Reflection – Visualization in device graphics 

 Challenge & Selection    The first tool I used was the tool of Visualization , or Visual Thinking , to achieve a shared understanding   of a problem space among a diverse group of stakeholders before attempting to identify and define   possible solutions to the problem . I use this approach within organization for talks with cross   functional teams , who are working in different departments working to apply scientific or technology   innovations for pharmaceutical development . I have used the technique of using a device visualization   of a problem domain with a set of details of each part for discussion to allow a diverse group of   stakeholders to learn from each other in the process of defining the scope , boundaries , key elements ,   and relationships between elements to consider when identifying device points and opportunities for   improvements or solutions .      Application    I start the process by creating a device graphic of the problem domain . To develop the device graphic ,   I draw the device design from existing knowledge on available material to understand the design . The   existing knowledge talks about procedural documents , study results on various tested device , or other   auditing reports .      The design details were not available , then I conduct informal interviews with two of the stakeholders   who serve as my main points of contact on the study initiative . The results were available for four   tested devices . However , the understanding on the data was not being easy for all the involved   stakeholders . Thus , comparative assessment was made simple through graphics , using simple shapes   and icons . Process flow was used along with animations for the visualisation and easy understanding   for different stakeholders including clinical team .      The visualisation approach helped to clarify the doubts of all stakeholders with whom we had   interaction that enable the organization to provide the timely completion of activities .    The template I often start with the rationale , requirements and then design basics that will resolve   the doubts on how to operate the device .      For the activity , we had stakeholders ( 8 - 9 ) each representing a different function or department in   organization or area of interest . Each group received an invite to join the meeting for direct interaction   and also provided sticky notes to make comments .    I have explained them design graphics for 20 minutes and asked for questions to clear the doubts , if   any . Then the major question on clinical aspect and impact on clinical study was discussed and the   doubts were clarified with risk assessment .      Insight & Approach    What I have learned from conducting this exercise with several stakeholders is that while the graphic   – especially the animation for visualisation – is important for easy understanding of the problem that   we are working to solve . The animation gives the diverse group of stakeholders a clear picture on the   facts and data that allows them to share their perspectives and develop insights into potential risk if   any . The more valuable aspect of the activity is the shared insights and shared learning that occurs   while we are working to define the problem space . They can quickly identify where they are in the   graphic – or if they are missing – and can more quickly gain new insights about device design and key   entities of it instead of taking time to identify them . They can also identify variables in the problem   space – that is , it helps them to identify what they do n’t know , in what areas they need to obtain   information or data to provide the values for the variables .    Since I discovered that the most valuable aspect is the shared insights and learning , next time I would   use the visualization activity as a starting point for a series of design thinking activities . 


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: Reflection – Visualization in device graphics 

 Challenge & Selection    The first tool I used was the tool of Visualization , or Visual Thinking , to achieve a shared understanding   of a problem space among a diverse group of stakeholders before attempting to identify and define   possible solutions to the problem . I use this approach within organization for talks with cross   functional teams , who are working in different departments working to apply scientific or technology   innovations for pharmaceutical development . I have used the technique of using a device visualization   of a problem domain with a set of details of each part for discussion to allow a diverse group of   stakeholders to learn from each other in the process of defining the scope , boundaries , key elements ,   and relationships between elements to consider when identifying device points and opportunities for   improvements or solutions .      Application    I start the process by creating a device graphic of the problem domain . To develop the device graphic ,   I draw the device design from existing knowledge on available material to understand the design . The   existing knowledge talks about procedural documents , study results on various tested device , or other   auditing reports .      The design details were not available , then I conduct informal interviews with two of the stakeholders   who serve as my main points of contact on the study initiative . The results were available for four   tested devices . However , the understanding on the data was not being easy for all the involved   stakeholders . Thus , comparative assessment was made simple through graphics , using simple shapes   and icons . Process flow was used along with animations for the visualisation and easy understanding   for different stakeholders including clinical team .      The visualisation approach helped to clarify the doubts of all stakeholders with whom we had   interaction that enable the organization to provide the timely completion of activities .    The template I often start with the rationale , requirements and then design basics that will resolve   the doubts on how to operate the device .      For the activity , we had stakeholders ( 8 - 9 ) each representing a different function or department in   organization or area of interest . Each group received an invite to join the meeting for direct interaction   and also provided sticky notes to make comments .    I have explained them design graphics for 20 minutes and asked for questions to clear the doubts , if   any . Then the major question on clinical aspect and impact on clinical study was discussed and the   doubts were clarified with risk assessment .      Insight & Approach    What I have learned from conducting this exercise with several stakeholders is that while the graphic   – especially the animation for visualisation – is important for easy understanding of the problem that   we are working to solve . The animation gives the diverse group of stakeholders a clear picture on the   facts and data that allows them to share their perspectives and develop insights into potential risk if   any . The more valuable aspect of the activity is the shared insights and shared learning that occurs   while we are working to define the problem space . They can quickly identify where they are in the   graphic – or if they are missing – and can more quickly gain new insights about device design and key   entities of it instead of taking time to identify them . They can also identify variables in the problem   space – that is , it helps them to identify what they do n’t know , in what areas they need to obtain   information or data to provide the values for the variables .    Since I discovered that the most valuable aspect is the shared insights and learning , next time I would   use the visualization activity as a starting point for a series of design thinking activities .
### Output: 