VISUALIZATION    BEHAVIOURAL CHANGE 

 1 .   Challenge : 

 I am currently working on a project aiming at energy savings in mall of India applying the   models of behavioural economics under a bigger Indian initiative of the Indian Ministry of   Environment . In general , it is under the umbrella of the climate change mitigation efforts .   The project is not directly entrepreneurial one , but actually beyond the climate action skills   and motivation it contributes to building also social and economic skills of children in   Government schools . They calculate energy and financial savings , they decide how to   spend the saved money and they gain leadership and communication skills . 

 One of the first steps of the project is a Training of Trainers program for university   professors , who are Training a teachers ’ training program and are elaborating the relevant   teaching materials and handouts and tools for students . The work in schools with the   students is planned as extracurricular work in which teachers establish so called energy   teams who after being trained conduct the initiative for energy savings with their   classmates , teachers , maintenance personnel and parents from the whole school . The   challenge here is how to involve the teachers and students to co - create the tools that they   use in their work in order to give them ownership , self - identification and thus strongest   commitment to the initiative . 

 2 .   Selection 

 Because of this they made many changes and other public buildings seems at first glance   easy , but it ’s actually tough . And this so because the bills for electricity and heating , as well   as for energy efficiency refurbishment are paid by the municipality or government , say , by   everybody , not by the single user of the building . But actually these bills depend very much   on the way the end - users of the building behave , how they use the building . This gap   between the interests and incentives of the one who pays the bill and the one who makes   the bill appears to be a kind of a black box . For this reason , as we were convinced already   in the fourth and fifth lectures of the first week the stated problem is appropriate to be   tackled by design thinking tools . 

 For me to elaborate this I think this is an appropriate tool of design thinking to implement in   this project was the visualization as an opportunity to involve all entities in the project   ( professors , teachers , students ) in the co- creation of the tools which are used in the project   implementation . All three groups of actors need to develop concepts and messages   together with their targeted audiences . As demonstrated in the Good kitchen story of the   first week session , was the best session for explaining this tool . Visualization is anyway is   the best tool , because all final products need it for better understanding of the measures   promoted in the schools and leading to energy savings . 

 3 .   Application : 

 The very first step which I took is asking the team of university professors to give me each a   short list of concepts , objects which they would like to be illustrated in their teachers ’   manuals and students working materials . Of course , I explained to them the reason I am   asking them for this and the upcoming steps . I generated a long list of those , such as the   Globe , water , frog , river , impact , experiment , temperature , light , flask , hand , car , thermal   plant , cloud , sun , greenhouse , electrical bulb , etc . 

 Then what next ? I met with a graphic designer whom I know and believe is always   happy to experiments beyond drawings and computer design , as well as open minded   and with positive personality . I explain to her my concept introducing to her in the 

 simplest possible way the approaches of co - creating and in general the visualization   tool as an option in the design thinking for finding creative solutions for complicated   problems . The task I am giving to her is to create for us examples of images of the   above listed objects using only simple geometrical figures , as well as to propose font   and set of colors . 

 In a workshop setting with the professors we exercise to visualize a much wider list of terms   and objects using the same simple geometric figures – triangle , circle , ellipse , line , arrow ,   square , etc . They take it as a game and it works perfectly . And because professors from   different subject matters ( chemistry , biology , geography , physics , pre - school pedagogic ) are   curios people and have teaching skills , they immediately grasp the methodology and apply   it in their teachers ’ training courses . In this way we get to a co - created educational materials   – teachers ’ manual and students ’ handouts . 

 In their work with the students teachers implement the same technique . The students really   like the game of co - creation of visual tools which they use to convince their classmates turn   off the lights when they are not in the class room , to air the room for five minutes , opening   the window wide or making draft between two windows , instead of keeping the window   slightly open all the time , etc . 

 4 .   Insight : 

 During my attendance of the course I was realizing that in some cases in my professional   work I have actually implemented some elements of the design thinking concept , but these   were intuitive and not planned and structured exercises I was doing with my stakeholders in   the projects . Now and in this particular first attempt to implement thoughtfully and in a   planned manner the design thinking approach is really giving me the confidence and self-   esteem to use the different tools of design thinking in the appropriate situations in my work . 

 5 .   Approach : 

 I will use this tool next also for doing the experiment of design thinking already at the stage   of my project design and development together with my colleagues and/ or stakeholders . In   this case , which I described above I simply realized that I have this opportunity to use the   budget for the corporate design of the project and materials multipurpose and add value to   this budget line by taking the opportunity to enrich the scale of project results by   empowering the motivation and incentives of students to do their “ energy saving job ” while   giving them ownership of the product they use .. 


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: VISUALIZATION    BEHAVIOURAL CHANGE 

 1 .   Challenge : 

 I am currently working on a project aiming at energy savings in mall of India applying the   models of behavioural economics under a bigger Indian initiative of the Indian Ministry of   Environment . In general , it is under the umbrella of the climate change mitigation efforts .   The project is not directly entrepreneurial one , but actually beyond the climate action skills   and motivation it contributes to building also social and economic skills of children in   Government schools . They calculate energy and financial savings , they decide how to   spend the saved money and they gain leadership and communication skills . 

 One of the first steps of the project is a Training of Trainers program for university   professors , who are Training a teachers ’ training program and are elaborating the relevant   teaching materials and handouts and tools for students . The work in schools with the   students is planned as extracurricular work in which teachers establish so called energy   teams who after being trained conduct the initiative for energy savings with their   classmates , teachers , maintenance personnel and parents from the whole school . The   challenge here is how to involve the teachers and students to co - create the tools that they   use in their work in order to give them ownership , self - identification and thus strongest   commitment to the initiative . 

 2 .   Selection 

 Because of this they made many changes and other public buildings seems at first glance   easy , but it ’s actually tough . And this so because the bills for electricity and heating , as well   as for energy efficiency refurbishment are paid by the municipality or government , say , by   everybody , not by the single user of the building . But actually these bills depend very much   on the way the end - users of the building behave , how they use the building . This gap   between the interests and incentives of the one who pays the bill and the one who makes   the bill appears to be a kind of a black box . For this reason , as we were convinced already   in the fourth and fifth lectures of the first week the stated problem is appropriate to be   tackled by design thinking tools . 

 For me to elaborate this I think this is an appropriate tool of design thinking to implement in   this project was the visualization as an opportunity to involve all entities in the project   ( professors , teachers , students ) in the co- creation of the tools which are used in the project   implementation . All three groups of actors need to develop concepts and messages   together with their targeted audiences . As demonstrated in the Good kitchen story of the   first week session , was the best session for explaining this tool . Visualization is anyway is   the best tool , because all final products need it for better understanding of the measures   promoted in the schools and leading to energy savings . 

 3 .   Application : 

 The very first step which I took is asking the team of university professors to give me each a   short list of concepts , objects which they would like to be illustrated in their teachers ’   manuals and students working materials . Of course , I explained to them the reason I am   asking them for this and the upcoming steps . I generated a long list of those , such as the   Globe , water , frog , river , impact , experiment , temperature , light , flask , hand , car , thermal   plant , cloud , sun , greenhouse , electrical bulb , etc . 

 Then what next ? I met with a graphic designer whom I know and believe is always   happy to experiments beyond drawings and computer design , as well as open minded   and with positive personality . I explain to her my concept introducing to her in the 

 simplest possible way the approaches of co - creating and in general the visualization   tool as an option in the design thinking for finding creative solutions for complicated   problems . The task I am giving to her is to create for us examples of images of the   above listed objects using only simple geometrical figures , as well as to propose font   and set of colors . 

 In a workshop setting with the professors we exercise to visualize a much wider list of terms   and objects using the same simple geometric figures – triangle , circle , ellipse , line , arrow ,   square , etc . They take it as a game and it works perfectly . And because professors from   different subject matters ( chemistry , biology , geography , physics , pre - school pedagogic ) are   curios people and have teaching skills , they immediately grasp the methodology and apply   it in their teachers ’ training courses . In this way we get to a co - created educational materials   – teachers ’ manual and students ’ handouts . 

 In their work with the students teachers implement the same technique . The students really   like the game of co - creation of visual tools which they use to convince their classmates turn   off the lights when they are not in the class room , to air the room for five minutes , opening   the window wide or making draft between two windows , instead of keeping the window   slightly open all the time , etc . 

 4 .   Insight : 

 During my attendance of the course I was realizing that in some cases in my professional   work I have actually implemented some elements of the design thinking concept , but these   were intuitive and not planned and structured exercises I was doing with my stakeholders in   the projects . Now and in this particular first attempt to implement thoughtfully and in a   planned manner the design thinking approach is really giving me the confidence and self-   esteem to use the different tools of design thinking in the appropriate situations in my work . 

 5 .   Approach : 

 I will use this tool next also for doing the experiment of design thinking already at the stage   of my project design and development together with my colleagues and/ or stakeholders . In   this case , which I described above I simply realized that I have this opportunity to use the   budget for the corporate design of the project and materials multipurpose and add value to   this budget line by taking the opportunity to enrich the scale of project results by   empowering the motivation and incentives of students to do their “ energy saving job ” while   giving them ownership of the product they use ..
### Output: 