The Design Sprint Approach

3 Adapting the Design Sprint for Co-Creative Course Materials:

In order to better suit the co-creation aspects in course materials, the design sprint was enriched with and categorized by two dimensions: general didactics and coursespecific applications. Empowering diverse collaborations with teacher groups is key during the first half of this sprint process. Whereas regular design sprints focus on people who work together in a company or institution, this version welcomes more diverse groups. It does so by targeting a rather general didactical design pattern (Laurillard, 2013) that is transferable to multiple courses or subjects.

The original design sprint was compressed to 4 days instead of the usual 5 dedicated sprint days. Reducing the amount of days and realigning the exercises in a design sprint 2.0 (AJ&Smart, n.d.) as provided by sprint company AJ&Smart together with the Sprint authors, results in a more accessible and approachable method for teaching and supporting staff.

imageSCHEDULEDay 1 – TuesdayDefine the ChallengeProduce SolutionsDay 2 – WednesdayVote on solutionsThe StoryboardDay 3 – ThursdayDraftDay 4 – FridayStakeholder testingGENERAL DIDACTICSobjective & teaching activityCOURSE APPLICATIONon personal course materials

 

Day 1 and 2: through innovative exercises a common objective is defined and an appropriate co-creative teaching activity / strategy (method) is set up.. This outcome results in various teaching assignments or exercises that can be used in a formative or summative manner.

Day 3 and 4 allow each sprint participant to apply the meticulously planned teaching method to their own course or subject within the co-creation platform or other web-based tools required. At the end of the week all teachers have a firm first draft of their co-creation course materials and have gained valuable feedback that allows them to successfully refine and pilot their work by the students and stakeholders involved.

 

The training week organised in Ghent, February 2019, added an additional day prior to the design sprint to recapitulate the co-creation concept in the conceptual framework. An additional goal was added to ensure maximal gain from this international gathering. This way, the outcomes of the week can produce five different co-creation approaches / learning activities that will be used in the pilots. Per group at least one didactical co-creation method is developed, which can be transferred to other languages, countries and contexts.

License

Share This Book