Day 1: Define the Challenge & Produce Solutions

9 Long-Term Didactical Objective + Sprint Questions5′ + 5′ + 7′

Long-Term (Didactical) Objective

What if we could look into the future? What would we see? How would our ideal co-creative course be designed / used? What would be the ultimate learning objective? Based on the input of the previous exercise, come up with your vision of the future for your didactics (not course specific).

The second exercise of the first day of the design sprint is about long-term goals and more specifically: long-term general didactical objectives. Every participant gets a number of post-it notes. Everyone writes down non-course specific answers (one answer per post-it) to the question ‘In two years’ time, if everything worked out perfectly, what would the best-case scenario be? What didactical objective will be reached with the help of our co-created course?‘ The principles of effective study materials on can help the team members if they struggle with these questions: structure, ESD (Embedded Support Device), diversity, language and spelling. These could be used as domains to focus on, but only if the team cannot come to concrete objectives.

This form of ‘engineering the learning process backwards’ resembles the didactical principle of stating the learning objectives before picking and elaborating on the best approach for learners to reach that objective. Similarly, the sprint pins down the co-creation learning objective first and picks and maps out the most suitable co-creation teaching activity in later steps.

Each post-it starts with ‘In 2 years time … ‘ and this exercise can take up to five minutes.

When time is up, the post-it-thoughts are stuck one by one on a wall by the facilitator while reading them out loud. Each participant then gets a single dot to vote for their favourite ‘long-term objective’. Only the decider should wait and decide the final long-term objective afterwards with the help of a larger dot. He/she has the final say in choosing one general long-term learning objective that is applicable to the subjects of all teachers in the group (so not course specific).


Example Long-Term (Didactical) Objective


Other examples:

  • ‘students and stakeholders contribute relevant content from their reference and experience to the course materials’,
  • ‘students summarise course materials for their peers ‘(this can result in videos as the winning solution etc.),
  • ‘students and professionals add example questions to the course that link the course content to the present situation in the (working) field’.
  • broader objectives such as ‘in 2 years’ time I’ll have a course that is continuously up-to-date’ can be narrowed down in the map-phase of the sprint.

Sprint Questions

The second part of the long-term objective exercise demands a rather pessimistic viewpoint of the team. Together they look at the chosen long-term co-creation objective and think about what could stop them from reaching that particular goal. What could be a big challenge or concern and what would highly impact reaching this goal? Similarly to the previous part of the exercise, post-it notes now start with ‘Can we …’. Two to three sprint questions per team member should suffice. This all takes five to seven minutes after which a new voting session starts. This time the participants get three votes instead of one. Voting takes up maximum 7 minutes and then the decider picks the most important sprint question out of all post-it notes. Remove the sprint questions that were not chosen.

To conclude the exercise both the long-term objective and the sprint questions are written in the following format on a piece of paper or on a whiteboard: place the according post-its here as well.



  • Most voted question
  • Voted question 2
  • Voted Question 3


Make sure this is always visible during the entire design sprint. This way everyone can always look back at this.


EXAMPLE Sprint Questions




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