Interviewing for Understanding: LeaderShape

Interviewing for Understanding: LeaderShape

Brad Griffith
November 18, 2016


For this assignment, I met with my friend Jenny who works in the College of Business as a Career Consultant.  Instead of doing an environment in which Jenny participated as a learner, we chose another environment called LeaderShape in which she acts as facilitator.


As you'll see in the following model, this program begins with team branding, followed by individual assessments and group activities, culminating in the articulation of a vision of leadership. This was an interesting process because I initially started out writing on the Understand Guide itself before concluding that it would be easier just to directly transcribe the elements of our conversation onto the blocks themselves.

Jenny had not encountered LEML before I met with her to review LeaderShape.  I think she appreciated the visual element and having the sticky notes of the LEM blocks handy made it very easy to move things around to match what we were discussing. 

overall, I think the questions that we started with from the Understand Guide helped me to ask her deeper questions and elaborate upon what she was telling me.  The conversation felt remarkably fluid and I felt like we were on the same page for its duration.

Design Pattern Swap

Design Pattern Swap - Educators Leadership Academy 2016

Brad Griffith
November 18, 2016

I have selected a learning environment in which I am currently participating as a learner:  Educators' Leadership Academy 2016.  This program lasts approximately 8 months and we travel to various locations around the state for two-day long seminars that are sometimes accompanied by overnight stays. I have selected a few design patterns that are repeated in our cohort meetings and have them represented using LEM as follows:

1. Pre-Workshop Assessments

The larger ELA program focuses on the various tenets of leadership skills and development.  In a few of the sessions we have attended, pre-workshop assessments were administered to learners in advance of meeting face to face.  These assessments were presented to the facilitator and incorporated into the lesson for each day.

2.  Mentor Check-In Pattern

Relationship building is a big component of the greater ELA learning environment.  In this pattern, I have modeled the interaction that occurs between each mentor and their group of mentees. This is a regular occurrence between each of the sessions we have throughout the year and serves the purpose of keeping us in tune with happenings of the program, ensuring we are prepared before the session, and gathering feedback of the overall program experience.

3.  Post-Workshop Networking

The greater ELA learning environment is a cohort program.  One of the learning outcomes of the program is to build professional relationships outside of one's traditional network, so meetings among group members are encouraged each day after the ELA sessions.  These usually take place in the hotel bar where we are staying that day and provide an informal opportunity for learners to interact.

Creating Diagnostic Models - Vocational Training

Creating Diagnostic Models - Vocational Training

Brad Griffith
November 18, 2016

For this assignment, I held a meeting with my coworker Tracey to create a LEM model of her son's vocational training program.  This particular program is dedicated towards individuals with special needs and helping them obtain jobs in the workforce once they have completed this training program.  

The Understand Guide was a great tool for this process because it helped me to guide my questions directed towards Tracey and to frame my words in a way that allowed me to push her for further detail in certain areas.  There were a few moments in which I think I helped her clarify her own understanding of the program because of the language we used surrounding the guide.  

Once we finished our discussion, it was very easy to produce a LEM model using the information gathered on the Understand Guide.  

Understand Interview Reflections: Khan Academy PSAT Review

Understand Interview Reflections:  Khan Academy PSAT Review

Brad Griffith - November 10, 2016

For this entry, I selected Khan Academy's (KA) online PSAT review course and met with my colleague, Rhonda to tell the story of how learning occurs in this environment.  For those that aren't familiar, Khan Academy is an Open Educational Resource that features courses in multiple areas for all levels of learning, from elementary school to higher education.  When I advised students, I referred them to this resource and received good feedback, especially since it's mobile device friendly.

Here's a screenshot of the course home page:

As you can see by glancing here, there is a practice schedule, skill level assessment, room for testing scores imported by College Board, and practice, tips and strategies, and full tests at the top of the screen.

In order to create a LEM model for this KA course, I acted like a student and followed all the steps until I reached an understanding of how the evidence of learning (in this case, completion of the review course and recommendation to take the full exam) occurred.  Here is my model:

I began by telling Rhonda that the outcome of this learning environment was a learner completing the review course and being told they are prepared to sit for the PSAT exam.  We then went back to the beginning and worked through each step.  The model was particularly useful in representing how students with different characteristics would flow through this learning environment.  KA customizes a lesson plan for each student.  Some students had completed the PSAT already and could have their scores imported into this system.  Those that had not attempted the PSAT are administered a diagnostic quiz that informs the system action of generating this lesson plan.

The learner also has to provide information regarding scheduling so that a plan of study can be created according to their scheduled/desired PSAT testing date, ability to dedicate time to studying, and number of requested practice exams throughout the course.

Once the curriculum is set for the student, they receive feedback on their progress from the system and the system will continue to adjust the plan of study to account for areas of strength and weakness.

This was one of the more complex models I have constructed thus far, but Rhonda and I agreed that it helped to visually represent and simplify the dynamic structure of KA's course.  If you just look at this model, you can tell it is a feedback-oriented environment.  Their system is designed in a way that makes it instantaneous for the learner and won't inhibit their rate of progress.  I think that's quite admirable in this case since the environment is fully online and asynchronous. 

Discover Datasheets Results Report

Discover Datasheets Results Report

Brad Griffith

Here are the final datasheets for my Program Certification project.  I learned through this project that my client is open to multiple ideas of how to proceed, but needs to be informed of each option and how they may be currently employed elsewhere.  It was very much a discovery process for the both of us, I felt. 

I learned in this process that by conducting empathy research and having these discussions, it's much easier to advance in your project with a clear path that is not prone to changing course or getting bogged down. 

I may return to these datasheets as I begin exploring each layer of this certification process not only to  be sure that I'm adhering to the overall goals that were discussed with the client, but even using new datasheets if I feel that we may be getting off course or need to gain further clarity.

Here are a few of the more simplified datasheets from my research:

Facilitating the Discover Step - Lessons Learned

Facilitating the Discover Step - Lessons Learned

Brad Griffith

In the discover step of my learning environment project, I met with my client and had a productive discussion of the goals and scope of the program certification process as we both understood it.

I learned within the first few minutes of the beginning of our meeting that I had made a few assumptions about what he was wanting out of the project, such as adding requirements or how public information would be handled.  I was glad here to have had this information present on the datasheet because if we hadn't discussed it, I could have easily proceeded in the project with a false understanding of what needed to be done.

It also helped me understand what was truly important to my client in this project and what could be negotiated if necessary.  I plan to keep the datasheets from my previous meeting to inform my future ideas from this process and to make sure that I'm keeping on track with what's needed and not making assumptions again.

Finally, I'll just mention that the discover step has brought a sense of ease to me in approaching this project.  I have never worked with a program certification process before, but I feel confident that with the steps of LEDx and having completed the discover phase that I will be able to make the connection between what my client needs and a finished product. 

Empathy Research with Discover Datasheets

Empathy Research with Discover Datasheets

For my project of a program certification process, I held a meeting with my boss, Michael to review the datasheets I had completed in advance of our getting together.  It was interesting to use these with a client like Michael because I had the fortune of his expertise with LEM and LEDx to make sure I was following the process correctly.

I learned first that we were very much on the same page about the questions that were being raised about this process and how to develop it, along with finding out some areas that I needed to investigate further. 

I also learned in this process that I was caught up in overusing the Discover Datasheet in that I felt it needed a lot of information.  My next experience with these sheets will probably result in many more of them with less text and greater focus.  I did also have a few lines that should go on another sheet under a different discovery type. 

I think experiences like this help to build empathy because you must present your understanding of a learning environment to your client and get their feedback.  The datasheets are a good way of doing this because they help frame the conversation around each observation.  I would argue these experiences enhance the learning environment design end result because time has not been spent trying to resolve confusion in the later, productive stages of the process.

Identifying a Learning Environment for LEDx - Updated

Identifying a Learning Environment for LEDx - Updated

Brad Griffith - November 3, 2016

I have decided to change my project to something that is going to affect my role more directly.  I am a program manager and my department has recently decided to begin certifying programs based upon certain features such as being a blended program, fully online program, cohort program, etc. I would like to use LEDx to design this certification program from start to finish.

My client for this project will be my Assistant Director for Distance Education.  He has the authority to present this information to the key stakeholders that we will need in order to make this certification program a significant success and one that might be shared with other institutions.

This learning environment matters because distance education and blended programs are more able to meet the needs of students and therefore have a greater ability to financially benefit departments, colleges, and universities.

I'll use the LEDx framework to discover each step of this process that will need to be designed and built.  It will also come into play in the evaluation of this learning environment once it's set into motion.

Identifying a Learning Environment to Apply LEDx

Identifying a Learning Environment to Apply LEDx

November 1, 2016 - Brad Griffith

I manage the Self-Paced Online Course (SPOC) program at my institution, specifically handling communication with deans and department chairs and the occasional student issue. My colleague, Glenda is a Learner Experience Manager and handles all student inquiries for the program, in addition to monitoring course access, sending reminders of administrative deadlines for the course, responding to inquiries, and resolving student issues.  I would like to apply LEDx to Glenda's role of student management in the SPOC program.

As my client for this project, Glenda is the point of contact for all students and faculty regarding student issues.  She manages the department email account in addition to embedding her presence into each course that we offer. I used to serve in Glenda's capacity when I started working in my department and have worked directly with her as the SPOC program has changed over the last year and these efforts have been incorporated.  For the purpose of this learning environment, she acts as facilitator.

I have selected this project because there are multiple layers that have to work together in order to ensure a successful educational experience for a student in this type of course, our learners in this environment.  It's hard enough to manage one's time over the period of eight weeks, but I believe there are things we can do to help ease some of the confusion and offer motivation to each person.  When I held Glenda's role, I found it frustrating that some of my interventions didn't work and I would like to help her confront this because I know it's an ongoing issue. 

This learning environment matters because it directly affects students progress towards earning their degree.  The types of courses we offer are ones that students sometimes seek out of desperation, convenience, or to get ahead and I think any of those three reasons has a significant impact on their educational experience.  It matters for my position because I am charged with following up on any possible initiative we can undertake to improve retention and success rates at my institution.

I plan to use the LEDx framework to not only gain empathy for Glenda and her students' needs, but to help me break down the various layers within this environment that need to be examined in this process.  Glenda handles all types of issues from students. Some are easy and pleasant to deal with, others are not.  I'd like to look at each method of communication she uses, the content she is distributing, and what her students need in order to succeed. I think the focus boards and discover datasheets will help to organize all of this information and frame my conversations with Glenda in a way that allows us to explore these layers in depth.