Educate! recently re-branded Design and Training to Design and Experiments (D&X). The main reason was to emphasize our cultural tenet of 'always learning'.
Designers are now fully set up to innovate more freely and adapt more rapidly. Our contribution as D&X is to interpret data to identify problems/opportunities and run quick and timely tests to find solutions that drive impact.
In design we run experiments to answer 'how might we ....' questions. Sometimes these experiments can be small, we make prototypes (tangible or abstract) and ask feedback from end-users. Other times these experiments can be big; we run a variation of our program in selected schools.
However, experiments are ALWAYS geared towards better design, for more meaningful impact.
Note: In the module 'Human-istic' you will learn lots of frameworks that will help you in learning processes related to design.
In this session you will learn:
Traditionally experiments have aimed at establishing cause and effect relationships. If we do A then B will happen. Sometimes we throw in 'intervening variables'. If we do A, and C is in place, then B will happen.
In educational change however, the causal relationships we are trying to influence are much more complicated than this. We don't always know which factors influence the change and how they will affect change.
As we seek the best design solutions to complex problems, we encourage designers and leaders in E! to create a culture of 'safe to fail'.
Why? Because the best way of knowing what works is trying it out. Trying out something new can either fail or succeed. And that is fine, as long as: 1) no one experiences negative effects of it in the long-run and 2) it generates learning that matters. The beauty of trying out things is that it can unearth new insights into benefits and losses, spark of new possibilities etc.
The safe to fail principle is embraced by an increasing number of global leaders who accept that their working environment is increasingly complex, and tolerance for failure is becoming a must!
Check out more about this in the links below:
The smallest form of an experiment: build and test a prototype. A prototype is a rough version or representation of your final design product. This can be used to prompt responses from end-users or colleagues.
The best prototypes:
Examples:
Get real-time experiences and feedback by rapidly testing your design (assumptions).
Inspired by the Lean Start-Up Approach, BMLs are used in Educate! to quickly learn about solving design problems.
The best BMLs:
Examples:
When we have tested out elements of our designs, we can choose to run a pilot. This is a real-life, full-on test-run of a program. This program is run by mainstream staff, in real schools and under 'normal' conditions.
The best pilots:
Examples:
A good experiment requires a good guiding question. And a good guiding question starts with purpose!
1. What is the design problem you are trying to solve?
Write down a general statement about your design problem or goal.
2. Why is this important? What other goals/strategies does this align to?
Determine whether this is a problem worth solving.
3. Formulate a guiding question for your experiment
Turn your statement into a design question starting with, 'How might we...'
How might we increase attendance to 100 students across masterclasses?
How might we utilize involve the district in ensuring accountability on pedagogical change?
4. Design the experiment
Brainstorm different answers to the question and identify which ideas are best to test! If your question does not evoke many ideas, you may have to rephrase your question!
Tip: Read through this example BML design from Kenya.