the discussion. Write thoughts, constraints, and barriers in points.    

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1. Review the Challenge / problem: What are some things your team identified about the current design challenge? Capture key thoughts, constraints, and barriers from the discussion. Write thoughts, constraints, and barriers in points.    

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Examples of Media Types, Media Formats and Instructional Materials                         

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Examples of Media Types, Media Formats and Instructional Materials                         

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2. Did your group rewrite the challenge/ problem after your discussion? If so, capture it here in the form of  HOW MIGHT WE... 

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2. Did your group rewrite the challenge/ problem after your discussion? If so, capture it here in the form of  HOW MIGHT WE... 

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2. What was the most memorable and surprising story (during interviewing/ observation)?

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2. What was the most memorable and surprising story (during interviewing/ observation)?

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2. Convert the dreams/wishes (mentioned in the previous prompt) into "How might we" question with the help of AI.

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2. Convert the dreams/wishes (mentioned in the previous prompt) into "How might we" question with the help of AI.

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2. Make Sense of Findings: Take a closer look at your themes and find overlaps, patterns and tensions as they relate to each other. Try to group several related themes in larger categories and write those LARGER CATEGORIES in points here: (Format- Headline/ Heading: Larger Categories-brief description) 

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2. Make Sense of Findings: Take a closer look at your themes and find overlaps, patterns and tensions as they relate to each other. Try to group several related themes in larger categories and write those LARGER CATEGORIES in points here: (Format- Headline/ Heading: Larger Categories-brief description) 

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Some examples of the Technology Integration Models are:

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Some examples of the Technology Integration Models are:

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ASSURE Model

SAMR Model

TPACK Model

TIM Model

T3 Model

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Brainstorm multiple ideas in the team and list all the technologies/tools/apps as a result of brainstorming as per the dimensions/aspects/parts of your problem.

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Duties: The coordinator, formerly the leader role, is the person who manages the work (but not the workers!). He/She ensures that the goals to be accomplished are clear, delegates responsibility based on each person’s abilities and interests, and checks on everyone’s progress. This means that the coordinator must really know the members of the team, which may require doing some team building activities before starting to work.

Possible problems: If not careful, the coordinator may be perceived as bossy or lazy. So care must be taken that he/she does an equal part of the work and allows others the freedom to work as they wish as long as the goals are being met. It is important to remind the coordinator that he/she is not the boss, just someone who helps others do their very best.

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The primary objective of this Padlet activity is to facilitate your understanding of the Design Thinking process and how do you showcase your work.

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The primary objective of this Padlet activity is to facilitate your understanding of the Design Thinking process and how do you showcase your work.

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Resources for completing your project are available in the next section labelled as "Resources".

Guidelines:

1. Download the desktop version of Padlet.

2. Read and understand posts that are blue highlighted to understand the theoretical part of the project.

3. Green highlighted posts are meant to give you instructions of what you have to do in that particular section (don't respond just comprehend).

4. You have to respond to all the white highlighted posts in their respective comment section.

5. Do not change the sequence/settings of the posts under each section on this Padlet. However, if you want to do internal discussions, you can make a separate Padlet and paste the link of that Padlet here.

6. Prior to participating in this Padlet activity, you are required to read the Toolkit on Design Thinking available in Google Classroom or you can access the toolkit from the Resources section in this Padlet.

7. After reading and understanding the toolkit, you are required to do discussions and complete the respective section in your workbook if needed (available on GCR and in the resources section of this Padlet).

8. After comprehending the respective phase/milestone, you have to complete the Padlet activities by responding under the comments of the prompts (in white colored) given in the sections of each milestone and display your work there.

9. After completing each section of the Phases/Milestones, each team member has to peer review the tasks of all the other team members and provide constructive feedback.

Method of Submission:

All answers should be posted onto the Padlet board under the appropriate headings or sections' comments.

Assessment Criteria:

Answers will be assessed based on comprehension of the toolkit, depth of analysis, and adherence to the guidelines, rubrics (posted in the resource section).

Your assignment will be marked by your teacher using rubrics of “Critical Thinking”, Creative Thinking", "Communication", “Collaboration” and "Problem Solving".

Keep Record of your individual efforts on the printed “Design Thinking Workbook” to get bonus marks as you have to submit it before the final presentation and assessment of the whole project.

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3. Share What you Know: What do you believe you already know about this challenge/ problem? What would you like to learn more about? Capture your assumptions, and your questions (Keep in view the following indicators) 

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3. Share What you Know: What do you believe you already know about this challenge/ problem? What would you like to learn more about? Capture your assumptions, and your questions (Keep in view the following indicators) 

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1. I ALREADY KNOW... (Write in points) -

2. I WANT TO KNOW MORE ABOUT... (Write in points)

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Do Reality Check

Make a list of all the challenges and barriers

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3. What was interesting about the way your stakeholder (e.g. student, teacher, administrator etc.) interacted with his/her environment? 

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3. What was interesting about the way your stakeholder (e.g. student, teacher, administrator etc.) interacted with his/her environment? 

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1. Which Technology Integration model did you select and why? 

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1. Which Technology Integration model did you select and why? 

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Digital Prototype of Microlearning Module of Team Member 1 

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Digital Prototype of Microlearning Module of Team Member 1 

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In this module you will showcase your solution implementation of the challenge using all the instructional medias (Text, Audio, Video, Visuals and Manipulatives)

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3. GRIPES that could be better in education - List at least 4 Gripes per team member. 

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3. GRIPES that could be better in education - List at least 4 Gripes per team member. 

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3. Did you find any contradictions? Did you have any unexpected learnings or find something that felt surprising? Why? Write about that UNEXPECTED LEARNINGS in points. 

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3. Did you find any contradictions? Did you have any unexpected learnings or find something that felt surprising? Why? Write about that UNEXPECTED LEARNINGS in points. 

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2. How will you integrate the selected AI technologies to solve the problem in hand? 

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2. How will you integrate the selected AI technologies to solve the problem in hand? 

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Do Reality Check: What excites you about your idea (digital solutions in the form of technology/tool/app)? What is the core value it provides to your audience? What real need does it address?

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Do Reality Check: What excites you about your idea (digital solutions in the form of technology/tool/app)? What is the core value it provides to your audience? What real need does it address?

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4. Assign duties of Team for discovery: Who will go where? which methods will be employed to collect data in the field? Through your discussion, what did you determine about the roles that people will play and the unique goals that you each have? How to engage teammates?

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4. Assign duties of Team for discovery: Who will go where? which methods will be employed to collect data in the field? Through your discussion, what did you determine about the roles that people will play and the unique goals that you each have? How to engage teammates?

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4. After having discussed with your team, and/or gotten feedback on the categories, what are you excited to dig deeper into? Start as WE ARE EXCITED TO EXPLORE...    

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4. After having discussed with your team, and/or gotten feedback on the categories, what are you excited to dig deeper into? Start as WE ARE EXCITED TO EXPLORE...    

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Databases of AI Tools: Your Ultimate Resource Guide

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An extensive showcase of noteworthy AI Tools Databases, enriched with valuable insights, and comprehensive breakdowns of their fundamental capabilities.

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4. Convert Gripes (mentioned in the previous prompt) into "How might we" question with the help of AI.

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4. Convert Gripes (mentioned in the previous prompt) into "How might we" question with the help of AI.

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5. Write your End Goals according to SMART goals (Specific, Measurable, Achievable, Relevant, and Time-bound) of the project in points (at least one per person). 

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5. Write your End Goals according to SMART goals (Specific, Measurable, Achievable, Relevant, and Time-bound) of the project in points (at least one per person). 

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6. Define Indicators of Success: What measures and indicators will help me know my ideas are successful? Write measures and indicators in points. (AT least one success indicator per person) 

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6. Define Indicators of Success: What measures and indicators will help me know my ideas are successful? Write measures and indicators in points. (AT least one success indicator per person) 

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In this section, identify the relevant national or provincial educational standards that your project aligns with. Clearly state the learning objectives or outcomes based on frameworks such as Bloom's Taxonomy or SOLO Taxonomy.

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In this section, identify the relevant national or provincial educational standards that your project aligns with. Clearly state the learning objectives or outcomes based on frameworks such as Bloom's Taxonomy or SOLO Taxonomy.

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Introduce your team along with the roles (Use Photos and Text to introduce yourself)

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Introduce your team along with the roles (Use Photos and Text to introduce yourself)

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Reflect on your learning from this milestone. Share what new insights, skills, or perspectives you gained during the process, and how these have influenced the evolution of your project. Focus on personal growth, project refinement, and unexpected discoveries.

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Reflect on your learning from this milestone. Share what new insights, skills, or perspectives you gained during the process, and how these have influenced the evolution of your project. Focus on personal growth, project refinement, and unexpected discoveries.

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What need to be done in this section? Complete this section by responding to the prompts/questions (along with evidences) given in the posts below.

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What need to be done in this section? Complete this section by responding to the prompts/questions (along with evidences) given in the posts below.

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1. Share your Story, Inspiration and Value

2. Remember your process

3. Engage Others

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How to address the needs of stakeholder(s) through AI-based technology integration? How to choose pedagogical method/strategy suitable to solve the problem? How to choose Technology Integration Model to solve your problem? How would you choose from a range of AI-based educational technologies/tools/apps? Shortlist 8-10 technologies/tools/apps using databases/wikis? How to choose Media, format and instructional material and prepare?

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What need to be done in this section? Complete this section by responding to the prompts/questions (along with evidences) given in the posts below.

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What need to be done in this section? Complete this section by responding to the prompts/questions (along with evidences) given in the posts below.

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Brainstorm the Ideas

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How would you build digital prototypes of instructional material using multiple media for the particular stakeholder(s) facing the problem? How would you learn and teach the chosen educational technology? How do you integrate it to solve the problem in hand?

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Reflect on your learning from this milestone. Share what new insights, skills, or perspectives you gained during the process, and how these have influenced your personal growth, project refinement, and unexpected discoveries.

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Reflect on your learning from this milestone. Share what new insights, skills, or perspectives you gained during the process, and how these have influenced your personal growth, project refinement, and unexpected discoveries.

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Reflect on your learning from this milestone. Share what new insights, skills, or perspectives you gained during the process, and how these have influenced your personal growth, project refinement, and unexpected discoveries.

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Reflect on your learning from this milestone. Share what new insights, skills, or perspectives you gained during the process, and how these have influenced your personal growth, project refinement, and unexpected discoveries.

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How did you choose that particular problem? Why do you think that it can be solved through AI-based technology integration?

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Share your Final-Project Video Presentation as a TED Talk.

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Share your Final-Project Video Presentation as a TED Talk.

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Ensure your presentation is engaging and concise, highlighting the key insights, innovative solutions, and the impact of your project. Use storytelling techniques to convey the journey, challenges, and outcomes of your design process.

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Paragraph

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Audio Overview of Design Thinking for Educators 

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Audio Overview of Design Thinking for Educators 

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Duties: The divergent is the group member charged with constantly thinking outside the box while looking for more effective ways to accomplish the goals. He/She must use creativity while brainstorming new solutions to the given problem, different ways of presenting the final product, and ideas for helping the team to work better together. All aspects of the group work are within his/her responsibility.

Possible problems: If not careful, the divergent can spend a lot of time in la-la land and not be grounded in the reality of what can and must be accomplished. Time can sometimes be his/her enemy, as can a lack of communication with the rest of the group. It is helpful if the coordinator checks in routinely with the divergent to see what he/she is currently working on.

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Tell a brief and engaging story, focusing on the most important aspects of your AI based solution in the form of micro learning module. What story will you tell? What inspired your ideas and how do they respond to the needs you uncovered?

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Read "Evolution" Phase from "Design Thinking for Educators Toolkit"

Start recording your personal ideas in your individual “Design Thinking Workbook” and give detailed textual descriptions of “Evolution” about the finalized digital solutions for the self-selected/formulated problem.

Review all phases of your project and goals you set in “Getting Started”.

Refine your instructional materials based on the feedback and your self-review.

Define success of your own project by tracking and measuring the success of your design solution.

Document progress of your project with specific reference to the behaviors you have noticed since implementing/presenting your prototypes.

Describe how you would engage others to scale up your digital solution.

Use resources uploaded in the Google Classroom about Design Thinking especially “Design Thinking for Educators Toolkit” for completing the assignment. Additionally, for finalizing digital solutions, follow constructive feedback in the class and visit “Project Companion Portal” https://sites.google.com/view/project-companion-portal)

Submit answers for the attached questions for “Evolution” Milestone (INDIVIDUALLY).

Submit attached google form for your reflections (INDIVIDUALLY).

Additionally, keep a record/copy of your submitted work in your safe custody.

Your responses (i.e., textual descriptions) on the printed workbook or on the reflections form should not be matched with your teammates or anyone else. Otherwise, it will be considered plagiarism and given zero marks.

Start combining your teamwork for the Final Presentation & Assessment.

Join the Professional Learning Community [www.edweb.net/edtechdesign_2022] for discussions, feedbacks and continued professional development.

Prepare yourself for a Project presentation (10-15 mins) during the next class with all your teammates.

Start Developing your teams’ website for final project submission, project portfolio and project exhibition.

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 1

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 1

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Gather feedback from your stakeholder(s)/Peers/TAs to improve the digital prototype of microlearning module with the help of a Question guide and capture feedback learnings.

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Step 1: Team Introduction and Role Assignment

1. Team Leader/Coordinator:

-Name:

- Duties:

2. Creative Thinker/Divergent:

-Name:

- Duties:

3. Resource Specialist:

-Name:

- Duties:

4. Tech Support:

-Name:

- Duties:

5. Finisher:

-Name:

- Duties:

Step 2: Problem Identification and Definition

1. List Possible Topics: Brainstorm ideas based on the resources in the Google Classroom (Week 3 on Design Thinking). Each team member contributes a potential problem related to design, technology, or education.

2. Frame the Problem: Choose one topic that resonates with the team's skills and interests.

3. Keep it Simple: Simplify the problem into a single, clear question.

Step 3: Sketch Out End Goals

Define what success looks like.

Step 4: Define Measures of Success

Set specific criteria for measuring success.

Step 5: Establish Constraints

List limitations and resources available to the team.

Step 6: Utilize Resources from Google Classroom

1. Access the materials on Design Thinking from the Google Classroom.

Step 7: Team Collaboration & Reflection

Each team member contributes to the “Getting Started” questions based on their role.

- Submit the following individually: Personal reflections on your assigned role, learning outcomes, and challenges via the Google form.

Final Submission

1. Ensure all tasks are completed:

- Final product, documentation, and presentation prepared by the Finisher.

- Complete Google form reflections individually.

2. Submit the final assignment on the Google Classroom platform under Week 3.

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Shortlist educational technologies/tools/apps by considering the results of self, peer and teacher assessment about the suggested technologies/tools/apps. You will seek permission from your teacher (after probing questions) to assign a technology/app/tool from your given list to all the team members.

Divide multiple dimensions/aspects/parts among your teammates as well as the relevant educational technologies/tools/apps (one for each teammate).

Start recording your personal ideas in your individual “Design Thinking Workbook” and give detailed textual descriptions of “Experimentation” about the shortlisted/assigned educational technologies/tools/apps.

Make prototypes of instructional materials for your selected technology/tool/app in the form of various media formats.

Identify sources of feedback and feedback participants and build a question guide for getting constructive feedback about the prototypes.

Understand the feedback well and improve your work in the next milestone.

Collaborate effectively on your Team Padlet to refine your work about digital solutions for the problem in hand.

Use resources uploaded in the Google Classroom about Design Thinking especially “Design Thinking for Educators Toolkit” for completing the assignment. Additionally, for making multiple prototypes and instructional materials (artifacts) for the digital solutions, explore various solution pathways and relevant educational resources (some of them shared in Google Classroom and at Project Companion Portal https://sites.google.com/view/project-companion-portal)

Submit answers for the attached questions for “Experimentation” milestone (INDIVIDUALLY).

Submit attached google form for your reflections (INDIVIDUALLY).

Additionally, keep a record/copy of your submitted work in your safe custody.

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Best AI Tools Directory & AI Tools List - Toolify

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Toolify is the largest AI tools directory & GPT Store Apps. Over 17200+ AI Websites and AI Tools. AI Tools list and GPTs Store Apps list are auto updated by ChatGPT.

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PLAYBOOK: A toolkit for creative thinking

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PLAYBOOK: A toolkit for creative thinking

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Duties: Similar to the long-ago materials manager, the resource specialist’s job is to gather and curate all of the materials, whether physical or digital, that the group will need to accomplish the goals. This may include anything from getting markers and chart paper to doing research for the project. Once gathered, the materials must be collated and organized in a way that makes it easy for the rest of the team to find and use what they need. And the research process does not end until the completed product is turned in, which means that a good resource specialist is busy throughout the entire project, gathering data on each phase of the work from beginning inquiry to determining what form the final product might be in.

This is the only group role, by the way, that is encouraged to visit with other teams and see what they are doing. This is not so that others’ work can be copied, but so that all of the groups can learn from each other.

Possible Problems: This position may be perceived as a “boring” one by students. After all, who wants to spend all of their time doing research? By stressing the curation and organization of resources to ensure that all possibilities are covered and that the team members can easily find what they need when they need it, the teacher can ensure that the importance of this role is understood by everyone. The resource specialist must work with every member of the group, which can also sometimes lead to off-task behavior.

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Document your progress across all phases of the project.

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Make a list of all the challenges and barriers:

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Make a list of all the challenges and barriers:

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What were the challenges and barriers you faced while selecting your ideas ?

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 3

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 3

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Gather feedback from your stakeholder(s)/Peers/TAs to improve the digital prototype of microlearning module with the help of a Question guide and capture feedback learnings.

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Futurepedia - Find The Best AI Tools & Software

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Futurepedia is a free site to help you find the best AI tools and software to make your work and life more efficient and productive. Updated daily, join millions of followers of our website, newsletter and YouTube.

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Duties: If the assignment has a technology component to it, then one member of the group should provide tech support as needed. While we may believe that all students are inherently gifted with technical knowledge, that is not really the case. The tech support person is there to help solve any problems that may come up with a device, an app, or a website. In addition, this position may also assume the recordkeeping duties by creating a Google Doc or other collaborative workspace that can be shared with the group. Having this role frees the teacher or workshop leader from having to stop facilitating and worry about “fixing” things.

Possible problems: Because this person is a techie, he/she will want very much to DO all of the technical work. But that is not the function of this position. Encourage him/her to take a “hands-off” approach to supporting the others in the group and letting them solve problems under his/her tutelage. Think “call support center” help instead of “me doing this for you” assistance.

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1. Outline the presentation you’d like to give to share your story.

2. How has your prototype of microlearning module been successful?

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A complete and comprehensive description of your shortlisted technologies/tools/apps [at least 2 per team member]

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A complete and comprehensive description of your shortlisted technologies/tools/apps [at least 2 per team member]

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Duties: The finisher has excellent attention to detail and is perfect at checking the final product. He/She ensures that the stated goals have been achieved and searches out errors, polishing and perfecting. This position does not mitigate the need for all other group members to check their own work, nor should its duties happen only at the end of the project. A good finisher is constantly checking in with the other members of the group to see if they need help.

Possible problems: Meticulous and detailed, the Finisher may be perceived as a nit-picker. So it’s important for this person to explain why changes need to be made.

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Digital Prototype of Microlearning Module of Team Member 3 

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Digital Prototype of Microlearning Module of Team Member 3 

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In this module you will showcase your solution implementation of the challenge using all the instructional medias (Text, Audio, Video, Visuals and Manipulatives)

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How has your Design Thinking Project been successful? 

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How has your Design Thinking Project been successful? 

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 4

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 4

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Gather feedback from your stakeholder(s)/Peers/TAs to improve the digital prototype of microlearning module with the help of a Question guide and capture feedback learnings.

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4. What motivates your stakeholder who is facing the problem? 

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4. What motivates your stakeholder who is facing the problem? 

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Digital Prototype of Microlearning Module of Team Member 4 

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Digital Prototype of Microlearning Module of Team Member 4 

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In this module you will showcase your solution implementation of the challenge using all the instructional medias (Text, Audio, Video, Visuals and Manipulatives)

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 5

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Feedback gathered from Stakeholder(s)/Peers/TAs on the Digital Prototype of Microlearning Module of Team Member 5

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Gather feedback from your stakeholder(s)/Peers/TAs to improve the digital prototype of microlearning module with the help of a Question guide and capture feedback learnings.

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5. What frustrated your stakeholder who is facing the problem?

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5. What frustrated your stakeholder who is facing the problem?

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5. Draw Insights from Interview/ Observation: Insights are a concise expression of what you have learned from your research and inspiration. They are the “AHA” moments and unexpected learnings. Sometimes, it can be helpful to write an insight in the form of a Point-of-View (POV) statement which makes an insight specific to a user or user group/ Stakeholders. A simpler way to create a POV is through the POV equation (Stakeholder [empathetically describe] + need + interesting learning= POV). 

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5. Draw Insights from Interview/ Observation: Insights are a concise expression of what you have learned from your research and inspiration. They are the “AHA” moments and unexpected learnings. Sometimes, it can be helpful to write an insight in the form of a Point-of-View (POV) statement which makes an insight specific to a user or user group/ Stakeholders. A simpler way to create a POV is through the POV equation (Stakeholder [empathetically describe] + need + interesting learning= POV). 

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5. Observations: What are you looking to learn in the observation? Capture themes and questions that you want to make sure you understand.

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5. Observations: What are you looking to learn in the observation? Capture themes and questions that you want to make sure you understand.

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THINGS TO SEE (in case of observation): What are some things you want to make sure you observe while you are visiting a particular place where the problem exists?

THINGS TO DO: What are some things you can do to gain inspiration in this place?

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Digital Prototype of Microlearning Module of Team Member 5

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Digital Prototype of Microlearning Module of Team Member 5

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In this module you will showcase your solution implementation of the challenge using all the instructional medias (Text, Audio, Video, Visuals and Manipulatives)

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6. What were your AHA moments after the interview and observation?

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6. What were your AHA moments after the interview and observation?

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6. Infer needs of your stakeholders: On the basis of your insights drawn from interviews/ observation, what are the emerging needs of your stakeholders?

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6. Infer needs of your stakeholders: On the basis of your insights drawn from interviews/ observation, what are the emerging needs of your stakeholders?

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7. What were your unexpected Learnings after interview/observation?

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7. What were your unexpected Learnings after interview/observation?

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8. What questions would you like to explore in your next conversation in case you will meet him/her (the stakeholder who is facing the problem) again? 

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8. What questions would you like to explore in your next conversation in case you will meet him/her (the stakeholder who is facing the problem) again? 

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9. After listening to your team stories, what were your Learnings from Team Member 1?

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9. After listening to your team stories, what were your Learnings from Team Member 1?

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10. After listening to your team stories, what were your Learnings from Team Member 2?

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10. After listening to your team stories, what were your Learnings from Team Member 2?

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12. After listening to your team stories, what were your Learnings from Team Member 4?

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12. After listening to your team stories, what were your Learnings from Team Member 4?

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11. After listening to your team stories, what were your Learnings from Team Member 3?

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11. After listening to your team stories, what were your Learnings from Team Member 3?

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13. After listening to your team stories, what were your Learnings from Team Member 5?

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13. After listening to your team stories, what were your Learnings from Team Member 5?

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7. Establish Constraints: What constraints will I need to manage? Write constraints in points. (Atleast one per person)  

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7. Establish Constraints: What constraints will I need to manage? Write constraints in points. (Atleast one per person)  

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8. If there are any other things that you think are important (other than end goals, success indicators and constraints) you can share with us.

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8. If there are any other things that you think are important (other than end goals, success indicators and constraints) you can share with us.

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PADLET 101 COURSE                                                                                                 

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PADLET 101 COURSE                                                                                                 

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Click the link to explore how Padlet works and how you can collaborate effectively. This course will guide you through the basics of creating posts, organizing content, and engaging with peers. Familiarize yourself with the key features to make the most of our project activities.

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I'm Mirha , the creative thinker behind this innovative ideas that spark new possiblities that sharp problem solving skills to tackel tough challenges and also a fresh prespective that sheds new light on old problems.

My Responsiblites include :

1:Collabrating with team members to develope and refine concept.

2: Provide feedback and suggestions to improve project outcomes .

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9. Explain the problem that you're addressing verbally by recording a short audio. 

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9. Explain the problem that you're addressing verbally by recording a short audio. 

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You can use Urdu, English, or Bilingual language to record the audio.

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10. Write down the design challenge you’ve decided to work on in the form of “How Might We!” with the help of AI.

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10. Write down the design challenge you’ve decided to work on in the form of “How Might We!” with the help of AI.

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Example of ""How might we": How might we make classroom learning more engaging and interactive?

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I'm Rimsha, the Resource Specialist in our team. I'm responsible for researching and gathering valuable information to support our ideas and solutions, which helps us make informed decisions and drive meaningful outcomes.

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•Get familiar with your teammates

•Choose a catchy name for your team

•Select a team leader

•Keep Record of your individual efforts (done by you) on the printed “Design Thinking Workbook”

•Get familiar with the Padlet.

•Critically Think, explore a scenario, generate a problem to be solved keeping in view the final goal in your mind.

•Use resources uploaded in the Google classroom under week3 about Design Thinking for completing the assignment.

•Submit attached google form for your reflections (individually).

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I m Muhammad Zubair Team Leader and my role is to guide the team, bring creative ideas, and make sure we stay focused on our goals

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1. How will you structure timeline for your whole project to be completed before the semester ends? ( You can use AI as an Assistant)

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1. How will you structure timeline for your whole project to be completed before the semester ends? ( You can use AI as an Assistant)

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8. On the basis of your Problem statement , divide the broad area of your self-selected/formulated/researched problem into (at least five and at max 10) parts/dimensions/aspects and describe all of them here.

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8. On the basis of your Problem statement , divide the broad area of your self-selected/formulated/researched problem into (at least five and at max 10) parts/dimensions/aspects and describe all of them here.

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6. Prepare For Fieldwork (Interview and observation): Assign responsibilities before going into the field. Who is in charge of confirming date, time, and location of the research activities? Who is responsible for making sure you have all the necessary equipment? Who will take the lead in interviewing? In documenting? 

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6. Prepare For Fieldwork (Interview and observation): Assign responsibilities before going into the field. Who is in charge of confirming date, time, and location of the research activities? Who is responsible for making sure you have all the necessary equipment? Who will take the lead in interviewing? In documenting? 