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The H2Os

About Us

Hello!  We are The H20s!  Our idea is a continuation of our idea from last year as Team Minerva, which is an outdoor space.  My name is Julie, I am the leader of our small group, we also have Damien, Cedric, and Michael.  Damien is the funny, "smart", one who keeps up entertained while still helping us a bit.  Cedric is the smart, logical one who helps us out a lot while still cracking a joke or two.  Michael is the new member who we have yet to discover but we believe he is going to be a very important member.  Together, as The H20s, we are a family... A family who is educated and who loves to work together!

Recent comments on our work:

1/26/18 · Assignment: Good, Better Best
Christelle Alexis · Team Gucci
it look good but you should write a little bit darker. maybe with a maker.
1/19/18 · Assignment: Field Notes
Charmaine Brown · The Free Thinkers, Dynamic Developers
great job ! we give you the out of the box award
1/19/18 · Assignment: Field Notes
Charmaine Brown · The Free Thinkers, Dynamic Developers
1/19/18 · Assignment: Field Notes
Charmaine Brown · The Free Thinkers, Dynamic Developers
10/17/17 · Assignment: Meet the Team
Cameron Esbensen · Minerva, Team Athena
Hello

Our Progress

Due Assignment Max Points Our Points
Oct 31
Sep 29
10
6Welcome to DT Philly! It's nice to see so many returning team members, and to hear about what makes you a strong team. We're excited to see how you use design thinking to build upon last year's project. Don't forget to upload an image for your team logo to earn your last four points for this activity.
Oct 6
10
Oct 31
20
20Thanks for having us out for your mini design sprint. When you do your actual DT Philly project, remember the strategies we discussed for research, brainstorming, prototyping, and testing!
Oct 27
Thanks for taking a walk in someone else's shoes! Understanding the experiences and perspectives of others is an important part of the design process! What steps will you take to make sure you understand the people you are designing for?
Oct 13
10
10Thanks for sharing all of these problems you identified around you! Your design challenge question is interesting and ambitious. What is your biggest goal for this project--what impact do you want to have on students? If your focus is to help students develop "real world" skills, there are lots of different skills to consider, and lots of ways to help students learn and practice them. Would it make your project more manageable to focus on a certain set of skills? This may be something you learn as you do your research...what skills your users think should be addressed first.
Oct 20
10
10Wow--you've identified some great areas to explore in your research! We're excited to see what you will learn about student and teacher attitudes and interests, and what resources your school is currently lacking that might improve outcomes and make your students and teachers feel more engaged and invested. You might find the Fresh Perspectives activity helpful since you will probably discover that even among students and teachers you have a lot of different types of "users" or clients for your project.
Oct 27
20
20We love the level of detail you put into your user profiles--nice work! We didn't think you had 9th grade there, but otherwise these all sound like groups of students you will serve through your project. It seems like these three types of users share certain characteristics with regard to not being too engaged in school. Will you be serving other types of users--maybe some focused and motivated students? And are there groups of teachers who will also represent different kinds of users?
Nov 17
Thanks for taking a look around and discovering clues to design problems in your school. The cone is a great example of how someone improvised to fill an unmet need!
Oct 27
10
10Great job! Your response to #2 was advice specific to conducting interviews, rarther than overall research strategies, but it's still relevant. We're sorry you can't see the designer directory--we're not sure since we can see it, but we've put a copy of it in the Resource section of the website (look under your "my account" menu), so you can find it there until we get the link working again.
Nov 3
10
10Great job using different research strategies to learn more about your problem! You uncovered some interesting information that will be useful lin the Ideation Stage of your project, but try to avoid giving in to "confirmation bias" when you're doing your research. Confirmation bias--or "my side" bias--is when you look for or favor information that supports a wish or belief you alreaady have. We suspect that moving class outside will not automatically get all students to be on task. In fact, it might provide even more distractions to get students off task!
Nov 9
10
10You've identified some good takeaways to brainstorm around! There can be lots of ways to make lessons more memorable, more hands-on, to bring real-life situations into the classroom, etc. We can't wait to see what you come up with in the idea-generating phase of your project!
Nov 17
20
20Thanks for watching this video and learning about some of the dangers of shallow research! Can you identify some specific areas where you should go further in your own research to make sure you are fully exploring the problem before coming up with solution ideas? Dig deep!
Dec 8
Way to get creative! Being able to see everyday things in new ways is a great skill to use in the Ideate phase of your project work. Keep this in mind as you start brainstorming solutions ideas that address the needs and goals you've identified.
Nov 17
10
10Making learning more interesting and active is a great goal for your project. Some other ways to differentiate between levels for your solution might be to achieve that goal by making some changes in how things are done/how things look in your existing classes and classrooms, and to develop some new spaces and resources (is this only about physical space, or could you also make learning more interesting and active with new or modified classes and activities?).
Dec 1
10
10Nice job organizing your ideas around different themes and needs--changing the physical aspects of your learning environment, making learning more hands-on and active, and making content more interesting and relevant to students are all great approaches to your problem. There are probably hundreds of ways to do these things! Do you have any more ideas about these topics? The more ideas you generate, and the more specific you get with those ideas, the easier it will be to see where you can have an impact in an exciting way. Also, your original design challenge question talked about giving students real world skills. Is this still the outcome you want to achieve? If so, how can you incorporate this outcome in your ideas for each of these areas you identified?
Dec 8
20
20Thank you for all of these fun pictures--we are impressed with your creativity and perceptiveness! It is important to understand what the students want--did your research help you figure that out? As you consider ways to meet the students' needs in terms of engaging and relevant learning, try to get really specific with your ideas--this will help you create good prototypes that you can test and evaluate.
Jan 5
Dec 8
10
6Thanks for submitting these clear photos of sketch. Is this an outdoor classroom? From the amenities you included, it looks a bit like a rec center or a hangout--how does this support your goal of incorporating real world skills into the learning environment, or making learning more hands on, making school more engaging--the goals you identified in your takeaways? You're going to prototype at least two different ideas you have for how to solve your problem. Share your sketches of one or two other (different) design concepts for how you could achieve your goals to receive 4 more points for this activity.
Dec 15
10
6A greenhouse sounds like a fun way to learn! Can you show/tell us more? For example, how big would it have to be to provide enough space for each grade to do their own things? Do you have a place where it would go? Would it be used for a particular class? If you're going to use it for classes, are there any special considerations you need to keep in mind for the design of the greenhouse (the teacher who would use it might have some ideas about this)? There are lots of things to think about! Also, can you create a prototype of a different way--maybe something from your brainstorming?--to make learning more engaging and "real world"? Earn 4 more points for this activity when you share a picture of another rapid prototype you developed (your goal is to make and test 2 different prototypes).
Dec 22
10
8Thanks for coming back to complete this assignment. You were able to test how students respond to being outside WITHOUT having a greenhouse...does that give you more ideas about how to meet your goal besides having a greenhouse?
Jan 12
20
Jan 19
Jan 5
10
8Thank you for taking the time to send a high 5 to a fellow design team! We appreciate your sharing your positive word and encouragement.
Jan 12
10
10ORIGINAL FEEDBACK: We're not sure what you tested, but it sounds like you had fun and learned some things. Did you develop a prototype other than the diagram of the plots in the greenhouse? Tell us more about what you prototyped and how you tested to earn the rest of your points for this assignment. UPDATE TO COMMENTS 1/11/18: Thank you for coming back to explain what you did. It sounds like you still have some concerns about how students might behave during certain types of lessons that might make use of an outdoor space. Could you interview the teacher who did this re-enactment of the truce (or any other teachers who try to do hands-on activities like this) to see what he or she thinks about how the activity went, what could be improved, and any concerns they might have about doing additional classroom activities outdoors?
Jan 19
20
20Thank you for taking the time to help a fellow design team think through a part of their project. Your question about a possible unintended consequence of their design was a good one, and we like the badge idea you had for them.
Jan 29
Jan 19
10
8Thank you for turning in your essay, budget, and implementation plan. We know you've been working hard all year--keep it up! If you need any help getting ready for your presentation, just let us know. We look forward to seeing you at the ballpark on January 30!
Jan 29
10
10Thank you for turning in your slides! Two of our judges this year participated in the event last year, so make sure you explain how your ideas have developed since you presented the same problem last year. Also, the items in your budget (canopies, trampoline, treadmill) don't seem to go along with the solution idea you present, which is building three greenhouse, so the judges might ask questions about that.
Jan 29
20
12It's a great idea to practice your presentation in front of an audience. Were you able to finish in under 5 minutes, and did you get some helpful feedback? The more you practice, the better and more comfortable you will be. To earn additional points for this assignment, tell us you presented to and what you learned. Your audience should include at least one adult other than Mrs. B.

Badges

Start Up- Zeroll Badge

Congratulations!  You're starting to see things with a designer's eye.  Great design comes from moments of discovery such as noticing a problem or an opportunity.  Sherman Kelly did just that in 1933 when he noticed a young ice cream server who had blisters on her hands from dishing out hard ice cream.  Kelly designed a new scoop made of cast aluminum that had fluid in the handle to transfer heat from a person's hand. This feature lightly softened the ice cream, making it easier to scoop.  In addition, the scoop efficiently rolled the ice cream into balls and did not have breakable parts.  The Zeroll scoop is one of the best in the business.  You can even find one on display in New York’s Museum of Modern Art!

Empathy- Better Shelter Badge

Thanks for taking a walk in someone else's shoes!  Designers empathize deeply to understand the people they are helping, just as Ikea and Better Shelter did when they set out to create safer and more dignified housing for refugees.  The resulting "flat pack" shelter can be assembled by 4 people in just 4 hours, is built to last three years, and features durable walls for privacy, windows for light, a locking door for security, and a solar panel that powers an overhead light and can charge a cell phone. Also, the ceiling is high enough to allow a person to stand up straight.  Over 16,000 units have been distributed, and the shelter won the Design Museum of London's Beazley Design of the Year award in 2016. 

Define - Woodland and Silver Badge:

Nice work!  Research requires patience and persistence.  Just ask Norman Woodland and Bernard Silver, who were working and studying at Drexel in 1948 when they overheard a supermarket owner ask the school president for help developing an automated system to read product information at checkout.  They settled on a design—the barcode—resembling linear Morse code and obtained a patent in 1952.  But it took much more work over many years before their vision could be fully realized, and it was in 1974 that the first product—chewing gum—was scanned at checkout.

Ideate - AP Thailand Badge:

Way to get creative!  It's not always easy to see everyday things or experiences with new eyes, but that's exactly what AP Thailand, a real estate company, did in a crowded neighborhood in Bangkok where there was no room to build soccer fields.  AP Thailand literally thought outside the box and designed non-traditional fields to fit into spaces that were considered unusable.  These unusual soccer fields are a hit with residents who now have a place to play their favorite sport.

Prototype - C.B.E. Badge:

Far out!  Drinking out of a cup is something we take for granted, but in space, nothing is simple.  Until recently, astronauts have had to drink from tubes inserted into special beverage pouches.  Then, some engineers came up with an idea for a specially-shaped cup that uses principles of physics to keep liquid from floating away in the zero-gravity environment of the International Space Station.  In 2015, astronauts on the ISS began using 3D printed prototypes of the cup as part of the Capillary Beverage Experiment (C.B.E.).

Test - Waymo Badge:

Now you get the picture…testing is very important!  How else will you know that your idea solves your problem (and doesn’t cause unintended consequences)?  In 2009 Google began testing concepts for a self-driving car, beginning with a retrofitted Prius operating on rural roads.  As their design evolved, their testing became more sophisticated, moving onto highways and then to more complex urban environments.  The self-driving car project, which Google spun off as an independent company called Waymo, has advanced its design so far that they are now conducting a public test of self-driving cars with residents of Phoenix, AZ.

DT Philly - StoryCorps Badge:

Hooray—you are on your way to getting your story out!  You want your audience to empathize with the people you are designing for, and to understand the steps, goals, and outcomes of your design process and solution.  Take a page from StoryCorps, an organization that collects and shares stories to help people understand one another’s experiences and perspectives.  Story Corps uses audio recordings, pictures, and animations to bring stories to life.  How will you tell the story of your project?

To earn this badge, collaborate on a task with a mentor or design consultant.

Collaborator Badge