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Define
Designers must clearly understand and articulate what the problem they are trying to solve for the user is. In this phase, designers will distil the information and insights gained from the discovery phase, and distil and develop them into specific problem statements.
To start with this process, I summarised the information obtained from our findings in order to create brainstorming and grouped them into six different areas. The three sections on the left are divided into patterns, surprises/curious and contradictions/tensions so that we can classify people's problems fields. Furthermore, we have developed a list of whom we met, what we are interested to learn, and what would make a big difference if students take action. All of this information assisted us in having a thorough conversation regarding taking notes in class.
Brainstorm.
Patterns we found were students who take inefficient notes in class are divided into two categories. Some students take exhaustive notes in class and cannot take notes while listening carefully in class. Another type of student is who does not regularly take notes in class. This is because they have not discovered a method of learning that is truly unique to them.
It was curious to discover that reluctant note-takers assume that remembering the critical point before the exam is adequate, and they believe they can achieve good grades without taking notes. Neither of these students truly understands the significance of taking notes in class.
A big contradiction we found was students understand that the incorrect note-taking approach and learning attitudes must be rectified, but they lack the knowledge and willingness to do so.
We were interested in why the biggest challenge for students in taking notes in class is writing while listening, why it is essential to take notes in class and what we should do to help students with these issues.
HOW MIGHT WE. Statement
I created a range of "How might we" statements using brainstorming as a starting point. Different points of view allow a variety of statements.
1. How might we provide a resource to help students change their attitudes towards note-taking in class.
2. How might we teach students self-discipline skills so that they voluntarily take notes in class.
3. How might we create a service that helps students to be able to take notes in class while listening carefully.
4. How might we teach students to take notes in class easy, simple, and efficient.
5. How might we remind teachers can signal students of key points during lectures so that they can take notes easily.
6. How might we educate students to understand the real purpose of note-taking, so they don't focus so much on it that they miss the content of the teacher's lecture.
7. How might we provide a service or a simple and effective note-taking method that enables students to take notes while listening carefully to the lecture.
8. How might we educate students that good note-taking is essential for their revision.
AEIOU Framework.
In order to establish the building blocks of the model to address the client's objectives and issues, I have expanded on activities, environments, interactions, objects and users. The purpose of the AEIOU framework visual tool is to provide a link between the messages and insights collected during the discovery phase.
Customer Experience.
The Customer Experience Journey Audit assists me in documenting the daily environment and state of students taking notes in class. It provides me with a framework for breaking down all processes and their replies. I have listed the status of taking notes before, during, and after class. From this picture, we can easily conclude that students' feedback was confusing and harmful when they used an ineffective note-taking method; they start to feel stressed and even develop physical problems. It will not only not help their academic performance, but it may further lead to a decline in their school performance.
Conclusion.
I have explored a wide range of student issues through the AEIOU Framework and the Customer Experience Journey Audit Assists approach and finally discovered the based issues that form the basis of the space: attitude issues, study methods and time aspects. According to the three primary issues, I have organised my thoughts, such as how to improve students' attitudes toward learning, how they can be shown the ultimate purpose of note-taking and how to educate them to take notes effectively. With the fresh perspectives, I started to define a series of “How Might We” Statements before narrowing them down to a final statement.
"How might we provide a service or a simple and effective note-taking method that enables students to take notes while listening carefully to the lecture."
I selected this statement because I found that some students have the desire to change their note-taking methods but are unsure how to do so and painfully using the inefficient method of note taking. Making students aware of more effective ways will significantly improve their listening efficiency and further enhance their academic performance.