DESIGN THINKING PROCESS

The development of this curriculum dovetailed with my initial exploration into the UX Design field.  Already enraptured by the design thinking process, I began to recognize its presence as it already existed in my work.  From there, I began to practice accepting and utilizing the process, while also understanding my own creative process in the meeting place between passion and work.

Observe

RECOGNIZING A NEED

Story and Sound heralds back several years, to one of my earliest experiences as a dedicated teacher for English camps.  I initially began looking for ways to assess the speaking development of students.  As the media literacy component of our programs grew stronger, I also began to recognize the need for media creation that was culturally sensitive and efficient for use in the language classroom.

OBJECTIVES / PROBLEMS

• Create in a single curriculum an answer to several needs and criteria.
• In one class promote English in a way that students begin to forget that are learning English, and just practice using it
• Focus on listening and speaking skills in practical application
• Spark critical and creative thinking language skills
• Connect English to media literacy with more focus on content rather than production
• Create shareable media (no pictures/videos)

COMPETITIVE ANALYSIS

I looked at other podcasting curriculums that were available, such as Radio Rookies and Listenwise, to see what kind of materials they used and how they built up skills in storytelling and audio production.  I also began scouring the internet for videos and reading material on the concept of storytelling.  Meanwhile, I listened profusely to podcasts for soundbites and stories that could anchor the lesson plans.  With all of this information I created a set of "building blocks" that would inform the overall structure.

Ideate

BRAINSTORMING and DEVELOPMENT

I began to draw out the scope and structure of the curriculum, thinking about objectives and lessons and overall outcomes.  What was expected from the students?  What did the teachers need?

One important instigator for this curriculum was the addition of a set of iPads that could be used at the camps.  iPads = Garageband, an amazing audio editor to use with students, and the added benefit of being able to develop a guided training tutorial for teachers who had never worked with it before. 

TEST

IMPLEMENT and FEEDBACK

The curriculum was implemented for the first time in February/March 2019.  Teachers were given the curriculum, trained on Garageband, and supported as questions arose during the course of the program.  Overall, Story and Sound was very well received, with all teachers recommending its continued development and use.  Major points of feedback included:

• Good method for practicing with language they already have
• Focus on the non-fiction section, removing or minimizing the fiction section
• Further lessons and training on how to edit audio
• Work on "writing for the ear"
• Longer workshop or tutorial on working with Garageband

Iterate

PACKAGE FOR HANDOFF

After the first implementation with the LEAP 5 camp, I headed to an English camp in Senegal where I used a condensed version of the curriculum to develop another podcast series: CampCasts.

The purpose of CampCasts (hosted on SoundCloud) was to provide a platform for any podcast produced by students or alumni of American Councils for International Education programming.  After the Sengalese camp, I caught up with some alumni in India during a digital storytelling workshop who were eager to tell their own stories, both fictional and real.  

The curriculum is currently still active and undergoing refinement, being prepped for implementation at LEAP 6 in September/October 2019.