Vincent H. Bish, Jr., M.P.A., Ed.M.

Prepared for "DPI 671M: Disrupting Bureaucracy: Grasping Digital Government", this memo captures insights about rapid digital governement service delivery in a crisis.

In just over 240-hours, Togo’s Telecommunications Minister, Cina Lawson, spearheaded the creation of "Novissi"—a platform for cashless payments that prioritised putting economic resources in the hands of women, informal workers and the unbanked.

Compiled from research and time with Cina Lawson, this memo functions as both a case study and short white paper about: (1) what worked, and (2) where to go next. As the next generation of countries in the global south look for lessons to aid them in ambitious digital service delivery projecs in crisisese of their own, this aims to be a resource. 

Prepared for, “EDU T560 - Universal Design for Learning”, this project takes Biden’s American Jobs Plan and reimagines it as an instructional resource designed using Universal Design for Learning standards. This is done with the belief that the new era of inclusive design will need policies coming out of congressional offices, as well as the executive branch published with:

• Multiple means of representing the statute—submitted to the Federal Register in ways beyond text: featuring videos, audio that clarifies vocabulary and processes;

• Multiple means of engagement with the statute—allowing for real-time interactivity collaboration the legislation as proposed during the Federal Register’s public comment period, meeting citizens where they are with adds-on Instagram, and randomized public mailings; and

• Multiple means of action and expression on/of that statute—created allowing for citizens to get more active in the policy creation process at all points of the process by embeding the tools for them to engaging the strategic componant of their executive functioning in figuing out how.

Prepared for "EDU T538 - Learning Designs That Make You Rethink Learning" and standing on the past thirty years of neuroscience research in education, I've created rubric for instructional resources is designed keeping in mind that:

(1) the cognitive is only part of what happens when we learn;

(2) that from teachers to web designers we all are experience designers who might benefit from seeing the end user as learners;

(3) as the cost, and ease of use of analytics comes down, we will have an increasingly robust evaluation palate to measure the extent to which experiences have effectively engaged affect as a component of their design.

Too often we forget that emotional processing prepares the brain and body for action. As such, in any field, especially that of education, to ignore the affective, and emotional components of an experiences created for someone else's consumtion is only to see half see it.

Prepared for, “EDU T550 - Designing for Learning by Creating” this Learning & Development module is created to allow participants to play through everyday work scenarios that allow them to interrupt anti-blackness, transphobia, and misogyny. By doing so it allows employees to train the muscles needed to create ethical, safe workplaces for everyone.

This cultural moment has caught corporate America like a deer in the headlights. And however you categorize this work—Social & Emotional Learning (SEL), Cultural Competency Training (D&I), or Ethnic Racial Identity Development in the Workplace (ERI)—it is urgent. The above is a the learning design (LD) for a robust program to be implemented.

Created for the class “EDU T545 - Motivation and Learning: Technologies That Invite and Immerse”, this podcast is an attempt to evaluate the fitness of AAA-games as vehicles for formal educational content by exploring the unique affordances of games from an experience design lens in their unique affordances in being able to:

(1) prompt enduring feelings of self-efficacy;

(2) leverage characters and narrative as tools to recruit engagement; as well as

(3) creating an unrivaled sense of immersion through employing coherent rules, dynamics, and aesthetics.