Bad ideas Konstanz 2011

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Slides accompanying Bad Ideas session at Konstantz retreat. Initial slides are intro to the hands on session Geoff and I facilitated, and the later ones my presentation of the theoretical underpinnings.

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  • Bad ideas Konstanz 2011

    1. 1. bad ideas Geoff Ellis & Alan Dix Lancaster University & Talis & Lingards Cross Farm
    2. 2. group challenge <ul><li>think of a bad / silly idea </li></ul><ul><li>e.g. inflatable dartboard, chocolate teapot </li></ul>
    3. 3. prompts … <ul><li>THE BAD </li></ul><ul><li>1 what is bad about this idea? </li></ul><ul><li>2 why is this a bad thing? </li></ul><ul><li>3 are there any other things that share this feature but are not bad? </li></ul><ul><li>4 if so what is the difference? </li></ul><ul><li>try different contexts </li></ul><ul><li>used car salesman – how would you sell it to someone? </li></ul><ul><li>THE GOOD </li></ul><ul><li>1 what is good about this idea? </li></ul><ul><li>2 why is this a good thing? </li></ul><ul><li>3 anything that shares this feature but is not good? </li></ul><ul><li>4 if so what is the difference? </li></ul>
    4. 4. make it a good idea <ul><li>What is good - keep it </li></ul><ul><li>What is bad - change it </li></ul><ul><li>Change context </li></ul><ul><li>Learn from aspects </li></ul>
    5. 5. why bad ideas?
    6. 6. why bad ideas? <ul><li>training: </li></ul><ul><ul><li>low commitment => easier to critique </li></ul></ul><ul><li>design: </li></ul><ul><ul><li>large jumps through the design space </li></ul></ul>Good Ideas ? ?
    7. 7. why bad ideas? <ul><li>training: </li></ul><ul><ul><li>low commitment => easier to critique </li></ul></ul><ul><li>design: </li></ul><ul><ul><li>large jumps through the design space </li></ul></ul>Bad Ideas
    8. 8. why bad ideas? <ul><li>training: </li></ul><ul><ul><li>low commitment => easier to critique </li></ul></ul><ul><li>design: </li></ul><ul><ul><li>large jumps through the design space </li></ul></ul><ul><ul><li>understanding of the design space </li></ul></ul>Bad Ideas Meta-level dimensions criteria properties
    9. 9. plus ... <ul><li>other divergent techniques: </li></ul><ul><ul><li>random metaphors, putting ideas together </li></ul></ul><ul><li>arbitrary constraints: </li></ul><ul><ul><li>time, materials, etc. </li></ul></ul><ul><li>externalisation </li></ul><ul><li>personality prostheses </li></ul>
    10. 10. critical transitions and generating examples
    11. 11. critical transitions and bad ideas <ul><li>good uses of bad feature: “what’s the difference” </li></ul><ul><li>similar yet critical difference (good/bad) </li></ul><ul><li>helps articulate (externalisation) : dimensions, facets, concepts, criteria </li></ul><ul><li>general technique ... </li></ul>
    12. 12. critical transitions <ul><li>construct a boundary case … </li></ul><ul><ul><li>example A in category, example B not in category </li></ul></ul><ul><ul><li>make ‘path of small changes from A to B </li></ul></ul><ul><ul><li>where does it ‘cross’ the boundary </li></ul></ul><ul><ul><li>good for ‘felt’ categories </li></ul></ul>in category not in category A B critical transition
    13. 13. boundaries <ul><li>where the action is (wild west, sea shore) </li></ul><ul><li>reductionist – define and delineate </li></ul><ul><li>intuitive – life is fuzzy, categories meaningless </li></ul><ul><li>a different way </li></ul><ul><li>define and delineate – for what you learn not the result </li></ul><ul><li>wholeheartedly seek but hold lightly the outcome </li></ul>
    14. 14. but how to find examples? <ul><li>generating examples – hard </li></ul><ul><li>examples from experience easy ??? or is it ??? </li></ul>past now old concept experience need
    15. 15. but how to find examples? <ul><li>generating examples – hard </li></ul><ul><li>examples from experience easy ??? or is it ??? </li></ul>past now new concept experience need generate example similar surface characteristics
    16. 16. but how to find examples? <ul><li>generating examples – hard </li></ul><ul><li>examples from experience ... actually harder! </li></ul><ul><li>but .. generating examples ... </li></ul><ul><li>take arbitrary concrete example </li></ul><ul><li>morph to new concept </li></ul><ul><li>constant concrete – abstract movement </li></ul>
    17. 17. externalisation
    18. 18. different kinds <ul><li>drawings and sketches </li></ul><ul><li>models </li></ul><ul><li>diagrams </li></ul><ul><li>mathematical formulae </li></ul><ul><li>spoken words (learn to listen to yourself) </li></ul><ul><li>written words (on paper, or screen) </li></ul><ul><li>computer programs </li></ul><ul><li>acting </li></ul>
    19. 19. why externalise? <ul><li>informational </li></ul><ul><ul><ul><li>passing on to others already formed ideas </li></ul></ul></ul><ul><li>formational </li></ul><ul><ul><ul><li>ideas become clearer by the process of externalisation </li></ul></ul></ul><ul><li>transformational </li></ul><ul><ul><ul><li>thinking using materials </li></ul></ul></ul><ul><li>transcendental </li></ul><ul><ul><ul><li>our thoughts and ideas become the object of thought </li></ul></ul></ul>
    20. 20. informational passing on to others already formed ideas
    21. 21. formational ideas become clearer by the process of externalisation
    22. 22. transformational thinking using materials c.f. external/distributed cognition e.g. measure length on diagram
    23. 23. transcendental our thoughts and ideas become the object of thought
    24. 24. multiple classifications
    25. 25. why multiple classifications? <ul><li>taxonomy: </li></ul><ul><ul><li>things </li></ul></ul><ul><ul><ul><li>circles </li></ul></ul></ul><ul><ul><ul><ul><li>red circles </li></ul></ul></ul></ul><ul><ul><ul><ul><li>yellow circles </li></ul></ul></ul></ul><ul><ul><ul><li>squares </li></ul></ul></ul><ul><ul><ul><ul><li>red squares </li></ul></ul></ul></ul><ul><ul><ul><ul><li>yellow squares </li></ul></ul></ul></ul>similarity clear similarity obscured
    26. 26. multiple classification <ul><ul><li>shapes </li></ul></ul><ul><ul><ul><li>circles </li></ul></ul></ul><ul><ul><ul><li>squares </li></ul></ul></ul><ul><ul><li>colours </li></ul></ul><ul><ul><ul><li>red </li></ul></ul></ul><ul><ul><ul><li>yellow </li></ul></ul></ul>shape colour red yellow circle square tell you in what ways things are similar and in what whay they differ
    27. 27. using multi-classifications <ul><li>to spread literature search </li></ul>X
    28. 28. using multi-classifications <ul><li>to spread literature search </li></ul><ul><li>to identify gaps </li></ul>somat or other thing- amibob somat else ?
    29. 29. using multi-classifications <ul><li>to spread literature search </li></ul><ul><li>to identify gaps </li></ul><ul><li>to discover trends </li></ul>thing- amibob somat else ? ?
    30. 30. using multi-classifications <ul><li>to spread literature search </li></ul><ul><li>to identify gaps </li></ul><ul><li>to discover trends </li></ul><ul><li>to uncover abstractions </li></ul>somat or other thing- amibob somat else different again ? ?
    31. 31. using multi-classifications <ul><li>to spread literature search </li></ul><ul><li>to identify gaps </li></ul><ul><li>to discover trends </li></ul><ul><li>to uncover abstractions </li></ul><ul><li>to synthesise solutions </li></ul>somat or other thing- amibob somat else ?
    32. 32. personality prostheses
    33. 33. a researcher is …
    34. 34. a researcher is … <ul><li>interested </li></ul><ul><li>active </li></ul><ul><li>confused </li></ul><ul><li>geek </li></ul><ul><li>optimist </li></ul><ul><li>organised </li></ul><ul><li>diligent </li></ul><ul><li>insightful </li></ul><ul><li>fluent </li></ul><ul><li>creative </li></ul>
    35. 35. imagine …
    36. 36. selling cars … <ul><li>make pink cars </li></ul><ul><li>make people like pink </li></ul>thnx 2 flickr: zwierz, foxp2, texassadie, lightpainter
    37. 37. eShopping <ul><li>requirement: plan a week’s food in advance </li></ul><ul><li>make people organised </li></ul>thnx: http://www.carolyn.topmum.net/tutbury/church/church.htm DAY TIME FOOD QTY Mon 7:45 grapefruit 1/2 tin Mon 7:45 tea cup Mon 10:30 choc. bsct 3 Mon 10:30 coffee 2 cups
    38. 38. why do it to yourself! <ul><li>research ... </li></ul><ul><li>the goal/outcome is fixed ( sort of ) </li></ul><ul><li>the process involves you </li></ul>GOAL papers data thesis argument
    39. 39. who you are <ul><li>physical capabilities </li></ul><ul><ul><li>maybe go to the gym </li></ul></ul><ul><li>cognitive capabilities </li></ul><ul><ul><li>maybe take evening classes </li></ul></ul><ul><li>personality and cognitive style </li></ul><ul><ul><li>time management, tidiness, divergent, convergent thinking </li></ul></ul><ul><ul><li>slow/hard to change if possible ... and do you want to? </li></ul></ul><ul><ul><li>often treated as moral failure </li></ul></ul><ul><ul><li>only ever apologise for what you do, never who you are </li></ul></ul>
    40. 40. <ul><li>http://www.flickr.com/photos/jakerome/2241606732/ </li></ul>
    41. 41. tools to help you given who you are (NOT to change who you are) <ul><li>physical prosthesis </li></ul><ul><ul><li>forklift </li></ul></ul><ul><li>cognitive prosthesis </li></ul><ul><ul><li>calculator </li></ul></ul><ul><li>personality prosthesis </li></ul><ul><ul><li>N.B. Csíkszentmihályi – creative thinkers extreme at both ends of personality traits </li></ul></ul><ul><ul><li>convergent thinker – bad idea helps divergence </li></ul></ul><ul><ul><li>divergent thinker – prompts help convergence </li></ul></ul>
    42. 42. <ul><li>don’t say: if only I were like X I could reach my (research) goals </li></ul><ul><li>do ask: given the way I am how do I do things </li></ul>
    43. 43. bad ideas prompts externalisation explicit design space critical transitions divergence convergence examples (multiple) classifications boundaries personality prosthesis breaking bounds commitment

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