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LPCH

Page history last edited by PBworks 15 years, 10 months ago

Lucile Packard Children's Hospital at Stanford

Final Paper!!!

LPCHS.pdf

Final Presentation!!!

LPCH Group Slides.pdf

LPCH Individual Slides.pdf

Other pages:

LPCH Calendar

LPCH Scenarios

BRAINSTORMING

1st Option: Critical Care Bedside Teaching

Individual lessons with a teacher for ~30min per day

This includes ICU, Dialysis, Bone Marrow Patients

Time at hospital is typically a school year

Opportunity ? enhance the students relationship with his/her school at home if possible (or friends) and create portable classroom space.

Pros: Immediate impact, existing program that the staff feels a need to improve

Cons: Very extensive procedures for visitation according to HIPAA regulation (might not be possible); does "mobile cart" count as a learning space?

2nd Option: Potential Classroom in New Bed Tower (built in 2013)

Pros: Ability to think in terms of actual classroom space; Could combine mobile space with classroom space; Ability to observe current classroom; Opportunity to design for something way in advance of it being built

Cons: Designing way in advance (may be very different patient population); Not felt as immediate need; seen as beyond the control of current school staff; Still unable to observe current mobile learning

Dan 4/23

Thanks for sharing this (and thanks for such a concise, well-worded email). I think option 2 is a better match for this course, and was more inline with my vision when I first spoke with Cammy and the LPCH/PAUSD staff. I think the first choice would work only if all of you feel very passionately about exploring the opportunities there because it would require a significant commitment of energy to navigate the constraints and logistics and would need buy in from all of you to make this an absolute priority.

Opportunities with Scenario 2:

* Freedom to really think about the way things should be. Still in a disciplined approach grounded in learning theory and a principled design process, but free of the constraints of so many existing space

* Opportunity to test ideas with users with less personal involvement from them. You might get some interesting feedback from both teachers and students by asking them how it might work for someone else. Having the experience of guiding people through the design process for others would be a very meta-level assessment for what is happening in this class. You'll be guiding people through a process that you yourself are just getting up to speed on.

* 2013 is not THAT far away when we consider how early these projects get designed in architects hands. I suspect that ground will be broken on this project sometime in 2010 or 11 so it is not unreasonable to think that the final plans from the architect will have to be submitted, signed off on, etc. in 2009. Whitney probably knows much more about the timeline for a project of this scope.

Concerns with Option 1:

* The logistics of interacting with bedside learners seem very very difficult given HIPAA requirements, hospital safety requirements, and probably a whole host of issues that we are just scratching the surface of what they may be - It might also take the whole quarter to get clear about what these are and then how you are supposed to get around them

* The constraints sound so challenging there might not be enough flexibility for you as individuals and as groups to get enough design experience. I'm a little concerned that brainstorming sessions, scenario creating processes, and any attempts at iteration would be too constrained here

BUT:

- Is there an opportunity to connect all of these two? Might you be able to develop a prototype of a mobile cart interaction that could support patients in 2013 but inspire current teachers and learners to make something happen on a smaller scale for more immediate impact? Could you develop a scenario for mobile cart interaction that you could deliver to the teaching team and then figure out a way to cost out what a test version of this might be? Then, it might turn out that what you really need is not that expensive and they could actually get some funding to make something happen (this is Stanford and the name Packard is on the front of the building)

I'm open to exploring all of this as long as by the end of the project, you've all had a chance to participate in a collaborative design effort that integrates your background in learning theory with some of the design tools we cover in class to produce a proposal that the partner can say "Hmmm, there are a couple of really good ideas here"

So, to reiterate. I think you all would benefit more from doing scenario 2. I'm not ruling out scenario 1, but I think there are just many more opportunities to gain experience in your second scenario without giving up very much.

Best

Dan

We went to the LPCHS(Lucile Packard Children's Hospital at Stanford) and had a team meeting with several teachers there.

Before we had the meeting we would like to know:

1. target audience - age, needs, gender, ,,,,,,

2. learning goal - what are we trying to design, achieve for our target audience

3. site tour - what space are we deisigning - any constraints,,,,,,,

4. stakeholders - beside our target audience who are our stakeholders and what are their needs on this project

and the findings are

1. target audience (children) - mixed age group (K-12), about gender ratio 50:50, from all over the world, but mainly from Palo Alto, various enthnic group

q1: who is our target audience, is it the students or students and teachers

2. Learning goal : facilitation of schoo re-entry, continuity of education

3. site tour - very limited space for K-5 class, one big large retangle-shaped table, two round tables, not enough space for group work, individual work(picture above)

4. stakeholders - hospital (they are the main decision makers for the supports on school's plan, maybe teachers? they have the storage and portable classroom opinions

others:

children love "interaction"

would like to hear from the students' side as well as they are the target audience for our project

major issue is about space and portable classroom as many of the children have bedside learning.

- must have "collaboration", "peer-interaction"

Hannah

Several Images from the first meeting - classroom

Whitney 4/24

Scope of Project: Designing a Learning Space in the New Hospital

Questions to consider…

Who is the primary user? non-critical patient

What is the timeline? 2013

What would the ideal space look like? How much space is needed?

How can critical care bedside teaching be enhanced? Use technology to connect bedside patients to the larger classroom?

How can we connect this to non-academic learning? Allowing current students to share their knowledge about their illnesses… Engaging “alumni” – patients that have recovered – to share inspirational stories and provide hope to current students

This is just to get us started. Add your comments...

Whitney 4/25

By Friday our goal is to define our learning goals (we did this today) and sketch out our three personas that relate to these goals. Add you comments…

Learning Goals:

[insert photo from brainstorming session]

Personas:

1. “Normal” Life (elementary school)

2. Academic Achievement (high school)

3. Awareness/Respect of Needs (middle school)

Goal: Awareness/Respect of the Needs of the Student

Persona #3: Middle School Student

§ Madison is a 12-year old girl struggling with her own identity as well as what it means to be sick.

§ She was in a comma for 2 months after a serious car accident.

§ She suffered some brain damage from the accident (temporary) and has broken a number of bones.

§ She is currently confined to a wheel chair and taking pain medication.

§ Before the accident, she was the star of the cross country team.

§ She was her class president and highly involved in school activities.

§ She will be at the hospital for 6 months plus so that doctors can oversee her recovery.

§ Her challenges: (1) school work – she can’t process information like she used to, (2) feeling disconnected from her friends (only an hour away), (3) struggling with how the accident has impacted her physically and emotionally.

§ Her interaction with the new school: At first, Madison did not want to be at school – she had trouble navigating in a wheelchair, she was in pain, she couldn’t focus, and she was depressed. Then she began to realize the school space was easy for her to get around and she met lots of new friends that loved to take her for “joy rides” on her wheelchair during breaks. The teachers were not judging her for how much she had forgotten in the accident but worked with her to unlock this knowledge. The “mobile collaboration workstation” allowed her to talk and chat online with friends at home and her homeroom teacher had captured key lessons and student presentations on video and uploaded them weekly so that she could stay engaged. She realized that she was not only learning, but she was coming to terms with her accident and that she would soon be able to return home with a much better sense of herself and what she was capable of. The teachers and the safe, warm, community-oriented, engaging learning environment made this possible.

Comments: I found it really difficult to develop a persona for a sick child. I struggled with how to make it realistic without being depressing. I also struggled with my own lack of knowledge about child illnesses/conditions. Finally, our third learning goal is the least defined – the most “touchy feely.” I think it is important but don’t know how to develop this more with the persona. Feel free to add your comments or edit the existing scenario.

Carrie 4/27

Goal: 1. "Normal" life

Persona #1: Elementary school student

- Susan is a relatively quiet second grader. She has two older brothers as well as three close friends from her original school.

- Susan was admitted to LPCH after being diagnosed with acute lymphocytic eukemia and is currently receiving induction chemotherapy. ( http://en.wikipedia.org/wiki/Leukemia )

- Susan's favorite activities in school are the creative arts: music, drawing and dramatic play

- Her challenges: 1) Susan feels lonely because she has been uprooted from her normal life separated from her friends back home. 2) Susan longs for a creative outlet that she has lost sincing arriving at the hospital.

- Her interaction with the new school: Susan was excited to attend school again but was apprehensive about meeting new people due to her quiet nature. On the first day, she met two very nice teachers who showed her where to put her belongings and invited her to meet the other children. The teachers discovered that Susan liked art and so guided her in starting a coloring activity. Through this activity, Susan met a friend - Liz - that she eventually became close with. Liz, a more extroverted child, played with her frequently and integrated her into activities with other children. Susan was happy to regain a sense of normalcy and looked forward to going to school every day, where she could learn and participate in a warm and nurturing community.

Comments: I struggled with the developmental phase of the child. I'm unclear on how much (& what kind of) academic work a second grader would be expected to accomplish, and also, whether the school could feasibly integrate extracurricular (non-core-subject) activities into the curriculum due to a short schoolday.

Hannah 4/27

We had an interesting discussion during the class time. We discussed about this topic:

How do we see/think about people in these space?

We made a number of, various spectra to measure people's characterstic,attitude in these spaces. We had a little consensus to see the people in the space as user who engage and interact with the space and influence it to change.

Passive Active (how much they involve and interact with space)

<----------------------------------------------------->

individual Community (is the user more independent or more social, interacting with other people?)

<----------------------------------------------------->

Recepting Augmenting (is the user only recepting knowledge of the space or proactively augmenting the knowledge and information in the space?)

<----------------------------------------------------->

Spontaneous Directed (is the user more spontaneous and try out creative things in the space or more directed, follow directions?)

<------------------------------------------------------>

Introvert Communicative (is the user more introvert, by him/herself or more communicative in the space?)

<------------------------------------------------------>

Accepting Agency

<------------------------------------------------------>

Some of them are overalaped each other but these are the categories we need to consider when we design a space. There are various kinds of people who use and interact with and in the space and the space that we are going to design has to convey and meet the needs of these people who are going to use our space. Against this back drop, it is very cruicial to find out our future users; their attitude, characteristic, background, needs, etc.

Goal: Academic Achievement

Persona #2: High school student, 11th grade

Timothy is a 11th grader at a high school in Palo Alto. His life had been “normal” like everybody else in his age until he was diagnosed with Facioscapulohumeral Muscular Dystrophy at his age of 15.
It caused progressive weakness in muscles of the face, arms, legs, and around the shoulders and chest. It has been progressed slowly and now the symptoms are almost disabling so he had to be hospitalized.
Tim has been hospitalized for 1 and a half years. He mostly has to stay in bed and get physical therapy to strengthen his muscles three times a week.
Before he was hospitalized he was an excellent student in terms of academic achievement. He loves science and math and used to win for the science fair, math contest, chess contest, etc.
He got used to the life in the hospital and had to accept the reality that he faces but wants keep working and go to college to study.
His challenges: (1) school work/college entrace prep – he was one of the top student with academic ability and strongly wants to continue on studying and take the SAT and go to college, (2) feeling out-of-dated from his academic path of college prep. (3) anxious to get information and updated with his academic achievement and SAP prep.

His interaction with the new school: Tim mainly interacts with teachers with bedside teaching. It is very tailored for him, more likely one-on-one teaching reviewing whatever he has difficulty with understanding. He wants more time to catch up his academic progress. He eagerly wants to have outside information about college entrance and SAT prep. He uses his PC and use online community and various websites to get some information about the college prep. One of his favorite is online based webcasting classes for his math, physics, biology and history.

Dan: Wow all 3 of these personas are very compelling, and just as they were difficult to write, they have been difficult to read carefully. I especially like your including their challenges, this helps set the stage for you and for your audience on how your proposal can meet their challenges. I think the only thing to draw out a little more is what are all three of these kids relationships' with others like? How do they impact what they are doing in school? Who are their friends and how have they helped them with schoolwork? How did they help them before they were hospitalized? There might be some connections to communities that you can uncover that will help guide your design. Again, these are well done.

Comments from Cammy Sunde at LPCH:

Off the top of my head, these look pretty good - the elementary and middle school students are certainly composites of children we've seen. Kevin commented that in your middle school student's reluctance to come to the hospital school, you might want to add her concern about her appearance after the accident.

As far as the HS student - the disease you've chosen is one that would probably be treated at a long-term rehab. center, such as Valley Med. We'd be more likely to have a patient who's had a solid organ transplant where post-transplant complications have arisen, or a Complex Regional Pain Syndrome (CRPS) patient, of whom we are seeing more and more. Additionally, the high school students all feel really isolated and out of touch with their friends from school, because after the first visits, the peers resume their "normal" lives and usually drift away from the patients, while the patients remain hospitalized and have to cope with enormous social and emotional, as well as physical changes.

All the scenarios - both classroom and bedside - are those we deal with regularly. I believe you have captured them nicely. One thing to always keep in mind is the fluidity of the teaching situation. Students come and go, whether for appointments or discharge, and there are always new arrivals whom we have never seen before.

Hope this helps.

Cammy

Hannah (5/13) Meeting Minutes

Things to do during observation

Understanding needs – students and teachers
Current use of the space
Brainstorm possible scenarios - Gathering some data for possible scenario
Emotional proximity – gaining emotional understanding of the students
Identifying key behaviors/actions and role of the space
Interaction between users in the space
Gathering data

To do list

Sketch the environment/space

Brief interview with teachers

Observing different types of students

Mapping - what is where , space and its use , single/jointly use, age group

Ask open questions

Note supporting/confirming evidences of our personas

Not to do

Not too much interview with students

Do not interfere normal classroom

Do not ask leading questions

For the meeting on 05/16 12:15pm

- Brainstorming ideas – design components, presentation

- Work plan

- Bring calendar

	Monday	Tuesday	Wednesday	Thursday	Friday
8-9:30	A, C	A, H, C	A, H, C	A, H, C	A, H
9:30-11:30	A	H	A, H	H	A, H
11:30-1	A, W	H, W, C (after 12)	A	A, H, W, C (after 12)	A, H, W, C
1-2	A, H, W, C	A, H, C	A	A, H, C
2-3	A, H, W, C	A, H, C	A, H, W	A, H, C
3-4	C	W, C	A, H, W	C
4-5	C	W, C	A	C

Whitney 5/17: ideas for portable locker

Pros:

- lightweight (canvas)

- easy to carry (no wheels)

- comes in 4 colors (allows for differentiation)

- room for files (homework to turn in, homework to do...)

- pockets for pens, pencils,

Cons:

- $30 (there might be a more economical option)

- not stackable (could have a ikea cubby in the room that allows stacking...

- canvas, not plastic - can't put stickers on it or customize it much

- more feminine than masculine (man bags are growing in popularity but it might be social suicide in K-12)

Let me know what you guys think!! I can return if you don't think it is quite right but this was the best option at Target...

BIG CLASSROOM
Need	Solution
Students need sufficient workspace	Flexible tables/ chairs
Teachers/students need sufficient storage (segmented by student).	Portable locker/ folder caddy
Students need teachers nearby	teacher desk areas low enough so that they can keep an eye on students even when at desk
Storage/prep space for teachers not too separated so that all teachers can be participating/involved at all times
Room for 1:1/private tutoring that is not a glass fishbowl	conference room with opaque windows
Teachers need storage space for curric. because every student at different place	More file storage
"Print rich" environment for lower school--from CDM	Letters etc. on wall and cieling
Large community spaces where all can hang out	Room enough for large tables to be made/formed
Space that can be formal (math time) and informal (socializing while doing art)	Flexible furniture/community space and work space
Discipline specific space--"Sensitve Experiment in Progress"	"Science center"
Not too separated by age--not many students and desire for community
Plugs on floors and desks for poles	Allows space to be used by all
Storage at arms reach	Teacher storage up higher--student storage down lower.
Way to minimize wires/plugs all over the place	Outlets in desks? Modular table structure to allow corner space for IV machines

VIRTUAL CLASSROOM
Need	Solution
Students need to be connected to others	Virtual classroom provides visual and audio connection
Students need to maintain and build their social networks
Students need to feel "normal"	Avatars in second life can help build self esteem despite illness
Students are tech savy--playing WII and using laptops
Social pressure to do work	See others doing work in online community

PORTABLE GO-ANYWHERE CLASSROOM
Need	Solution
Students in isolation need to keep up with their school work
Students fluctuate between bedside and in school on a daily basis	Low start up cost. Need to be a normal think that is always brought to school.
Teachers go to and from bedside rooms regularly and therefore cannot be pushing major cart.	Portable solution needed. Grab and go