INTRODUCTION TO DESIGN THINKING 

 Reflection – Visualization 

 Warning : This is a very specific case of study , not a generalized problem in all the universities in   this unmentioned Latin - American country .     Challenge :     I am a Math teacher for students in their first year of studies at university level . Our challenge is   to obtain an improvement in the student ’s attitude towards mathematic courses , that maximizes   the learning and minimizes some corrupt practices plaguing the area . The social context of the   university is suffering from several maladies including persistent corruption at several levels ;   wanting basic and intermediate education systems , with students growing a bad attitude towards   mathematics and other sciences ; the viveza criolla ( the natives cunning ) pervading the whole   society . There is not an easy answer as for why the corruption exists and what the solution should   be , there is quite a corpus dealing with this topic from different perspectives , ranging from the   moral point of view to the Utilitarian point of view , and several in between [ 1 ] . Students enter in   the superior education system taking the vices and virtues from the environment and personal   previous experience .      Selection :   Visualization tool is selected in order to obtain better understanding of what is expected from   students , from the stakeholders ; who are stakeholders in the students view , and why the student   choices may differ from what is expected . The goal is to make sense from the variety of   observations that are expected [ 2 ] .       Application :   Several talks and interviews with students were conducted in three of the most important math   courses , namely Calculus I , Linear Algebra ( LA ) and Ordinary Differential Equations ( ODE ) ,   during the first semester of 2020 ( May to August in the local scholar time ) . The approach was   designed using a strategy similar to the “ bad cop , good cop ” technique , since it was expected that   the principal professors would behave the same way as always , i.e. , giving exhortative speeches   against corruption and dishonesty . On the other hand , three assistant professors behave in a   sympathetic way , offering extra time for counseling and to help students out of hard homework   and assignments . The student paying some advanced student to make the assignment for him / her   was par for the course , hence the free help from the assistant teacher was essential to establish a   connection with the students . At the end of the partials , the confidence built made students open   to talk about why they cheat and look for shortcuts even in courses other than C , LA and ODE . 

 Figure 1 : Trying to figure all the stakeholders from the student point of view 

 Insight :   It turns out that , while many students really wanted to learn from their lessons , they did n’t see a   direct practical application of what they were studying to their future jobs . Therefore , courses like 

 LA were seen mostly as an obstacle hindering their careers instead of a set of techniques they could   benefit from in future . The view of the students can be summarized in the following figure , where   a shortcut , any shortcut , is better than following the regular process : 

 Figure 2 : The current students view of the homework 

 Students feel pressure from their families , teachers , significant others , and peers to progress .   However , a new stakeholder made appearance , it will be called External Agent ( EA ; Figure 1 ) . EA   consists of people related to students with no other purpose than to cheat , help cheat offering to   make the homeworks , and providing alternative ways of education ; all for a pay . EA is the main   agent of the shortcut . There is a raging business sector developed around the idea of helping   students through the formal education system . EAs compete offering parallel lessons and showing   the higher approval rates between their clients , as opposed to the approval rates in the formal   education system . Why a student would pay for these services in a public education setting   supposed to be free ? The answer is that the formal education is not providing students with a   vision and a mission , neither guidance or mentoring ; they are seen as providers of just obstacles .     Teachers demand highly difficult tasks in a short time . There are reports of requirements of   readings 90 + pages just to be evaluated in three days via an online quiz . Why should a student   spend 10 hours to understand the matter , when an EA can explain it to you in a short 2 hours   lesson , to many students simultaneously and even make the quiz for you ? Economically , this is a   lost battle for the formal education system . All things together , there is a too high cost of being   legal [ 3 ] .      Approach :   The knowledge gained allow us to propose some guidelines for an alternative approach in the   formal education in mathematics , not being exclusive from other areas of sciences . Teachers need   a reminder to reassess the structure of the lessons by following the instructional moments in class   [ 4 ] , so that more emphasis be given to the motivational component . 

 Figure 3 : The view of a better future by following the regular process . 

 For the students to see the regular path as taking them to the next level of knowledge ( Figure 3 ) ,   the homeworks and assignments are to be redesigned to be less in quantity , but more quality 

 oriented . Meaning : exercises designed to potentiate the abilities needed in the career , starting from   the easy level , up to the advanced one . Hence , a sense of purpose and achievement can be attained . 

 Figure 4 : Assignments categorized as easy , intermediate and advanced level 

 Small groups should be organized in order to make collaborative the development and the problem   solving . There are several tools provided by the information technologies , so that mentoring and   guidance can be provided online . There should be reasonable deadlines ( “ plazos ” ) . 

 Figures 5 & 6 : Collaborative work with reasonable deadlines 

 It is expected that some peer pressure would build up , but also escalating the collaborative problem   solving . When the students see they can actually get help from their peers and better mentoring   from their teachers , they would see the cost of staying in the regular path as favorable .     The visualization tool will become essential to share the insight gained with the rest of the faculty ,   and will be key in the next stages of the project .      References      [ 1 ] Lagunes , Paul , Xiaoxuan Yang , and Andrés Castro . 2019 . The State of Corruption in Latin 

 America . Baker Institute Report no . 07.08.19 . Rice University ’s Baker Institute for Public   Policy , Houston , Texas . 

 [ 2 ] Liedtka , Jeanne , and Tim Ogilvie ; 2011 . Designing for Growth : A Design Thinking Tool Kit for 

 Managers . Columbia Business School Publishing . 

 [ 3 ] Coase , Ronald , 1960 . The problem of social cost . The Journal of Law and Economics , Vol . III , 

 1960 , pp . 1–44 . 

 [ 4 ] Kolb , D. A , 1984 . Experiential learning : Experience as the source of learning and development 

 ( Vol . 1 ) . Englewood Cliffs , NJ : Prentice - Hall . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: INTRODUCTION TO DESIGN THINKING 

 Reflection – Visualization 

 Warning : This is a very specific case of study , not a generalized problem in all the universities in   this unmentioned Latin - American country .     Challenge :     I am a Math teacher for students in their first year of studies at university level . Our challenge is   to obtain an improvement in the student ’s attitude towards mathematic courses , that maximizes   the learning and minimizes some corrupt practices plaguing the area . The social context of the   university is suffering from several maladies including persistent corruption at several levels ;   wanting basic and intermediate education systems , with students growing a bad attitude towards   mathematics and other sciences ; the viveza criolla ( the natives cunning ) pervading the whole   society . There is not an easy answer as for why the corruption exists and what the solution should   be , there is quite a corpus dealing with this topic from different perspectives , ranging from the   moral point of view to the Utilitarian point of view , and several in between [ 1 ] . Students enter in   the superior education system taking the vices and virtues from the environment and personal   previous experience .      Selection :   Visualization tool is selected in order to obtain better understanding of what is expected from   students , from the stakeholders ; who are stakeholders in the students view , and why the student   choices may differ from what is expected . The goal is to make sense from the variety of   observations that are expected [ 2 ] .       Application :   Several talks and interviews with students were conducted in three of the most important math   courses , namely Calculus I , Linear Algebra ( LA ) and Ordinary Differential Equations ( ODE ) ,   during the first semester of 2020 ( May to August in the local scholar time ) . The approach was   designed using a strategy similar to the “ bad cop , good cop ” technique , since it was expected that   the principal professors would behave the same way as always , i.e. , giving exhortative speeches   against corruption and dishonesty . On the other hand , three assistant professors behave in a   sympathetic way , offering extra time for counseling and to help students out of hard homework   and assignments . The student paying some advanced student to make the assignment for him / her   was par for the course , hence the free help from the assistant teacher was essential to establish a   connection with the students . At the end of the partials , the confidence built made students open   to talk about why they cheat and look for shortcuts even in courses other than C , LA and ODE . 

 Figure 1 : Trying to figure all the stakeholders from the student point of view 

 Insight :   It turns out that , while many students really wanted to learn from their lessons , they did n’t see a   direct practical application of what they were studying to their future jobs . Therefore , courses like 

 LA were seen mostly as an obstacle hindering their careers instead of a set of techniques they could   benefit from in future . The view of the students can be summarized in the following figure , where   a shortcut , any shortcut , is better than following the regular process : 

 Figure 2 : The current students view of the homework 

 Students feel pressure from their families , teachers , significant others , and peers to progress .   However , a new stakeholder made appearance , it will be called External Agent ( EA ; Figure 1 ) . EA   consists of people related to students with no other purpose than to cheat , help cheat offering to   make the homeworks , and providing alternative ways of education ; all for a pay . EA is the main   agent of the shortcut . There is a raging business sector developed around the idea of helping   students through the formal education system . EAs compete offering parallel lessons and showing   the higher approval rates between their clients , as opposed to the approval rates in the formal   education system . Why a student would pay for these services in a public education setting   supposed to be free ? The answer is that the formal education is not providing students with a   vision and a mission , neither guidance or mentoring ; they are seen as providers of just obstacles .     Teachers demand highly difficult tasks in a short time . There are reports of requirements of   readings 90 + pages just to be evaluated in three days via an online quiz . Why should a student   spend 10 hours to understand the matter , when an EA can explain it to you in a short 2 hours   lesson , to many students simultaneously and even make the quiz for you ? Economically , this is a   lost battle for the formal education system . All things together , there is a too high cost of being   legal [ 3 ] .      Approach :   The knowledge gained allow us to propose some guidelines for an alternative approach in the   formal education in mathematics , not being exclusive from other areas of sciences . Teachers need   a reminder to reassess the structure of the lessons by following the instructional moments in class   [ 4 ] , so that more emphasis be given to the motivational component . 

 Figure 3 : The view of a better future by following the regular process . 

 For the students to see the regular path as taking them to the next level of knowledge ( Figure 3 ) ,   the homeworks and assignments are to be redesigned to be less in quantity , but more quality 

 oriented . Meaning : exercises designed to potentiate the abilities needed in the career , starting from   the easy level , up to the advanced one . Hence , a sense of purpose and achievement can be attained . 

 Figure 4 : Assignments categorized as easy , intermediate and advanced level 

 Small groups should be organized in order to make collaborative the development and the problem   solving . There are several tools provided by the information technologies , so that mentoring and   guidance can be provided online . There should be reasonable deadlines ( “ plazos ” ) . 

 Figures 5 & 6 : Collaborative work with reasonable deadlines 

 It is expected that some peer pressure would build up , but also escalating the collaborative problem   solving . When the students see they can actually get help from their peers and better mentoring   from their teachers , they would see the cost of staying in the regular path as favorable .     The visualization tool will become essential to share the insight gained with the rest of the faculty ,   and will be key in the next stages of the project .      References      [ 1 ] Lagunes , Paul , Xiaoxuan Yang , and Andrés Castro . 2019 . The State of Corruption in Latin 

 America . Baker Institute Report no . 07.08.19 . Rice University ’s Baker Institute for Public   Policy , Houston , Texas . 

 [ 2 ] Liedtka , Jeanne , and Tim Ogilvie ; 2011 . Designing for Growth : A Design Thinking Tool Kit for 

 Managers . Columbia Business School Publishing . 

 [ 3 ] Coase , Ronald , 1960 . The problem of social cost . The Journal of Law and Economics , Vol . III , 

 1960 , pp . 1–44 . 

 [ 4 ] Kolb , D. A , 1984 . Experiential learning : Experience as the source of learning and development 

 ( Vol . 1 ) . Englewood Cliffs , NJ : Prentice - Hall .
### Output: 