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Agile Planning & Team Management

How can we create tools that connect professional mentors and student civic-innovation teams when they are not face-to-face?

Agile Planning & Team Management in Delta Lab

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Daniel Rees Lewis just completed a story: As a reviewer I can see the page and line numbers in the reviewers so I can quickly see if/where my reviews are addressed [3]

a year ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read a data collection section in the methods so I can judge/understand the data used to make claims [2]

a year ago ·

Daniel Rees Lewis set the iteration goal:

eat cake
Daniel Rees Lewis just completed a story: As a reader/reviewer I can read 1 assertion that states how tutoring in PBL for design challenges is different so I can judge how consequential the contribution is [3]

a year ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read a description of the interview so I can judge the evidence for the contribution [5]

a year ago ·

Daniel Rees Lewis just completed a story: As the EIC and admin I can read a shorter document so I can see the paper is short enough [3]

2 years ago ·

Daniel Rees Lewis just completed a story: As the EIC and reviewers I can read a document stating all of the changes so I can quickly judge if the concerns have been met [3]
make gride
add in top revision descriptions
add in top revision responses
get feedback on top revision reponses
review/edit top revision responses

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read a clear definition of coaching (as opposed to mentoring ect.) so I can judge if the assertion relates to coaching (not training or other things) [5]
Read the paper on coaching literature -- find paper that defines coaching (vs. other types of interventions)
Find definition of coaching
Write up the definition in the background
Align definition in the methods
Align use of terms in findings
Add in connection in the barriers to coaching -- why does coaching (as I'm defining it) have these barriers?
Add into methods -- no supervision (trying to be "resource expanding" and not common in PBL coaching
Make it super clear who the coaches are!!

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read descriptions about the types of PBL we are teaching so I can judge how generalizable/consequential the study is [2]

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read a clear definition of the barriers so I can judge what is being overcome by the design [3]

2 years ago ·

Stand for Friday, Aug 12

Daniel Rees Lewis
Stories Completed (1)
As a reader/reviewer I can read a descriptions of the ethical considerations in the methods so I can judge the ethics of the study [2] (2 tasks)
Stories Started (2)
As a reader/reviewer I can read descriptions about the types of PBL we are teaching so I can judge how generalizable/consequential the study is [2] (6 tasks)
As a reader/reviewer I can read a clear definition of coaching (as opposed to mentoring ect.) so I can judge if the assertion relates to coaching (not training or other things) [5] (8 tasks)

Are we on track to complete our sprint goal?
Yes

What is our biggest confusion(s) or blocker(s)? Who or what might be able to help us?
I'm really struggling to work out how to provide the "theoretical underpinning" of coaching. I agree with our position that what we are doing is a bit coaching and a bit mentoring (selon some of the practitioner definitions we saw). I can also bring in the particular issues that come up with coaching PBL teams in design.

But I'm struggling with finding a (citable) theory that is the right "theoretical underpinning". R2's conception of coaching vs. mentoring seem opposite to the ones that we read about and agreed upon. A pretty close description of coaching is Collin's one in his cognitive app. work -- but it's super vague and I'm not sure if R2 is going to buy it.

What I want to say is something like:
Collin's defines coaching as "a range of activities including modeling, giving feedback, structuring the way to do things, challenging the learner, providing hints, encouraging, providing reminders, and diagnosing problems." Due to the "low-structuredness" (Jonassen, 2015) of design PBL--students need to work out what they will do next--much of coaching in PBL design involves providing structure, hints, and feedback on students plans on what to do next [maybe add example]. [then add 1-2 sentences on how it is part coaching and part mentoring].

Matt Easterday - Hey Dan -- I might be misunderstanding the issue, but I think there are 2 moves you can make: (a) some of the things that coaches do (according to Collins, Barrows, etc.) are ..." (b) "coaching and mentoring are terms that have not been used consistently in the literature so for the purposes of this paper we define coaching as ....". So you can treat it as a minor clarification issue rather than trying to "prove" that the best theories support your definition (its enough to show that 1 or 2 are thinking about it the way you are and say you're building off those).

2 years ago

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read a descriptions of the ethical considerations in the methods so I can judge the ethics of the study [2]

2 years ago ·

Stand for Thursday, Aug 11

Daniel Rees Lewis
Stories Completed (6)
As a reader/reviewer I can read less information about all of the numbers/pages of data collected so I can more clearly understand the methods quickly [1] (4 tasks)
As a reader/reviewer I can clearly understand how the pilot study relates to the current study so I can judge what the methods relate to and where the baselines come from [3] (5 tasks)
As a reader/reviewer I can read a clearer description of the coaching barriers (with concrete examples) so I can get bet better sense of what the barriers were [2] (3 tasks)
As a team we have learned what the most important changes are from the reviews so we can make decisions about what to change [3] (4 tasks)
As a reader/reviewer I can read the research question (and wider explanation) so I can judge/understand the type of contribution they are seeking to make [2] (7 tasks)
As a reader/reviewer I can read (the one) main assertion so I can judge the consequence and novelty of the paper [2] (3 tasks)
Stories Started (3)
As a reader/reviewer I can read a clear definition of coaching (as opposed to mentoring ect.) so I can judge if the assertion relates to coaching (not training or other things) [5] (8 tasks)
As a reader/reviewer I can read the analysis section of the methods section so that I can judge how the writers measured project team performance and linked it to facilitation [3] (4 tasks)
As a reader/reviewer I can read a data collection section in the methods so I can judge/understand the data used to make claims [2] (3 tasks)

Are we on track to complete our sprint goal?
Yes

What is our biggest confusion(s) or blocker(s)? Who or what might be able to help us?
- hard to write up the specific barriers in detail without using too many words --> send email to editor asking if the word-limit still applies? Send it in a bit longer (ask for forgiveness not permission)?
- worried about the best way to present the baselines from the previous study --> hard to work out the trade-offs of presenting the baseline measures upfront and then again, or just upfront?

Matt Easterday - I think you probably need to refer back to them, but in a quick, relative way. E.g. "In study 2 we saw that coaches were perfect, (unlike study 1 where they were terrible)." You could do that either in the findings or discussion depending on the points you want to make.

I would try to trim the text rather than tempt the editor.

2 years ago

Daniel Rees Lewis - So I've created a table in the background that summarizes the baseline measures from the previous study (study formally known as pilot).

I could add another column in the table in the findings that summarizes the results that also includes the previous studies baseline measures. This makes the comparison really strong, but it is repetitive (as I currently have a table on the baseline in the background). I was worried that if I only include a table in the findings (and not in the background) that summarizes the previous study the confusion as to what is the previous study and what is the current study will continue.

However, as I write this I think what I'll do is to prose in the background, and then add the column in the findings, but cite the previous study in the column header to make it clear it's from the previous study.

2 years ago

Daniel Rees Lewis just completed a story: As a reader/reviewer I can clearly understand how the pilot study relates to the current study so I can judge what the methods relate to and where the baselines come from [3]
Re-word the opening section about the pilot study to make it clear is was a prior/finished study
Remove the term "pilot study" in the paper
Explicitly call out the baselines 
Call out baselines in the findings section and make it very clear that it's from the PREVIOUS study
Remove description of the methods

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read a clearer description of the coaching barriers (with concrete examples) so I can get bet better sense of what the barriers were [2]
generate specific examples from the CnC study
move around the paragraphs to foreground the barriers

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read less information about all of the numbers/pages of data collected so I can more clearly understand the methods quickly [1]

2 years ago ·

Daniel Rees Lewis just completed a story: As a team we have learned what the most important changes are from the reviews so we can make decisions about what to change [3]

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read the research question (and wider explanation) so I can judge/understand the type of contribution they are seeking to make [2]
Write up the paragraph
create current terms list 
scan IJPBL (last 6 years) titles and abstracts to look for types of PBL research or definitions around team planning
review feedback from last time and make edits
define key learning challenge within means ends analysis (might exist within the IJPBLing lit)
actually -- defining key learning challenge in design challenges is to teach students thinking and methods to reduce complexity and increase structuredness
Read 1 IJPBL that helps deinfe the type of PBL that we are doing

2 years ago ·

Stand for Wednesday, Jul 27

Daniel Rees Lewis
Stories Completed (4)
Chore: Create the IJPBL application. (4 tasks)
As a reader/reviewer/editor I can see sufficiently short paper with clear sections so I can read the research contribution in a short (10-25 pages) period of time [3] (2 tasks)
As a reader/reviewer I can read (other) RQs that have emerged from this line of work so I can judge how novel and consequential those other papers might be (4 tasks)
As a reader/reviewer I can read a data collection section in the methods so I can judge/understand the data used to make claims [2] (3 tasks)
Stories Started (1)
As a reader/reviewer I can read the research question (and wider explanation) so I can judge/understand the type of contribution they are seeking to make [2] (6 tasks)

Are we on track to complete our sprint goal?
No

What is our biggest confusion(s) or blocker(s)? Who or what might be able to help us?
- I'm avoiding writing V1 of the asserstions as I know they're going to be bad/lacking specificity
- I'm worried about using too many terms as I'm going -- need to create and update a terms list

Daniel Rees Lewis - I'm also struggling with the distinction that Jonassen makes between PBL and Studio Based Learning. I'm not sure if the PBL community have established the difference between these or not. I need to get 3-4 definitions from PBL big-wigs.

@matt -- could you bring in the 2015 PBL book (I think it's by Ertmer or Barrows)?

2 years ago

Christopher Riesbeck - How about?

"SBL is similar to PBL with a primary exception being that the learning occurs within the shared learning environment of a studio"

http://www.nationalforum.com/Electronic%20Journal%20Volumes/Burroughs,%20Susie%20Problem%20Based%20and%20Studio%20Based%20Learning-NFTEJ-19-3-09.pdf

2 years ago

Daniel Rees Lewis just completed a story: Chore: Create the IJPBL application.

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I want to read (other) RQs that have emerged from this line of work so I can judge how novel and consequential those other papers might be
create memo with alternative RQs in it
write up 1 paragraph with RQ on coach motivation and support
write up 1-2 paragraph memo with RQ(s) and evidence for coach motivation
write up 1-2 paragraph memo with RQ(s) and evidence for strategies on implementing (diffusing) innovative PBL learning environments

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer/editor I can see sufficiently short paper with clear sections so I can read the research contribution in a short (10-25 pages) period of time [3]
Review the space-boxing int 2-3 IJPBLing papers 
Create a space-box chart given IJPBL

2 years ago ·

Stand for Tuesday, Jul 12

Daniel Rees Lewis
Stories Completed (2)
As a reader/reviewer I can read the the methods section so I can judge/understand the analysis of the data used to make claims [3] (4 tasks)
As a reader/reviewer I can read the analysis section in the methods so I can judge/understand the analysis of the data used to make claims [2] (2 tasks)
Stories Started (2)
As a reader/reviewer/editor I can see sufficiently short paper with clear sections so I can read the research contribution in a short (10-25 pages) period of time [3] (2 tasks)
As a reader/reviewer I can read the research question (and wider explanation) so I can judge/understand the type of contribution they are seeking to make [2] (6 tasks)

Are we on track to complete our sprint goal?
Yes

What is our biggest confusion(s) or blocker(s)? Who or what might be able to help us?
It's currently hard for me to really well define the problem -- the 'what is not happening that we want to happen'. The difference between the iteration and goal setting is tricky for me.

I can feel I using way too many technical words as I work through my thoughts. Not sure if I should 'purge' and define the words now. I think that I need to look more into the lit. I think it would be useful to have a conversation with Matt over the the venue.

It's also really really hard to get in all of the field notes and do the interviews. Still haven't started interviews as I want to better define the problem. Having talked to Chris I think that we're actually going to get more compelling data that 'good' planning and iteration is happening in Iteration and Sprint Planning

Also I have a very strong sense that the teams are using and asking for many more design methods and strategies than in previous years. I 'think' that this might be in some way a connection to setting better goals. Could analyze this through comparing interviews and stands -- but I'm struggling to 'see' this argument completely.

Christopher Riesbeck - I'm come from a school of thought that believes in figuring out what YOU think before you read the literature. It's fine to later align terminology with what's been published, but don't let others define your question and problem up front.

2 years ago

Daniel Rees Lewis - Roger that -- thanks Chris! I think Matt comes from that school too.

2 years ago

Matt Easterday - Hey Dan -- let's try to find time to talk tomorrow. I'm not sure what your current thoughts are on the distinction between goal setting and iteration planning are so this might not be helpful... but, I think of the (Loft) goal setting as the high level management of the problem solving process, like, "where on the map do we need to go next" and the iteration planning as the lower level, tactics of getting there, e.g., once we've decided where on the map to go, what are the subgoals/substeps we need to take to get there.

In terms of Chris's questions, the high-level (Loft) goals are more about big strategies for getting to higher-value prototypes (e.g., tradeoffs between building, testing, immersing). The high-level (Loft) goals and lower level sprint plans are both addressing the problem of iterating more often (but at different grain sizes). And your coach communication insights are all getting help dealing with obstacles.

I'm sure its confusing watching the students because they are probably doing both at the same time.

Defining the words might help--this is usually the point where I would start making a process or causal model. I don't think you need to worry about diving into the lit right now--you know enough to take a stab and clean up later, especially if you get feedback from me or the lab.

I'm not sure that you want to wait too long to do interviews, you might use the interviews now to look for validation of your causal drill-down points, e.g., not aligning subgoals, lack of clear goal, etc.

Another thing that might help is to connect the pieces your intervention with the causal drill-down factors--what design elements are supposed to address each problem? What do the interview tell you about that?

2 years ago

Matt Easterday - Yes! Totally agree with Chris' point above!

2 years ago

Daniel Rees Lewis - Thanks Matt!

In line with Chris's previous advice a few weeks ago I do want to "sprinkle in" a bit of lit-reviewing. I found two articles that look to categorize type of PBL challenges. I'm hoping that this can go one level 'up' in Chris's causal chain which can help me characterize the types of things that students are trying to do. So in [XX] PBL challenges then students need to these things (and then dive down). Does that make sense?

2 years ago

Christopher Riesbeck - "things that students are trying to do" -- shouldn't that be what they are actually doing (or not doing)? Their goals ("trying" part) may be causative but you start with the observed behaviors

2 years ago

Daniel Rees Lewis - Yes Chris -- was rushing to type this out before meeting with coaches.

2 years ago

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read the the methods section so I can judge/understand the analysis of the data used to make claims [3]

2 years ago ·

Daniel Rees Lewis just completed a story: As a reader/reviewer I can read the analysis section in the methods so I can judge/understand the analysis of the data used to make claims [2]
write up section on method and reasoning for method
write up section with some example codes that we initially had

2 years ago ·

Stand for Friday, Jul 8

Daniel Rees Lewis
Stories Completed (5)
Sprint ending June 17 -- Challenges in peer-led studio-based learning communities (3 tasks)
Sprint Agile Summer 2016 -- END 06/06/2016 (27 tasks)
Sprint Agile Summer 2016 -- END 05/06/2016 (6 tasks)
Sprint DFA NU Challenges of Scaling -- END 4/28/16 (2 tasks)
Writing (8 tasks)
Stories Started (5)
Test story (2 tasks)
test II (4 tasks)
As a reader/reviewer/editor I can read a sufficiently short paper so I can read the research contribution in a short (10-25 pages) period of time [3] (1 tasks)
As a reader/reviewer I can read the research question (and wider explanation) so I can judge/understand the type of contribution they are seeking to make [2] (4 tasks)
As a reader/reviewer I can read a data collection section in the methods so I can judge/understand the data used to make claims [2] (3 tasks)

Are we on track to complete our sprint goal?
Yes

What is our biggest confusion(s) or blocker(s)? Who or what might be able to help us?
I'm currently a bit worried about choosing the venue. It's changing a bit the way I think about the RQ.

Daniel Rees Lewis - My started RQ section (in draft here):

https://docs.google.com/document/d/1NoW85gfffZ0mMxjL5IiLIzNeA_9y22eutTtMDL3IbqM/edit

2 years ago

Spencer Carlson just completed a story: Test story

2 years ago ·

Stand for Wednesday, Jun 22

Daniel Rees Lewis

Are we on track to complete our sprint goal?
Yes

What is our biggest confusion(s) or blocker(s)? Who or what might be able to help us?
this is a stand! !!

Matt Easterday Accepted a new goal: Write white paper

2 years ago ·

Stand for Wednesday, Jun 22

Daniel Rees Lewis
Stories Completed (1)
Sprint ending June 24 -- Challenges in peer-led LCs (4 tasks)
Stories Started (1)
Sprint ending June 17 -- Challenges in peer-led studio-based learning communities (3 tasks)

Are we on track to complete our sprint goal?
Yes

What is our biggest confusion(s) or blocker(s)? Who or what might be able to help us?
test?

Daniel Rees Lewis - test

2 years ago

Daniel Rees Lewis just completed a story: Sprint ending June 24 -- Challenges in peer-led LCs

2 years ago ·

Stand for Tuesday, Jun 21

What’s your sprint goal for this week?
test
Are you on track to achieving your sprint goal?
Yes
What specific progress have you made toward the goal since last stand?
test
What will you achieve between now and the next stand?
test
What obstacles are in the way of achieving your sprint goal? Who do you need to talk to or what will you do to overcome these obstacles?
test

Stand for Tuesday, Jun 21

What’s your sprint goal for this week?
Assertions and structure of findings
Are you on track to achieving your sprint goal?
Yes
What specific progress have you made toward the goal since last stand?
None - did sprint plan at EOD yesterday
What will you achieve between now and the next stand?
As a reviewer, I can read 1-2 high-level sentences about key findings so that I can judge the novelty and consequence of the findings. [1]
As a reviewer, I can read a set of assertions that explain how the findings answer the RQ so that I can judge the consequence of the findings. [2]
What obstacles are in the way of achieving your sprint goal? Who do you need to talk to or what will you do to overcome these obstacles?
None for now

Stand for Tuesday, Jun 21

What’s your sprint goal for this week?
Assertions and findings structure
Are you on track to achieving your sprint goal?
Yes
What specific progress have you made toward the goal since last stand?
None -- did sprint plan near EOD yesterday
What will you achieve between now and the next stand?
As a reviewer, I can read 1-2 high-level sentences about the key findings so that I can judge the novelty and consequence of the findings. [1]
As a reviewer, I can read a set of assertions that explain how the findings answer the RQ so that I can judge the consequence of the findings. [2]
What obstacles are in the way of achieving your sprint goal? Who do you need to talk to or what will you do to overcome these obstacles?
None for now.

Stand for Tuesday, Jun 21

What’s your sprint goal for this week?
test
Are you on track to achieving your sprint goal?
Yes
What specific progress have you made toward the goal since last stand?
test
What will you achieve between now and the next stand?
test
What obstacles are in the way of achieving your sprint goal? Who do you need to talk to or what will you do to overcome these obstacles?
test

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