Facilitating the Understand Step - Lessons Learned

Briefly describe/review how you decided to apply and use the Understand step in the project you selected. Include how you used diagnostic model and what challenges you experienced.

In review, I decided to use the Understand step for my project to document the process of switching from a course nomination process to an application process for online course development. I used the diagnostic model to create a snapshot of the process and realized where we intended to go wasn't where we ended up. The diagnostic model revealed that feedback was nil. Perhaps this would have made a difference in the projected direction of the project from the onset.

Next, explain the "lessons learned" you have gained from conducting the Understanding step. This might include insights about your project or the facilitation process of working with others. Be sure to describe the role you played as the architect and facilitator during the Understand step.

I learned that big projects often have the least amount of building blocks and that's OK -- if they aren't needed to accurately describe or model the learning environment. Getting the clients feedback while using the guide brings clarity and focus. In my role, I documented the process, submitted to my client for review and added additional comments or suggestion to improve the learning environment.

Creating Diagnostic Models with the Understand Guide

Design Pattern Swap

For my Design Pattern Swap I used an existing learning environment of a Transformative Learning (TL) Seminar. It incorporates both classroom and online asynchronous components. I identified the learning situations/patterns as 1). formal/informal discussions about TL, 2). classroom assignments, 3). work on projects.  The discussions were incorporated into the learning environment as a whole --- surrounding conversations about TL, how to proceed with assignments, and what the final project would look like once completed. The assignments were incorporated as a precursor building up to the final project. Finally, the work on the final project was a culmination of discussions and assignments that were incorporated into the final draft of the project. All peers and the facilitator (coach) worked as a group through the entire seminar. Each individual group member submitted their final project for group/facilitator dialogue and feedback.   

Design Pattern Swap.Application for Online Course Development (Not Used)

I select the existing learning environment of the new Application for Online Course Development process. The first learning situation involved creating an information and instruction guide and then a fillable application form with electronic signatures. Beyond the creation of the guide, form and testing the form fields, this learning situation required a lot of dialogue and feedback with colleagues which is reflected in the design pattern. It was incorporated into the learning environment by providing to the deans/chairs for faculty use. 

My second learning situation involved a meeting with the department deans to share the changes from the previous nomination process for course development to the new application process. The design pattern indicates that the deans received the information and informed their department chairs. The design pattern was void of dialogue and feedback. This was incorporated into the learning environment by the deans accurately conveying the changes to their chairs.

My third learning situation consisted of online asynchronous communication with the chairs of the departments via email or phone. The design pattern is also void of true dialogue or feedback. It included the initial information, instructions and application form with the faculty completing and submitting to their chairs and deans for approval or denial of a course development. It was incorporated into the learning environment as tell-tale signs that the deans initially provided enough information to the chairs for them to assist the faculty in their respective departments with the new application process.  

Interviewing for Understanding

I learned that while this was a great, exciting and memorable (maybe even a once in a lifetime) learning experience (with a celebrity photographer) there was no dialogue and practice. However, my interviewee was not disappointed in the experience overall.

Creating Diagnostic Models

My diagnostic model was for an Accelerator Training Certificate program. 

Understand Interview Reflections

I observed an online learning environment in Coursera and shared the story with a colleague. The award-winning Social Sciences course titled "A Life of Happiness and Fulfillment" was offered at McCombs School of Business at the University of Texas at Austin and the Indian School of Business. Moreover, the course tapped into the validity of our theories about happiness (beyond spirituality) since scientist "have gotten into the act big time." The end goal for students taking this course was not only to understand the science of happiness, but to actually be happier. The story-line with my colleague consisted of how the course included lectures using video and interactive script, live sessions via Skype (plus guest speakers), polling type questions, assignments, discussions and feedback. The assignments were peer-graded.