The document describes the process used by Team Green of the Harvard Summer School Cross-Border Innovation program to develop a prototype for a new toy. This includes identifying an existing problem to address through stakeholder interviews and brainstorming sessions. Five prototype ideas are presented to solve the problem of teaching children environmental protection. These ideas are then evaluated against six objectives by team directors, with the "Family Challenge" board game receiving the highest overall score of 4.03.
Share these activities with parents to help them support their child’s development. These activities will benefit children from 2-months to 5-years old.
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
"A child’s job is to play, we should let them" - Pamela Wong, Direction FirstErica van Lieven
There are various techniques that have been developed for food sensory research on children, but there is little consensus on the most effect approach and questions to use. This slide share explores such issues.
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Largest business model innovation programme in the Nordic region. Jorn Bang Andersen gives a background to the Nordic business innovation model programme measured and managed innovation programme MMI. The programme involves 100 Nordic companies and innovation agencies from the five Nordic countries.
Market Research plays a vital role for organizations that are looking to move confidently in a new direction. This presentation gives an overview of our unique approach towards delivering unparralled results.
Chris Scafario
Share these activities with parents to help them support their child’s development. These activities will benefit children from 2-months to 5-years old.
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
"A child’s job is to play, we should let them" - Pamela Wong, Direction FirstErica van Lieven
There are various techniques that have been developed for food sensory research on children, but there is little consensus on the most effect approach and questions to use. This slide share explores such issues.
Business Model Innovation, the Nordic innovation programme Measured and Mana...Jørn Bang Andersen
Largest business model innovation programme in the Nordic region. Jorn Bang Andersen gives a background to the Nordic business innovation model programme measured and managed innovation programme MMI. The programme involves 100 Nordic companies and innovation agencies from the five Nordic countries.
Market Research plays a vital role for organizations that are looking to move confidently in a new direction. This presentation gives an overview of our unique approach towards delivering unparralled results.
Chris Scafario
Trend-Driven Innovation: book launch webinarTrendWatching
Our brand new book, Trend-Driven Innovation (Wiley), shares the secrets behind our end-to-end trend methodology.
Exploring a wide range of examples, and drawing powerful insights from the way leading brands and disruptive startups from Apple to Uber, Chipotle to Patagonia redefine customer expectations, this highly visual and intensely practical new book will reconfigure your view of the business world and act as a step-by- step manual to help readers build organisations that matter, products customers love and campaigns people can’t stop talking about.
More at www.trenddriveninnovation.com
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A hands-on workshop about how to design and test business models in a corporate environment. This workshop will empower you to create better value propositions for your innovative ideas.
This workshop was part of the Knowledge in Focus Conference 2016 organized by Podravka on 24. November 2016 in Zagreb, Croatia (More information about the event here: http://www.podravka.com/company/knowledge-in-focus-2016/)
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
This is a power point presentation that was presented at a community college Teaching and Learning with Technology conference. Since gamification of classes is the "new thing" this really showed how to do it "on the cheap"
1
CDEV 108 Foundations Assignment
50 points
For this assignment, you may work alone or with one classmate. Using the California
Preschool Learning Foundations, students will complete an assignment which focuses on
practical application of The Foundations.
What are the Foundations? “The California Preschool Learning Foundations outline key
knowledge and skills that most children can achieve when provided with the kinds of
interactions, instruction, and environments that research has shown to promote early
learning and development. The foundations can provide early childhood educators,
parents, and the public with a clear understanding of the wide range of knowledge and
skills that preschool children typically attain when given the benefits of a high-quality
preschool program. “
Description taken from the CA Dept. of Ed. website on August 25, 2015 from:
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
Focus of each volume: Each of the volumes focuses on a different domain or area of
development:
Where to find The Foundations: Access to The Foundations can be found online at
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp. You can google the wording
California Preschool Learning Foundations to also get this information. Hardcopies will be
on reserve in The Teacher Resource Room (ArtB 313) during their hours of operation.
Assignment Directions: Students will locate (or design) a toy for a 4-5 year old
preschooler that will help them develop age appropriate developmental skills (language,
cognitive, physical, and/or social/emotional).
You may receive up to 10 extra credit points if you make the toy. (5 points each if you
have a partner). If you make the toy, please bring it to class when the assignment is due.
Make a handout that includes the following information:
A. Take a picture of your toy (or provide a photo from the Internet or magazine) and
include this picture in your handout. NO computer/screen type of toys or
Volume 1:
Social-Emotional Development
Language and Literacy
English-Language Development
Mathematics
Volume 2:
Visual and Performing Arts
Physical Development
Health
Volume 3:
History-Social Science
Science
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
2
commercialized toys (ie: Barbie, Mickey Mouse, etc.) will be accepted. Your activity
can be one that is explored indoors or outdoors.
B. State the toy’s name.
C. State the age for which you will focus on for this assignment. Your answer will
determine which column (in the books) you will use for this assignment.
D. Directions: State possible ways that a child might use or explore the toy.
E. Explain how this toy is developmentally appropriate for preschoolers. It should be
visually appealing, non-toxic, non-breakable, neutral, re-useable, non-biased
material. The toy should meet a child’s needs and purposes, consider their social
and cultura ...
1
CDEV 108 Foundations Assignment
50 points
For this assignment, you may work alone or with one classmate. Using the California
Preschool Learning Foundations, students will complete an assignment which focuses on
practical application of The Foundations.
What are the Foundations? “The California Preschool Learning Foundations outline key
knowledge and skills that most children can achieve when provided with the kinds of
interactions, instruction, and environments that research has shown to promote early
learning and development. The foundations can provide early childhood educators,
parents, and the public with a clear understanding of the wide range of knowledge and
skills that preschool children typically attain when given the benefits of a high-quality
preschool program. “
Description taken from the CA Dept. of Ed. website on August 25, 2015 from:
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
Focus of each volume: Each of the volumes focuses on a different domain or area of
development:
Where to find The Foundations: Access to The Foundations can be found online at
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp. You can google the wording
California Preschool Learning Foundations to also get this information. Hardcopies will be
on reserve in The Teacher Resource Room (ArtB 313) during their hours of operation.
Assignment Directions: Students will locate (or design) a toy for a 4-5 year old
preschooler that will help them develop age appropriate developmental skills (language,
cognitive, physical, and/or social/emotional).
You may receive up to 10 extra credit points if you make the toy. (5 points each if you
have a partner). If you make the toy, please bring it to class when the assignment is due.
Make a handout that includes the following information:
A. Take a picture of your toy (or provide a photo from the Internet or magazine) and
include this picture in your handout. NO computer/screen type of toys or
Volume 1:
Social-Emotional Development
Language and Literacy
English-Language Development
Mathematics
Volume 2:
Visual and Performing Arts
Physical Development
Health
Volume 3:
History-Social Science
Science
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
2
commercialized toys (ie: Barbie, Mickey Mouse, etc.) will be accepted. Your activity
can be one that is explored indoors or outdoors.
B. State the toy’s name.
C. State the age for which you will focus on for this assignment. Your answer will
determine which column (in the books) you will use for this assignment.
D. Directions: State possible ways that a child might use or explore the toy.
E. Explain how this toy is developmentally appropriate for preschoolers. It should be
visually appealing, non-toxic, non-breakable, neutral, re-useable, non-biased
material. The toy should meet a child’s needs and purposes, consider their social
and cultura ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Activity 3 Mobius Toy, Inc.
1. Ideation and Development Processes
of
Choosing the Prototype Idea:
Documentation of Standard Protocol for
Playground Meetings
7/16/2013
Harvard Summer School, Cross-Border Innovation, Team Green: Stefano
Angeli, Claudia Dall’Osso, Carine Melhorn, Jean-Luc Winkler, Elizabeth Wu
1
Activity #3
2. Designing the Ideation Process
7/16/2013
Harvard Summer School, Cross-Border Innovation, Team Green: Stefano
Angeli, Claudia Dall’Osso, Carine Melhorn, Jean-Luc Winkler, Elizabeth Wu
2
Approach Steps
Brainstorming Image visualization technique: Show random pictures in playground meeting and draw connections to
potential problems (ex. Picture of a car can connect to road safety for children)
Director/employee suggestions from personal experiences
Fieldwork: Observe children in classrooms, playgrounds, and parks
Identify key causes of the problems
Focus group and/or expert
interviews
Define focus group and find members (ex. Parents, teachers, children, child psychologists)
Conduct focus group with a facilitator for discussion on problems/struggles for parents and children
Share and consolidate findings among directors
Mind-mapping Organize and cluster ideas to provide more structure
Present how ideas connect or differ in a visual manner
Market research Observe buying behavior in toy stores or sections
Identify currently existing problem-solving products
The next product of Mobius Toy, Inc. aims to solve existing problems for parents and
children. The following process describes how existing problems will be identified.
3. Development Process
7/16/2013
Harvard Summer School, Cross-Border Innovation, Team Green: Stefano
Angeli, Claudia Dall’Osso, Carine Melhorn, Jean-Luc Winkler, Elizabeth Wu
3
Objectives Questions for consideration
1. Level of innovation How different is the product compared to existing products in the marketplace?
2. Target market What is the size of the target market for a given prototype?
3. Estimated cost What is the estimated cost of production and marketing?
4. Educational value and level of parent
interest
What does this toy teach children? Will parents be interested in buying it?
5. Level of fun and interaction How entertaining is the toy? Does it require interaction with another person?
6. Eco-friendliness Can the toy be made of eco-friendly and sustainably harvested materials? How
big is the estimated carbon footprint of its production?
Directors will develop prototype ideas to address the chosen problem and vote on the
prototype ideas in playground meetings. Votes will assign a value of 1 to 5 for each of
the following objectives, with 1 as the worst rank and 5 as the best. The idea with the
highest score will be chosen.
4. Flow Chart of Ideation and
Development Process
7/16/2013
Harvard Summer School, Cross-Border Innovation, Team Green: Stefano
Angeli, Claudia Dall’Osso, Carine Melhorn, Jean-Luc Winkler, Elizabeth Wu
4
Un-met problem
identification
• Brainstorming: image
visualization
technique, Director/emplo
yee suggestions, fieldwork
• Focus group/expert
interviews with
parents/teachers/children
psychologists (dir. Claudia)
Identified problems
communicated to Claudia,
who will keep a log and
schedule playground
meetings for directors and
employees with specific
expertise
1st playground meeting: problem presentation
Presentations by Claudia (for problems identified through focus group)
and directors/employees that have identified potential problems.
Vote on problem to be addressed.
2nd playground meeting
• Market research presentation
(Jean-Luc)
• Children psychologist
(identification of key causes of
the problem)
3rd playground meeting
Presentations of prototype. Each
director/employee presents a
couple of ideas. No Judgment
zone
4th playground meeting
Ideas brainstorming to refine the
initial concept.
No judgment zone
5th playground meeting: Prototypes ideas ranking
Ideas evaluated (from all directors and employees involved in the
process) from 1 to 5 (5 highest score) on the following objectives
1.Level of innovation
2.Target market size
3.Estimated Cost (production+ marketing)
4.Education value and level of parent interest
5.Level of fun and interaction
6.Eco-friendliness
6th playground meeting: Prototype presentation
Stefano in collaboration with idea champion and eco-material
consultant will build a prototype.
Playground members will evaluate prototype and give feedback for
improvement.
Elizabeth (operation director: selection of companies where to
outsource the production)
and Jean-Luc (marketing) will direct the product launch in the
marketplace
5. Problem Identification
7/16/2013
Harvard Summer School, Cross-Border Innovation, Team Green: Stefano Angeli,
Claudia Dall’Osso, Carine Melhorn, Jean-Luc Winkler, Elizabeth Wu
5
Potential problems identified in ideation process:
Directors voted to address the problem of teaching children to respect and protect
the environment.
Children do not know how to
manage technology and/or find
other ways of entertainment
besides technology
Children must be taught the
importance of respecting and
protecting the environment
Children often do not know how
to stand up for themselves and
how to address bullying
Children sometimes struggle
with physical coordination
Children should be educated to
accept diversity (cultural and
religious)
Children need to learn
orientation skills and how to take
care of themselves
Children may have difficulties
communicating their feelings
clearly
Parents have difficulties
communicating violent/traumatic
events happening (ex. Loss of
loved ones or tragic events like
Newtown shooting)
Parents want their children to
learn different languages
Parents want to teach their
children anger management and
patience
Parents want to teach their
children the importance of eating
healthy and leading a healthy
lifestyle.
Parents want to teach their
children math and quantification
skills
6. Ideation
7/16/2013
Harvard Summer School, Cross-Border Innovation, Team Green: Stefano
Angeli, Claudia Dall’Osso, Carine Melhorn, Jean-Luc Winkler, Elizabeth Wu
6
Idea Description Champion
1. Card
Game
Each pack comes with 8 collectible cards containing a picture/diagram/icon related with environmental issues. It is played by
two children who have to guess the image on the card by making yes/no questions. The one who guesses first wins. Stefano
2. Strategic
Board Game
This board game requires at least two players, who will take on different roles: environmentalist, corporate representative,
and scientist (researcher). Each player has certain responsibilities and abilities designated by the rules. The team of players
will work together to try to prevent rapid deforestation that is occurring in different parts of the world. Players will draw cards
allowing players to take action or detailing good or bad events. For example, cards could say that trees are being cut down
in one region (bad event), or that the environmentalist (for example) can travel to one area to plant seeds (good event), etc.
The players lose if the deforestation reaches a certain level in each region, and they win if they're able to plant enough trees
and the forests recover to a designated level for each region.
Elizabeth
3. Carbon
Footprint
board game
The goal of the game is to reach the final square. The player who reaches it first wins. Players move from space to space by
throwing dice and moving their pawn the corresponding number of steps. The various spaces contain actions that can
increase or decrease the carbon footprint. When a pawn lands on a cell with a negative action, it will be forced to go back
some spaces (depending on how much the actions influence the carbon footprint); vice versa a positive action will allow the
player to move its pawn forward. Pawns and dice will be assembled through the origami technique.
Claudia
4. Family
Trivia
The goal of the game is to test the general level of knowledge of eco-friendliness. The toy is shaped like the company logo
and represents infinite possibilities of making environmentally friendly choices. The players will either roll dice or spin an
arrow that will advance the user on a board that is color coded. There are 4 colors, each representing an environmental area
such as Forestation/Water/ Earth/ Energy. Users gain a color card when they respond correctly to a question. The user that
has all 4 colors in the shortest time frame wins the game. Users that do not respond correctly have to give up a color that
they have already earned. Other options such as skipping a turn will also be included to continue motivating the game. The
game teaches the user to think about the different available choices in relation to the environment. The target is that players
gain a new understanding in a fun way and begin to practice the choices they have learned.
Carine
5. Family
Challenge
The game revolves around fulfilling tasks that are environmentally friendly in order to earn points that are accumulated on a
scoreboard. The family decides on specific measurable tasks and places markers next to the place where the task has to be
fulfilled (e.g. saving water while showering). During a week, the family plays the game and collects points so that a winner
can be awarded each week. In addition we will provide an online platform and/or mobile app that allows challenges across
families. Furthermore whole schools and/or classes can compete and earn prizes that we will collect by sponsors.
Jean-Luc
The following ideas for prototypes were selected to match with the objectives in the
next step:
7. Development
7/16/2013
Harvard Summer School, Cross-Border Innovation, Team Green: Stefano
Angeli, Claudia Dall’Osso, Carine Melhorn, Jean-Luc Winkler, Elizabeth Wu
7
Idea 1 Idea 2 Idea 3 Idea 4 Idea 5
Objective 1 2.8 2.4 2.4 3.6 3.4
Objective 2 4.8 3.8 4 2.4 4.2
Objective 3 3.8 3.8 2.2 3.2 4.2
Objective 4 3.4 4.2 4.2 2.8 5
Objective 5 4.8 4.6 5 3.8 2.6
Objective 6 4.2 4.4 3.2 3.6 4.8
Ø value 3.97 3.87 3.5 3.23 4.03
The ideas were evaluated by voting on the ability to fulfill the objectives. Each Director
voted by giving 1 to 5 points, 5 being the best score. The numbers represent the
average value of all directors’ votes. Idea #5 has the best ability to meet the objectives.
Family Challenge