|Empowered Learner||Digital Citizen||Knowledge Constructor||Innovative Designer||Computational Thinker||Creative Communicator||Global Collaborator|
Students leverage technology to take an active role
in choosing, achieving and demonstrating competency
in their learning goals, informed by the learning sciences.
Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected
digital world, and they act and model in ways that are safe,
legal and ethical.
Students critically curate a variety of resources using
digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences
for themselves and others.
Students use a variety of technologies within a
design process to identify and solve problems
by creating new, useful or imaginative solutions.
Students develop and employ strategies for
understanding and solving problems in ways
that leverage the power of technological
methods to develop and test solutions.
Students communicate clearly and express
themselves creatively for a variety of
purposes using the platforms, tools, styles,
formats and digital media appropriate to
|Students use digital tools to broaden their|
perspectives and enrich their learning by
collaborating with others and working
effectively in teams locally and globally.
1a Students articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and reflect
on the learning process itself to improve learning outcomes.
1b Students build networks and customize their learning
environments in ways that support the learning process.
1c Students use technology to seek feedback that informs
and improves their practice and to demonstrate their learning
in a variety of ways.
1d Students understand the fundamental concepts of
technology operations, demonstrate the ability to choose,
use and troubleshoot current technologies and are able to
transfer their knowledge to explore emerging technologies.
2a Students cultivate and manage their digital identity and
reputation and are aware of the permanence of their actions in
the digital world.
2b Students engage in positive, safe, legal and ethical behavior
when using technology, including social interactions online or
when using networked devices.
2c Students demonstrate an understanding of and respect for
the rights and obligations of using and sharing intellectual property.
2d Students manage their personal data to maintain digital privacy
and security and are aware of data-collection technology used to
track their navigation online.
3a Students plan and employ effective research
strategies to locate information and other resources
for their intellectual or creative pursuits.
3b Students evaluate the accuracy, perspective,
credibility and relevance of information, media, data
or other resources.
3c Students curate information from digital resources
using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful
connections or conclusions.
3d Students build knowledge by actively exploring
real-world issues and problems, developing ideas
and theories and pursuing answers and solutions.
4a Students know and use a deliberate design
process for generating ideas, testing theories,
creating innovative artifacts or solving authentic
4b Students select and use digital tools to plan
and manage a design process that considers
design constraints and calculated risks.
4c Students develop, test and refine prototypes
as part of a cyclical design process.
4d Students exhibit a tolerance for ambiguity,
perseverance and the capacity to work with
5a Students formulate problem definitions
suited for technology-assisted methods such
as data analysis, abstract models and
algorithmic thinking in exploring and finding
5b Students collect data or identify relevant
data sets, use digital tools to analyze them,
and represent data in various ways to
facilitate problem-solving and
5c Students break problems into component
parts, extract key information, and develop
descriptive models to understand complex
systems or facilitate problem-solving.
5d Students understand how automation
works and use algorithmic thinking to develop
a sequence of steps to create and test
6a Students choose the appropriate
platforms and tools for meeting the
desired objectives of their creation or
6b Students create original works or
responsibly repurpose or remix digital
resources into new creations.
6c Students communicate complex ideas
clearly and effectively by creating or using
a variety of digital objects such as
visualizations, models or simulations.
6d Students publish or present content that
customizes the message and medium for
their intended audiences.
7a Students use digital tools to connect with learners from
a variety of backgrounds and cultures, engaging with them
in ways that broaden mutual understanding and learning.
7b Students use collaborative technologies to work with
others, including peers, experts or community members,
to examine issues and problems from multiple viewpoints.
7c Students contribute constructively to project teams,
assuming various roles and responsibilities to work
effectively toward a common goal.
7d Students explore local and global issues and use
collaborative technologies to work with others to investigate solutions.
|U1: Dive into the research: Research questions|
Research questions narrow our focus to what
we really want or need to know about an issue.
|U2: Uncover assumptions: Personal assumptions chart|
A Personal Assumptions Chart is a document of
your assumptions. Recording assumptions reveals
thoughts and opinions about the problem and the
people experiencing the problem that may be incorrect,
|U3: Addressing Disparities: Understanding Differences|
A disparity is a noticeable and usually unfair, signifcant difference between people or things.
|U4: Empathize: Create an interview script|
Interviewing is having a conversation and
asking for stories. For people to open up to us,
we first have to build a relationship with them,
then we can ease into asking more sensitive questions.
|U5: Empathize: Conduct interviews|
Interviewing can feel a little awkward
because you are getting to know someone
you’ve never met. Be prepared so you properly
collect the information you need.
|U6: Empathize: Conduct observations|
Observational research involves closely
watching and recording what people do
in their environments so you can capture
trends in their behaviors and characteristics.
|U7: Exploring the news|
Researching stories in the news can be helpful in understanding how people are affected by problems. Highlight and analyze key details to provide insight to your topic.
|U8: Organize your findings: Affinity clusters|
Affinity clustering is the process of grouping
information into related themes or topics.
Put order to the information so you can gain
insight into the problem.
|U9: Organize your findings: Empathy map|
An Empathy Map allows us to sum up our learnings from
interviews/observations. The map provides four major
areas in which to focus our attention
(Said, Did, Thought, Felt) to give us an overview
of a person’s experience.
|U10: Organize your findings: Journey map|
Journey maps are timelines of how your
interviewee goes through their day. What
do they do? What emotions do they feel?
Why do they do the things they do?
|I1. Frame the problem: Ask “How might we?” |
How you frame a question can drastically
change what sort of solutions you come up with.
“How Might We” (HMW) questions transform a
need/problem into an actionable question to guide
|I2. Go broad: Braindump|
Braindumping is an individual brainstorm session.
This helps you get all your ideas out, before you're
influenced by other's ideas. Then, you'll share your
ideas with the team.
|I3. Go broad: Brainwrite|
Build on ideas by writing your ideas down and then
passing them on to the next person for additions/elaborations. There’s no pressure to come up with a great idea all by yourself, instead ideas immediately become collaborative.
|I4. Go broad: Worst possible idea|
Instead of going for good ideas, call for the worst,
yes, the worst possible ideas. This takes the
pressure off and allows everyone to be more
adventurous, since they know their ideas aren’t
going to be criticized.
|I5. Go narrow: Sticker dot voting|
At some point, you’ll reach a critical mass of ideas, and it will become unproductive to keep pushing for more ideas. This is a good point to stop and focus on narrowing. Voting helps you compare and evaluate ideas to pull out a few great ones to act on.
|I6. Go narrow: Four categories method|
The fantastic four of idea selection! Divide your ideas up into four categories: Rational Choice, Most Likely to Delight, Darling, and Long Shot. This method ensures that your team covers all grounds, from the most practical ideas to the most impactful ideas.
|I7. Go narrow: Sanity check|
Have you all gone crazy?!? Sanity Check charts give your team lots of good questions to think about when evaluating whether an idea will be a good one to pursue.
|I8. Go narrow: Competitor Matrix |
Does your idea already exist? Scope out your competition by creating a competitor matrix. Convince your audience that your solution is innovative. Research your competitors to see what people might be doing or using instead of your solution. Then, visually display what makes your solution stand out.
|P1. Design it: 2D Model of a Product|
A product is a tangible object or substance that is designed and manufactured for use and/or sale (eg. water filtration system, recyclable goods, curriculum, etc.) In this activity, use pen and paper or digital graphic drawing software to create a 2D sketch of your design. Don’t worry about your drawing skills; the most important part is to include all the features your user needs in the design.
|P2. Design it: 3D Model of a Product|
Get your idea off paper and into 3D, after completing your 2D model of your product. A 3D model is an image or object with length, height, and depth (a 2D model only has length and height). You can make 3D models with any kind of materials. Use what’s available and start creating.
|P3. Design It: 2D Model of a Service|
A solution can be a service, which is an act of helping or doing work for someone. Some examples of services are a fundraiser, campaign, website, petition, Public Service Announcement, etc. In this activity, you may use pen and paper or digital tools to create a 2D plan of your ideas. Concept maps, flow charts & diagrams are forms of 2D models that can be used to organize your thoughts.
|P4. Build it: Prototyping to test|
Prototyping is different than model building, but they are often confused because they both involve building something. Prototyping is different because you are building one small part of your idea and tryingto make it work.
|P5. Build it: Prototyping for empathy|
Put yourselves in the user's shoes. What's their mindset around the problem? How would they feel using your product? Then, build a prototype focusing on the user and their needs.
|P6. Build it: Prototyping another idea|
Build onto an existing prototype. What features could you add? How would you make it better?
|P7. Build It: Prototyping a service|
Build or create your service. What will it look like? Who will your service help?
|P8. Test it: I like, I wish, what if|
You can iterate, or revise, your prototype several times based on feedback from testers. The “I Like, I Wish, What If” method frames the testers’ feedback in a constructive manner, enabling an open discussion that leads to thoughtful iteration.
|P9. Test it: Feedback capture grid|
A feedback capture grid is another way to structure feedback so you can gather the most constructive and useful information from the tester.
|P10. Test it: Story Share and Capture|
After doing several rounds of tests, it might be useful to get together as a team and share inspiring stories with one another. Capture what resonates with you as a team to steer your thinking on which improvements you want to tackle.
|PI-1. Craft your story: Story arc|
Tell your story using the classic storytelling structure. First, set up the problem and describe currently what is. Build up the suspense to the climax, the grand reveal of your solution. Then, describe the resolution and illustrate what could be in a world with your solution.
|PI-2. Craft your story: Solution slogan|
Every good story needs an emotional ending.Come up with a slogan that will wrap up the story and leave people believing that the world is going to be better because of your solution.
|PI-3. Craft your story: Solution name|
Now that you have crafted your story, you can give your solution a good name. The name of your solution is like the title of your story. It quickly catches people’s interest while succinctly describing what your solution is about.
|PI-4. Craft your story: Value proposition|
Make the audience care about and see value in your solution. The value proposition helps you identify what is unique about your solution and what specific benefits it brings to others or the world.
|PI-5. Share your story: Create your presentation|
Create a slide deck that is a visual aid to your presentation. It should help your presentation stay on track rather than distract. Great slide decks make complex information more clear.
|PI-6. Share your story: Pitch event|
It's time to tell your story. The class pitch event is an opportunity to see everyone’s hard work and share your innovative solutions.