Phase 1: Week 1–2

Territory Definition (prepare)

During this initial stage, the class explores ideas about the context, the users and the technologies that might be used to support the interaction. The point is to develop a going-in map of the territory that is shared by your team and to explore what kind of research is needed in the next stage.

Dr. Fiona Hovenden of Prospect Studios gave the first client presentation on Feb 1. She introduced the design brief and shared case studies on Portland Public Schools and Santa Clara Unified School District. Our goal is to choose one district, 1–2 related elements from that vision document, and ultimately design an artifact that someone might use in their daily life at some point over the next ten years (ideally around the late 2020s) to help them embody that element, bring about that change, or exemplify that change.

After reviewing the two case studies, our team gravitated towards Santa Clara’s vision document because

  • they have a more recent vision document,
  • they explicitly state that a series of strategic plans will come every three years,
  • they have a majority Latinx student population,
  • and there is an interesting business/community ecosystem with Silicon Valley.

Specifically, we chose to focus on two Graduate Portrait elements: future-ready learning and global citizenship. We are interested in how we can prepare students for jobs that don’t yet exist while ensure they are both globally competitive and accepting. This interest partly stems from our personal experiences in career exploration as well as our diversity as a team. We found Michael’s persona particularly inspiring because of the intergenerational relationship and systemic support for CTE and work-based learning.

Graduate Portrait Elements
Research Question

Territory map

Our territory map is student-centered with direct and indirect stakeholders making up the next two outer rings. The left, larger circle describes elements that we believe will be required of future-ready learners while the right, larger circle corresponds to global citizenship. These two intersect along the dimensions of developing the student as a whole and inclusive learning.

Territory Map

Exploratory Research Plan

Our research plan moving forward involves secondary research on

  • Demographic data of students’ living in Santa Clara school district, including their gender, race, family income, access to technology etc.
  • Review of case studies regarding career exploration
  • Future trends analysis around evolving career landscape, and investigate in-person & virtual supportive professional networks
  • Learning practices in collaborating with educational institutions outside of the US

For primary research, we want to conduct semi-structured interviews with:

  • Student/Parent interviews (primarily high school students)
  • Stakeholder interviews (teachers, school leaders, school support employers)
  • Expert interviews
  • Web survey
  • Graffiti Walls

Since we are designing for the future, we identified possible futuring research methods, hoping to inspire participants to thoughtfully consider new forms of education and their future development. Currently, we are taking notes from the book How to Future and practicing the method of horizon scanning to identify signals and trends relevant to our research question.



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