Identifying Issues for Integration Lynne Hall

Goals of Session To identify what the purpose of the application will be To develop an initial idea of the “look and feel” for the users  How users interact  Graphics  Content

Overview Activity 1: Design Wall Activity 2: 6 Hats Activity 3: Mood Board

The Challenge: From Us and You to We Client: UK LEAs Users: UK school children (13-14 years old) Issue: How to use technology as an enabler for learning about personal, social and emotional education / citizenship Focus: To help UK children develop and apply integration and friendship strategies for aiding refugee and immigrant children into becoming part of the class / school.

Activity 1: Design Wall - 1 What are the challenges and issues facing refugees and immigrant children in UK schools?  Individually write each issue on a separate sticky note (blue notes), place this on the wall. If someone else has stuck a similar note on the wall, stick yours to this. What would improve school life for refugee and immigrant children?  On a different part of the wall, individually write each improvement … etc. (red notes)

Design Wall - 2 Grouping and matching  Group all notes where possible in each of the two sections, then try to match improvements to challenges Discard  Any challenges and solutions that cannot be solved by classmates involvement

Design Wall - 3 Purpose  Any issues that have not got solutions  Any issues and solutions that have not been discarded Is it possible to incorporate all of this into one application?  If yes, continue onwards  If not, prioritise and discard

Outcome of Design Wall Purpose of application “Functionality” Intention Not necessarily technologically possible What do we think…

Activity 2 – de Bono’s 6 hats Aim of exercise: To decide the main purpose / function of the application Achieved through considering different perspectives on the possible purpose of the application Everyone wears a different coloured hat and the hat focuses your approach whilst you discuss the possible purpose

White Hat Neutral The white hat has to do with data and information.  What information would we need?  What information could we use?  What information is missing?  What information would we like to have?  How are we going to get the information?

Red Hat The red hat has to do with feelings, intuition, hunches and emotions WITHOUT the need for justification! Putting on my red hat, this is what I feel about this idea  My gut feeling is that it will not work.  Using a computer for this is a great idea and must be possible  My intuition tells me that teenagers will like this

Black Hat The black hat is the caution hat and the hat of critical judgement Aims to prevent mis-direction, folly and to avoid doing things which might be illegal. The black hat is for critical judgment. The black hat points out why something cannot be done.  The regulations do not permit us to do that.  That isn’t possible using ICTs  Teachers will not accept that in the classroom

Yellow Hat The yellow hat is for optimism and the logical positive view of things. The yellow hat looks for feasibility and how something can be done. The yellow hat looks for benefits – but they must be logically based.  This might work if we make it available over the internet  The benefit would come from the link to the National Curriculum

Green Hat The green hat is for creative thinking, innovation, possibilities and hypotheses. The green hat requests creative effort.  What about doing this as a strategy game?  Are there any additional alternatives?  Could we do this a different way?

Blue Hat The meta-thinking hat: thinking about the thinking being used. Chair - sets and controls the agenda for thinking. The blue hat suggests the next step in the thinking The blue hat can ask for other hats to summarise their thinking

Using the hats Each select a hat Blue select the design issue for discussion and chair End of discussion – summarise Pass hat to right And repeat…

Outcome of the hats Purpose of the software Our view of what it should be doing

What should it look and feel like? We know the purpose To achieve this purpose  What should children be doing?  How should they be doing it?  What should the software look like?

Activity 3: Mood Boards Similar to those used for interior design What mood will we be trying to evoke through use of our application? What kind of information / graphics / media might we like our application to contain? Create with media aimed at year olds (magazines)

Making a Mood Board Using magazines and stationery materials Interaction approach as line drawing How to engage - graphical images / appealing characteristics, etc. What are we trying to evoke?  Initiating mood  Interacting mood  Post interaction mood

Outcome Initial ideas of what it might look like to the user Some view of how the user should feel prior to, during and after the interaction