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<h2 class="hd hd-2 unit-title">Amelia Peterson: Human-Centered Systems Design</h2>
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<p>Ph.D. Candidate at the Harvard Graduate School of Education <a href="http://inequality.hks.harvard.edu/people/amelia-peterson" target="_blank">Amelia Peterson</a> studies the experiences of educators using human-centered systems design. She shares an example of the design process used by schools to understand student experience called the Spirals of Inquiry (1:57). She then gives advice for how to handle the difficulties of juggling the multiple purposes and stakeholders of school systems (5:19).</p>
<p><span style="font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif;">As you watch the video, keep the following questions in mind.</span></p>
<ul>
<li>Amelia talks about the importance of bringing various stakeholders into the design process. She specifically mentions involving parents. What are parents’ role in the “system” of your school? When do they find out about new programs and how? What responsibilities or leadership positions do they have? At which stage in the design process would you bring them in?</li>
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<h3 class="hd hd-2">Amelia Peterson: Human-Centered Systems Design</h3>
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<h2 class="hd hd-2 unit-title">Optional Activity: Visualize Your Systems</h2>
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<p>Amelia Peterson asks, "Can you see your system?" Changing one element of a complex system inevitably affects other elements, including those that may not be readily obvious. We'd like to give you an opportunity to visualize both your system as well as the assumptions you might be making about your system. </p>
<p><strong><a href="http://ncase.me/loopy/" target="_blank">Loopy </a>is an interactive tool for simulating systems created by <a href="http://ncase.me/" target="_blank">Nicky Case</a>.</strong> In this activity, you will use Loopy to model certain relationships in your system. Remember that as you create relationships between elements in your system, <strong>you are necessarily making assumptions</strong>. Your assumptions might be based on evidence such as research or personal experience, but they are still assumptions, not absolutes. Despite this simplification, we think this tool is a helpful way to visualize how to think about relationships within your school or organization and to realize the large impact of small changes.</p>
<ul>
<li>First, explore one of the <a href="http://bit.ly/2nozbqF" target="_blank">Loopy examples</a> and the model <a href="http://bit.ly/2oaBtd4" target="_blank">created by course staff</a>. Feel free to make changes to these examples. (Remember, the example created by course staff reflects the particular assumptions of the individual designer.)</li>
</ul>
<center><img src="/assets/courseware/v1/47816f066e9ccfd38359aba1a3ac4de9/asset-v1:MITx+11.155x+1T2019+type@asset+block/Course_Staff_Example.png" alt="Course Staff Example" type="saveimage" target="[object Object]" height="500" /></center>
<ul>
<li>To get started with your own model, click "Try Out Loopy" on the <a href="http://ncase.me/loopy/" target="_blank">homepage</a>.</li>
<li>There's a toolbar on the left side of your screen. Using the erase tool, <strong>erase everything on the screen</strong> to start with a clean slate.</li>
<li><strong>Think of two elements in your system whose relationship you'd like to explore.</strong> These elements should be quantities that can increase or decrease. You might ask yourself how the number of parent-teacher conferences affect student test scores or how the amount of unstructured time for students affects student engagement. If you need help getting started, choose from our examples:</li>
<ul>
<ul>
<ul>
<li>Level of student or parent engagement</li>
<li>Length of school day</li>
<li>Hours of homework</li>
<li>Amount of unstructured time for students</li>
<li>Number of professional development days</li>
<li>Ratio of students to iPads or laptops</li>
<li>Time for teacher planning</li>
</ul>
</ul>
</ul>
<li>Using the pencil tool, draw a circle on the left side of the screen, and label it with one of your quantities (Quantity 1). On the opposite side of the screen, draw another circle and label it with your second quantity (Quantity 2).</li>
<li>Now you will work your way from one quantity to the next by defining relationships between various elements in your system. Start with Quantity 1 on the left side of the screen. <strong>Ask yourself what other element in the system might affect Quantity 1.</strong> Use the pencil tool to draw another circle, then draw a line between the two circles representing the relationship between them. If Quantity 3 increases when Quantity 1 increases, make the relationship positive. If Quantity 3 decreases when Quantity 1 increases, make the relationship negative. Be conscious of which direction your line is going. <span style="color: #ff0000;"></span></li>
<li>Keep asking yourself what affects each quantity until you've connected Quantity 1 to Quantity 2. To keep things simple, limit yourself to 5 or 6 circles total.</li>
<li>Now look at your diagram as a whole. Can you draw any more connections between circles?</li>
<li>Once you're happy with your relationships, it's time to find out how various quantities affect each other. Press Play, and try increasing one quantity. What happens to the other quantities in the system? Now decrease the first quantity and see what happens.</li>
</ul>
<ol></ol><ol></ol><ol></ol><ol></ol><ol></ol><ol></ol><ol></ol>
<p>Reflect on your experience. What surprised you about modeling your system? What assumptions did you make, and how confident were you about them? How would you improve this model if you had more time? If you're able to, share your model with a peer or with a user. Do they agree with your assumptions? Feel free to share your thoughts and Loopys in the forums. </p>
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<h2 class="hd hd-2 unit-title">(Optional) Nichole Pinkard: Designing for Change</h2>
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<p>Former DePaul University Associate Professor (now at Northwestern University) <a href="http://www.sesp.northwestern.edu/profile/?p=1049&/NicholePinkard/" target="_blank">Nichole Pinkard</a> (founder of <a href="http://digitalyouthnetwork.org/" target="_blank">Digital Youth Network (DYN)</a>) explains how the organization’s focus has been designed and redesigned to match its changing needs. In particular, she explains DYN’s challenge to meet evolving needs such as creating a broad social network of community resources for their users (1:21). She also reflects upon the organization’s initial mistakes, which eventually led them to adopt a more iterative and incremental Scrum-like framework (3:22). By taking an iterative approach, the organization learned to quickly adjust to changing stakeholder needs and focus on smaller, achievable milestones.</p>
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