This document provides excerpts from a curriculum called "Co-designing Thriving Solutions" which aims to equip teams with new ways to collaboratively design social solutions. It discusses four main hunches that the curriculum is based on: 1) Skills and tools alone are not enough to prompt change, behaviors must also change; 2) Immersive experiences are needed to change behaviors; 3) Interdisciplinary teams are required for this work; and 4) Concepts should be broken down and taught alongside whole solutions. The document also discusses the goals of designing solutions that help people actively thrive, not just meet basic needs, and that existing systems are not sufficient to achieve thriving outcomes.
Social Connections II - Gaining Traction & Results from Collaboration Platfor...Stuart McIntyre
This document discusses collaboration in organizations and the importance of considering human factors. It explains that collaboration is fundamentally an interpersonal activity influenced by behaviors, processes, leadership and culture. While collaboration platforms can be useful, simply deploying technology is not enough - organizations must focus on developing a collaborative culture and increasing their "collaboration maturity". The document presents a framework that uses diagnostic tools to assess an organization's current maturity level and provide a roadmap for designing interventions to accelerate collaboration through aligning people, processes and technology.
Purposeful Community and Change Leadership for the 21st Centuryohedconnectforsuccess
Purposeful Community and Change Leadership for the 21st Century
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
2013 Nelson APDP Educational leadership NetworkChris Jansen
This document discusses adaptive leadership and fostering self-organization within educational organizations. It argues that traditional change management approaches are not well-suited for today's complex, fast-paced environment. Instead, adaptive leadership focuses on developing independent agents, fostering interactions between people, distributing power and control, and exploring shared values to encourage self-organization and emergence of innovative solutions. The key roles of adaptive leaders are to mentor individuals, facilitate interaction and learning across the organization, and decentralize decision-making to empower others.
Genesis Group China - Leadership development keynote 2013Chris Jansen
This is a presentation that I have just made at four large HR forums in Beijing, Shanghai, Nanjing and Guangshou in China. As you can see on the slides it was all translated into Mandarin as the audience of 300 were all Chinese speakers. What a wonderfully rich cultural experience!
AISA Leadership Retreat Ghana - Leading complex change 2013Chris Jansen
This document discusses leading complex organizational change through connecting wisdom, unleashing adaptability, and fostering interaction. It addresses both technical and adaptive challenges in change processes. Technical challenges involve known solutions and linear change, while adaptive challenges require new behaviors and cyclic change approaches. The document advocates prototyping changes, using collaborative processes like clusters and communities to generate solutions, and focusing on collective intelligence and shared learning to enable positive and sustainable organizational change.
Social Connections II - Gaining Traction & Results from Collaboration Platfor...Stuart McIntyre
This document discusses collaboration in organizations and the importance of considering human factors. It explains that collaboration is fundamentally an interpersonal activity influenced by behaviors, processes, leadership and culture. While collaboration platforms can be useful, simply deploying technology is not enough - organizations must focus on developing a collaborative culture and increasing their "collaboration maturity". The document presents a framework that uses diagnostic tools to assess an organization's current maturity level and provide a roadmap for designing interventions to accelerate collaboration through aligning people, processes and technology.
Purposeful Community and Change Leadership for the 21st Centuryohedconnectforsuccess
Purposeful Community and Change Leadership for the 21st Century
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
2013 Nelson APDP Educational leadership NetworkChris Jansen
This document discusses adaptive leadership and fostering self-organization within educational organizations. It argues that traditional change management approaches are not well-suited for today's complex, fast-paced environment. Instead, adaptive leadership focuses on developing independent agents, fostering interactions between people, distributing power and control, and exploring shared values to encourage self-organization and emergence of innovative solutions. The key roles of adaptive leaders are to mentor individuals, facilitate interaction and learning across the organization, and decentralize decision-making to empower others.
Genesis Group China - Leadership development keynote 2013Chris Jansen
This is a presentation that I have just made at four large HR forums in Beijing, Shanghai, Nanjing and Guangshou in China. As you can see on the slides it was all translated into Mandarin as the audience of 300 were all Chinese speakers. What a wonderfully rich cultural experience!
AISA Leadership Retreat Ghana - Leading complex change 2013Chris Jansen
This document discusses leading complex organizational change through connecting wisdom, unleashing adaptability, and fostering interaction. It addresses both technical and adaptive challenges in change processes. Technical challenges involve known solutions and linear change, while adaptive challenges require new behaviors and cyclic change approaches. The document advocates prototyping changes, using collaborative processes like clusters and communities to generate solutions, and focusing on collective intelligence and shared learning to enable positive and sustainable organizational change.
This is one of the handouts that participants of Banks International’s program, Culture Audit Interviews, receive and is one of the base documents attendees at the 21st Century Organizations can also receive.
Chris Jansen (www.Ideacreation.org) - "Leadership concepts"Chris Jansen
This presentation was made with a group of Chinese leaders and professors from universities in China who were in New Zealand on a study tour at Canterbury University
2013 leading change for the future doig jansen day shared slidesChris Jansen
This document provides an overview of a leadership development program focused on leading change for the future. It discusses exploring change processes, leadership for complex systems, collaborative culture development, and mapping change inquiries. It introduces concepts like embedding learning in work contexts, cross-pollination of learning, and ongoing conversations. Frameworks for leading positive and sustainable change are presented, along with discussions of speed, complexity, uncertainty and opportunities in change leadership. The challenges of technical versus adaptive challenges are examined. Throughout are examples, case studies, and insights into scanning the future environment and developing an iterative model for future-focused leadership.
The document discusses reflective practice and how it can be used by professionals to evaluate and improve their performance. It provides examples of models for reflective practice, such as Kolb's experiential learning cycle and communities of practice. Reflective practice involves critical reflection on experiences to develop insights about oneself and one's work. It can be used to enhance practice through incorporating lessons learned from reflection.
This document discusses the concept of a learning organization and its key components. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new thinking and shared learning. The five main components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Assessment tools and techniques for learning organizations are also presented.
Singapore - Leading change from the middle Workshop April 15-16 2013Chris Jansen
This document provides an overview of a workshop on leading change from the middle. It discusses exploring change inquiries, influence and position, systems thinking, determining if a challenge is complicated or complex, system mapping, creating self-organization, tools for adaptive leadership, and appreciative inquiry. It also discusses applying positive psychology concepts like positive deviance and positive leadership to leverage strengths. Finally, it outlines frameworks for analyzing change, fostering self-organization, and adaptive leadership.
The document discusses the key concepts of a learning organization from Peter Senge's book "The Fifth Discipline". It outlines five disciplines of a learning organization: personal mastery, mental models, team learning, shared vision, and systems thinking. It also discusses seven learning disabilities that inhibit organizational learning and eleven laws of a learning organization. Leaders are responsible for building foundations, developing learning processes, helping people develop more insightful views, and stewarding the shared vision.
The document discusses Peter Senge's five disciplines of a learning organization which are systems thinking, personal mastery, mental models, shared vision, and team learning. It then provides examples of how three educational projects relate to these five disciplines. Specifically, it discusses how a UDL fluency project, constructing Google Cardboard virtual reality headsets, and a flipped MakerSpace relate to and exemplify the five disciplines in terms of shared vision, mental models, personal mastery, team learning, and systems thinking. The document concludes that these educational theories can help teachers clarify goals for themselves and students to allow overcoming obstacles and growth.
The three college principals partnered on a quality improvement initiative using Lean and Six Sigma processes. They focused on areas like enrollment, fee collection, payroll, and student services. The partnership approach allowed them to share ideas, think differently, and achieve benefits like improved processes, increased efficiency, and reduced waste. Key outcomes included staff developing a mindset of continuous improvement and colleges gaining advantages over those working alone.
This document discusses building a sustainability workflow in packaging design. It argues that incorporating sustainability requires changing existing paradigms and ways of thinking. Designers need to understand packaging as part of a larger system and consider sustainability from the beginning of the design process. The document proposes retraining and educating designers on concepts like cradle to cradle to foster a sustainability consciousness in their work.
This document discusses the five disciplines of a learning organization as outlined in Peter Senge's book "The Art and Practice of a Learning Organization". The five disciplines are: personal mastery, mental models, building a shared vision, team learning, and systems thinking. It provides an overview of each discipline, including how personal mastery involves lifelong learning and commitment. Mental models are deeply held assumptions that influence how we understand the world. Building a shared vision involves translating individual visions into a shared commitment. Team learning occurs when a team's intelligence exceeds the sum of individuals. Systems thinking views problems as interconnected parts of a whole system. The document concludes with implications for employee development and leadership training at Vestechno Group based on these five disciplines.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
Design for Social Innovation: Redesigning at the Intersection of Business, Co...Sustainable Brands
A new field of practice is emerging at the intersection of design, management, complex systems theory, facilitation, and social change. This practice, sometimes called Design for Social Innovation, is giving birth to approaches for creating with social complexity from the inside. It offers "managing emergence" as a complement to traditional management. And it treats culture as a working material rather than a mysterious and difficult barrier to change. This workshop will provide a survey of Design for Social Innovation: key approaches and practices, case studies, and opportunities they present to the Sustainable Brands community.
The document summarizes an upcoming Change Lab event focused on rethinking leadership education. The Change Lab is a collaborative approach to addressing complex challenges through stakeholder engagement and innovation. This event will bring together diverse stakeholders over three days to explore how to rethink and reshape leadership education in Denmark. Participants will learn the Change Lab process and work as a team to develop new insights and prototype solutions to strengthen leadership education.
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
[prospectus] Introducing Fifth Space and KudozInWithForward
Overview of the six principles and the methodology behind InWithForward's Burnaby prototype work.
Kudoz is an alternative to disability day programs.
Fifth Space is a social R&D lab for the disabilities sector.
The document summarizes key aspects of Professional Learning Communities (PLCs), Communities of Practice, and Critical Friends Groups as frameworks to facilitate collaborative work. It then discusses a teacher team's choice to use PLCs and aspects of Critical Friends Groups to develop strategies for fundraising and promoting student health and safety. The team found PLCs and Critical Friends Groups supportive of collaboratively focusing on students' needs and using feedback to improve ideas.
Appreciative Inquiry is a method for positive change that focuses on an organization's strengths rather than its problems. It involves (1) discovering what gives life to an organization when it is most effective, (2) envisioning what could be to inspire change, (3) designing what should be with whole-system participation, and (4) delivering on the vision through individual and organizational action. The method mobilizes strategic change by shaping the future based on an organization's core strengths and values.
Getting S.M.A.R.T. with Data PresentationCourtney Huff
The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.
Sheryl Nussbaum-Beach is the co-founder and CEO of Powerful Learning Practice, LLC and president of 21st Century Collaborative, LLC. She is also the author of "The Connected Educator". The document discusses do-it-yourself professional development and becoming a connected educator through developing personal learning networks and participating in communities of practice. It provides examples of collaborative learning structures and emphasizes reflection and knowledge sharing to improve teaching practice.
This document discusses methodologies for adaptive and systemic development. It introduces complex systems theory and how it can be applied to development work. Participatory methodologies are explored that incorporate feedback and learning. Case studies are analyzed to exemplify adaptive approaches. Systems thinking tools like the iceberg model are used to map challenges in development by examining symptoms, patterns, structures and underlying mental models. The document advocates for approaches that consider interconnected dynamics and contexts rather than linear reductions.
This document summarizes Michael Fullan's views on developing leadership for sustainability in educational systems. Fullan argues that to drive deeper reforms, systems need "system thinkers in action" who can work within their own schools/organizations while also connecting to the larger system. He identifies eight elements of sustainability: public service/moral purpose; commitment to changing contexts at all levels; lateral capacity building through networks; new co-dependent vertical relationships; deep learning; commitment to short and long-term results; cyclical energizing; and leveraging leadership. Fullan discusses strategies like developing lateral networks, integrating self-evaluation and external accountability, reducing fear to promote innovation, and ensuring data is used to support continuous learning and improvement across all levels
This is one of the handouts that participants of Banks International’s program, Culture Audit Interviews, receive and is one of the base documents attendees at the 21st Century Organizations can also receive.
Chris Jansen (www.Ideacreation.org) - "Leadership concepts"Chris Jansen
This presentation was made with a group of Chinese leaders and professors from universities in China who were in New Zealand on a study tour at Canterbury University
2013 leading change for the future doig jansen day shared slidesChris Jansen
This document provides an overview of a leadership development program focused on leading change for the future. It discusses exploring change processes, leadership for complex systems, collaborative culture development, and mapping change inquiries. It introduces concepts like embedding learning in work contexts, cross-pollination of learning, and ongoing conversations. Frameworks for leading positive and sustainable change are presented, along with discussions of speed, complexity, uncertainty and opportunities in change leadership. The challenges of technical versus adaptive challenges are examined. Throughout are examples, case studies, and insights into scanning the future environment and developing an iterative model for future-focused leadership.
The document discusses reflective practice and how it can be used by professionals to evaluate and improve their performance. It provides examples of models for reflective practice, such as Kolb's experiential learning cycle and communities of practice. Reflective practice involves critical reflection on experiences to develop insights about oneself and one's work. It can be used to enhance practice through incorporating lessons learned from reflection.
This document discusses the concept of a learning organization and its key components. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new thinking and shared learning. The five main components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Assessment tools and techniques for learning organizations are also presented.
Singapore - Leading change from the middle Workshop April 15-16 2013Chris Jansen
This document provides an overview of a workshop on leading change from the middle. It discusses exploring change inquiries, influence and position, systems thinking, determining if a challenge is complicated or complex, system mapping, creating self-organization, tools for adaptive leadership, and appreciative inquiry. It also discusses applying positive psychology concepts like positive deviance and positive leadership to leverage strengths. Finally, it outlines frameworks for analyzing change, fostering self-organization, and adaptive leadership.
The document discusses the key concepts of a learning organization from Peter Senge's book "The Fifth Discipline". It outlines five disciplines of a learning organization: personal mastery, mental models, team learning, shared vision, and systems thinking. It also discusses seven learning disabilities that inhibit organizational learning and eleven laws of a learning organization. Leaders are responsible for building foundations, developing learning processes, helping people develop more insightful views, and stewarding the shared vision.
The document discusses Peter Senge's five disciplines of a learning organization which are systems thinking, personal mastery, mental models, shared vision, and team learning. It then provides examples of how three educational projects relate to these five disciplines. Specifically, it discusses how a UDL fluency project, constructing Google Cardboard virtual reality headsets, and a flipped MakerSpace relate to and exemplify the five disciplines in terms of shared vision, mental models, personal mastery, team learning, and systems thinking. The document concludes that these educational theories can help teachers clarify goals for themselves and students to allow overcoming obstacles and growth.
The three college principals partnered on a quality improvement initiative using Lean and Six Sigma processes. They focused on areas like enrollment, fee collection, payroll, and student services. The partnership approach allowed them to share ideas, think differently, and achieve benefits like improved processes, increased efficiency, and reduced waste. Key outcomes included staff developing a mindset of continuous improvement and colleges gaining advantages over those working alone.
This document discusses building a sustainability workflow in packaging design. It argues that incorporating sustainability requires changing existing paradigms and ways of thinking. Designers need to understand packaging as part of a larger system and consider sustainability from the beginning of the design process. The document proposes retraining and educating designers on concepts like cradle to cradle to foster a sustainability consciousness in their work.
This document discusses the five disciplines of a learning organization as outlined in Peter Senge's book "The Art and Practice of a Learning Organization". The five disciplines are: personal mastery, mental models, building a shared vision, team learning, and systems thinking. It provides an overview of each discipline, including how personal mastery involves lifelong learning and commitment. Mental models are deeply held assumptions that influence how we understand the world. Building a shared vision involves translating individual visions into a shared commitment. Team learning occurs when a team's intelligence exceeds the sum of individuals. Systems thinking views problems as interconnected parts of a whole system. The document concludes with implications for employee development and leadership training at Vestechno Group based on these five disciplines.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
Design for Social Innovation: Redesigning at the Intersection of Business, Co...Sustainable Brands
A new field of practice is emerging at the intersection of design, management, complex systems theory, facilitation, and social change. This practice, sometimes called Design for Social Innovation, is giving birth to approaches for creating with social complexity from the inside. It offers "managing emergence" as a complement to traditional management. And it treats culture as a working material rather than a mysterious and difficult barrier to change. This workshop will provide a survey of Design for Social Innovation: key approaches and practices, case studies, and opportunities they present to the Sustainable Brands community.
The document summarizes an upcoming Change Lab event focused on rethinking leadership education. The Change Lab is a collaborative approach to addressing complex challenges through stakeholder engagement and innovation. This event will bring together diverse stakeholders over three days to explore how to rethink and reshape leadership education in Denmark. Participants will learn the Change Lab process and work as a team to develop new insights and prototype solutions to strengthen leadership education.
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
[prospectus] Introducing Fifth Space and KudozInWithForward
Overview of the six principles and the methodology behind InWithForward's Burnaby prototype work.
Kudoz is an alternative to disability day programs.
Fifth Space is a social R&D lab for the disabilities sector.
The document summarizes key aspects of Professional Learning Communities (PLCs), Communities of Practice, and Critical Friends Groups as frameworks to facilitate collaborative work. It then discusses a teacher team's choice to use PLCs and aspects of Critical Friends Groups to develop strategies for fundraising and promoting student health and safety. The team found PLCs and Critical Friends Groups supportive of collaboratively focusing on students' needs and using feedback to improve ideas.
Appreciative Inquiry is a method for positive change that focuses on an organization's strengths rather than its problems. It involves (1) discovering what gives life to an organization when it is most effective, (2) envisioning what could be to inspire change, (3) designing what should be with whole-system participation, and (4) delivering on the vision through individual and organizational action. The method mobilizes strategic change by shaping the future based on an organization's core strengths and values.
Getting S.M.A.R.T. with Data PresentationCourtney Huff
The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.
Sheryl Nussbaum-Beach is the co-founder and CEO of Powerful Learning Practice, LLC and president of 21st Century Collaborative, LLC. She is also the author of "The Connected Educator". The document discusses do-it-yourself professional development and becoming a connected educator through developing personal learning networks and participating in communities of practice. It provides examples of collaborative learning structures and emphasizes reflection and knowledge sharing to improve teaching practice.
This document discusses methodologies for adaptive and systemic development. It introduces complex systems theory and how it can be applied to development work. Participatory methodologies are explored that incorporate feedback and learning. Case studies are analyzed to exemplify adaptive approaches. Systems thinking tools like the iceberg model are used to map challenges in development by examining symptoms, patterns, structures and underlying mental models. The document advocates for approaches that consider interconnected dynamics and contexts rather than linear reductions.
This document summarizes Michael Fullan's views on developing leadership for sustainability in educational systems. Fullan argues that to drive deeper reforms, systems need "system thinkers in action" who can work within their own schools/organizations while also connecting to the larger system. He identifies eight elements of sustainability: public service/moral purpose; commitment to changing contexts at all levels; lateral capacity building through networks; new co-dependent vertical relationships; deep learning; commitment to short and long-term results; cyclical energizing; and leveraging leadership. Fullan discusses strategies like developing lateral networks, integrating self-evaluation and external accountability, reducing fear to promote innovation, and ensuring data is used to support continuous learning and improvement across all levels
Christchurch - a leadership incubator? Dec 2014Chris Jansen
A presentation exploring innovative approaches to leadership, inter-agency collaboration and government - community partnership emerging in post-quake Christchurch
This document discusses design collaboration and the key elements involved. It describes collaboration as involving motivation, diversity, sharing, communication, support, and problem solving. The design process is also outlined, involving discover, define, develop, and deliver phases. Different models of collaboration are presented, including open/hierarchical, open/flat, closed/hierarchical, and closed/flat. Social networking technologies and mechanisms for conversation, coordination, and collaborative ethnography are also covered.
We are celebrating our eighth anniversary and on each anniversary we try to share what we have learned by being constantly exposed to innovations from all over the world and in very different spheres
This document discusses the need for education to change and adapt to a more connected, global community. It emphasizes leveraging collective intelligence through networks and communities of practice. Teachers are encouraged to unlearn old assumptions about learning only occurring within physical classrooms and during fixed periods. The document defines communities and networks, describing how professional learning communities and personal learning networks can support ongoing, job-embedded development for teachers. Change is framed as inevitable, and growth as optional, requiring willingness to address tensions that arise when visions do not match current realities.
Design thinking is a process that focuses on empathy, collaboration, and experimentation to solve problems in a human-centered way. It begins with deep understanding of users' needs through observation and engagement to gain insights. Teams then work together to synthesize learnings and define the key issues to address. The process is iterative, testing ideas and getting feedback to develop better solutions. Design thinking provides optimism that positive change is possible through a creative approach.
I was asked to do a presentation at a conference for people entering into an agile way of working and present on the true meaning of scrum.
My hope was to great a presentation that focused more on the emotions of what if feels like to do scrum, rather than emphasise the practices again
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
This poster was presented at the 2015 Australian Association for Research in Education, in Freemantle, Australia, and was awarded the Australian Council of Deans of Education (ACDE) sponsored Postgraduate / ECR Researcher Poster Award for best poster.
This poster introduces theoretical frameworks with which to design meaningful gamification interventions. It also has augmented reality elements hidden on it!
Similar to GIA Singapore - Extracts and briefs (Sarah & Chris) (20)
1) The document discusses co-designing and prototyping user interactions through breaking down interactions into scenes and roles to understand problems and opportunities.
2) It emphasizes co-designing with users, practitioners, and policymakers to develop new solutions through behaviors like observing, listening, developing ideas, and getting feedback through iterative prototyping.
3) The goals are to mitigate risks through low-cost prototyping and learning what works for different people in different situations before implementing at scale.
The document outlines an approach to developing social solutions through design thinking. It discusses framing problems, setting outcomes, and ensuring solutions spread and improve lives. Specific examples are provided, including programs that reduced family crises, increased community connections for isolated girls, and improved care for older adults. The document emphasizes designing for user, organizational, and ecosystem interactions to create enduring solutions.
This document discusses building innovation capacity in the public sector. It presents an innovation pyramid with four levels: context, strategy, organization and technology, and people and culture. At the top is leadership, which requires the courage to drive innovation. It also describes shifts toward a more systematic and conscious approach to innovation through co-creation at all levels of government. Building innovation capacity involves developing competencies across different domains like public administration, social research, and design thinking. True leadership for innovation requires the courage to enter unknown territory and manifest new solutions.
This document discusses various approaches to financing social innovation. It begins by outlining a framework with 5 stages of financing: 1) prompts, 2) proposals, 3) prototypes, 4) sustaining, and 5) scaling. It then examines different types of funding that are appropriate for each stage based on risk and impact. Examples of funding mechanisms discussed include grants, venture philanthropy, impact investing, social impact bonds, and preventative investment at the city level. The document also explores questions around the degree of competition, mobilizing procurement, and examples from the UK like the Peterborough Social Impact Bond and Greater Manchester preventative investment program.
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GIA Singapore - Extracts and briefs (Sarah & Chris)
1. Excepts from...
CO-DESIGNING
THRIVING SOLUTIONS
A prototype curriculum for social problem solving
e
Based on th
Working Backwards
nd the work
Approach a Redesign
al
of the Radic I
Te am @ TACS
Prepared for...
Global Innovation Academy,
Pathfinder Programme Series, Singapore
10 & 11 November, 2011
CO-DESIGNING THRIVING SOLUTIONS
tacsi.org.au/curriculum
2. Excerpts from Co-designing Thriving Solutions
Co-designing
Working with people, practitioners
and policymakers to develop new
kinds of solutions.
Thriving
Actively developing.
Solutions
A set of interactions and experiences
that spread as principles, platforms,
organisational models, & programs.
3. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
Introduction
Educational disengagement, crime, drug addiction, unemployment, Developing a curriculum
indigenous inequality. We believe systemic social problems require new Perhaps the only thing that has been more frustrating than our past
kinds of solutions. And new solutions require new ways of working. attempts to prompt change with people, has been our past attempts to
Welcome to excerpts Co-designing Solutions, a curriculum designed prompt change in how policymakers and practitioners work. We’ve run
to equip teams with new ways to co-design solutions. Solutions that heaps of workshops, lectures, and action learning groups that have done
focus on thriving, not just on meeting basic needs. Solutions that are little to shift work behaviour.
fundamentally about prompting change, not maintaining the status quo.
We take from this that prompting change is hard, and demands far more
We’re here because we kept asking: is there a better way? Too many of rigour and resource. We’re putting rigour and resource into prototyping
our past projects have gone nowhere. Projects where we invested a heck this curriculum. Over the coming 12-months, we’ll test four big hunches:
of a lot of ourselves, and used all the methods we were trained in, neither
prompted change for people nor systems. Our first hunch is that skills and tools are insufficient for working
differently. In the past, we’ve used a ‘toolbox’ teaching method, only to
Chris’ design-led projects engaged people through exciting interactions, find people struggle to figure out when, where, how, or why to use the
but failed to impact on the systems around people. Sarah’s policy-led exercises and strategies. Now we think the focus needs to be on adopting
Hunch 1
projects engaged policymakers with compelling arguments and new a mix of behaviours across a range of contexts.
frameworks, but didn’t change people’s behaviour in or outside of
systems. We both found ourselves doing a lot of work, but not shifting Our second hunch is that changing behaviours requires immersive,
people’s lives. experiences. While we’ve long held the view that social interventions need
to do more than transmit information to change behaviours, we haven’t
Working together for the first time in London on a project to improve followed suit in our own teaching. In this curriculum, we aim to provide
Hunch 2
outcomes for young people, we discovered behaviours, skills, and tools developmental experiences through hands-on live project work.
Chris Vanstone & in each other’s way of working that complemented the limitations of our
Sarah Schulman own. Sarah was new to the design behaviour of prototyping. Chris was Our third hunch is that this kind of work can really only be done by
Co-leads, Radical new to tools of logic modelling and frameworks for behaviour change interdisciplinary teams. We suspect that our past teaching has focused
Redesign Team, TACSI and
founders of InWithFor
from the social sciences. on the wrong unit: individuals. Indeed, we believe the strength of
the approach lies in the continuous blend of different disciplines and
Over time, and not without some confusion, we began to codify what Hunch 3 perspectives.
we were learning about how to change behaviour. We named our hybrid
problem-solving process ‘Working Backwards’ because it proceeds in a Our fourth hunch is that the best way to teach a blended approach is to
different order to usual policy development. break concepts down into their component parts - to idenity what exactly
can be designed - alongside learning about whole solutions.
Out of our first year of work in Australia with and for The Australian Centre
for Social Innovation (TACSI) came the solution Family by Family, a new Hunch 4 Like everything we make, this curriculum is a prototype and we value
network of families helping families. It’s a solution that seems to shift your feedback. The curriculum was written from a UK / North American /
behaviour and which is attracting the attention of policymakers. Australian perspective. We’d love to learn what’s applicable beyond those
contexts and what’s not.
We hope to spread the ‘Working Backwards’ approach to co-design more
solutions to systemic social problems. This curriculum aims to equip
teams, in and out of public systems, with the behaviours, skills, and tools
to do that.
4. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
Thriving lives
“ Today, the core challenge for most of us living in the West isn’t
how long we live, but how we live - how we age, how we work,
how we connect to others. We don’t just want to get by - to be
The Thriving Outcomes
An ongoing set of
behaviours that keep lives
moving in a good direction.
insured from risk or protected from social circumstance - we want
to be able to thrive. We want to have fulfilling relationships, to find
and use our talents, to feel good and in-control, to have a purpose,
to enjoy how we spend our time, and probably most of all, to know Building
relationships
we matter as people.
Pursuing Using capabilities
aspirations
“ If we truly want more people to thrive, existing welfare systems
and services won’t do. We need different kinds of social solutions
- principles, platforms, organisations, and programs - designed
with us, to develop our capabilities, aspirations, relationships, Feeling Achieving things
and achievements. In practice, we need social solutions that can good
shift our behaviours towards where want to go, not just to where
systems and services want us to go.
This requires social solutions that can broaden our preferences
and motivations, teach us new skills, provide us with feedback,
cultivate support networks, help us feel competent & in-control,
and remove barriers to change.
5. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
Solutions that thrive Solutions that thrive...
Increase people’s
aspirations, capabilities,
relationships &
“ Great social solutions aren’t just designed with and for people, but
within economic and political contexts. Shifts in political priorities,
political leadership, and fiscal resources are often windows of
achievements over time.
opportunity for new solutions to take hold. By identifying and
exploiting these windows of opportunity, great solutions not
only enable people to thrive, but are themselves thriving in their
contexts.
Solutions that thrive
Solutions that contribute to thriving lives, generate resources, and leverage
the economic & political ecosystem to spread.
“ The life-time and inter-generational costs associated with
our existing services and systems - with the stagnation and
dependency they inadvertently spawn - are high. Where society
has invested in solutions that develop our capabilities, aspirations,
and relationships, (rather than just manage risk) we’ve seen
impressive financial gains.
For instance, for every dollar invested in high-quality early
childhood education, there is a $16.14 return on investment in Solutions that thrive...
increased wages, more taxes paid, greater contribution to the Leverage the
community, and less use of welfare, health care, and the criminal economical & political
justice system.1 ecosystem to spread.
When you look at people not as clients or customers, but as co- Solutions that thrive...
producers, their capabilities, relationships and aspirations are not Generate resource:
only outcomes, but inputs that can further develop the solution’s Outcomes generated
resource base and reach. by the solution become
inputs.
1 Schweinhart, Lawrence. “How to take the High/Scope Perry preschool to
scale. “High/Scope Educational Research foundation for the National Invitational
Conference of the Early Childhood Research Collaborative, 2007.
6. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
Traditional problem solving
“ Traditional policymaking, like widget making, is a vertical process:
decisions at the top flow down the chain of command. People are
the last to be reached.
“ When you want to sell thousands of widgets or process thousands
of welfare payments, you need a way of working that promotes
mass precision, continuity, and conformity. Bureaucracy is fit for
purpose.
When you want to enable people to build aspirations, capabilities,
achievements, and relationships, you need a different approach to
solving problems and a different way of organising the work.
Classic policy development
People engaged last - at
implementation.
7. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
Working backwards
“ To get to thriving lives we think you need a problem solving
approach that starts at the bottom with what people want and are
capable of, rather than at the top with what systems and policies
7 GROW
New solutions
want and have available to spend.
“ We call our problem solving approach ‘Working Backwards’ and
we organise our work in interdisciplinary, non-hierarchical teams.
Indeed, we work backwards as a team, first to work with people
to identify what people want and can do before co-designing and
prototyping new kinds of solutions and ways of spreading those
New team
solutions (e.g. principles, platforms, organisations, and programs). 2 LOOK & LISTEN
Each phase of our approach starts with a question. To answer the
question we draw on skills and tools from design, social science,
business and policy development. 6 VALUE
1 GET-READY
1 Get ready
What team fits the problem? Problem
2 Look & listen
New outcomes
What are good outcomes?
Working 3 Create
New systems
backwards What ideas could improve outcomes?
People engaged 3 CREATE
4 Prototype INTERACTIONS
at every stage of
development
What interactions shift outcomes? New scenarios
5 Prototype SYSTEMS
What supports new interactions?
5
6 VALUE PROTOTYPE
What value does the solution create? SYSTEMS
4 PROTOTYPE INTERACTIONS
New interactions
7 Grow
How can we spread the solution?
8. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
What can be co-designed?
User level interactions
Prototyping can help us develop user level interactions
(between people-people, people-machines, and
people-objects) that shape behaviours & enable
new aspirations, capabilities, relationships and
achievements over time.
“ We work backwards to co-design and prototype new kinds of
solutions and ways to spread those solutions.
What does that really mean?
When you work in the traditional, industrial era way, you design
rules, regulations, and processes that can be implemented from
top-to-bottom.
Instead, we work with people in their homes, workplaces, and
communities to design something far more basic: interactions.
Interactions are back-and-forth actions between people, and
between people and things. You’re interacting with this document,
and when you turn to your colleague to have a conversation about
what you’ve just read, you’re interacting with your colleague.
Solutions are a series of interactions over time - interactions that
enable people to thrive, and interactions that enable the solution
to thrive. Interactions that enable people to thrive help us develop
our aspirations, capabilities, relationships, and achievements.
Interactions that enable solutions to thrive help to organise the
flow of work, generate and manage resources, grow influence, and
expand reach.
“ We prototype all three kinds of interactions, but first use co-design
techniques to understand what thriving means and therefore what
the interactions could enable. Organisational level interactions
Prototyping organisational level interactions can help
us develop policies and systems that support user
level interactions. e.g HR, governance, and customer
relationship management.
Ecosystem level interactions
Prototyping interactions with other organisations,
potential partners, funders and policymakers can help
determine how a solution will spread.
9. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
New work behaviours
“
Analytic
When it comes right down to it, solutions that thrive are a set of
interactions that change people’s behaviour. The problem solving
approaches we use to get to solutions that thrive also require a People Generative
change in behaviour. They change the sequence of work (from the
bottom-up), who we work with (real people), and how we go about
our work (in flexible, interdisciplinary teams).
Indeed, we think great social problem solvers - whether public Storytelling
servants, innovators, designers, business analysts, community Making
organisers or social scientists - think and do different things. They
spend time with people in their context; they identify patterns
& trends; they turn abstract concepts into concrete concepts; Feedback
they make prototypes; they give and seek feedback; and they
craft compelling stories for different audiences. We call these the
people, analytic, generative, making, feedback, and storytelling
behaviours.
Behaviour New work behaviours
The actions or reactions of a person in response to external or internal Analytic behaviour
stimuli. What you think, feel and do in a particular situation. e.g. When Identifying patterns and trends; breaking complex concepts into
component parts; asking why and how questions.
you’re lost you may look at a map, ask someone, or follow signs.
Generative behaviour
Identifying and exploiting opportunities; developing new ideas;
applying concepts from one field to another; thinking visually and
laterally.
Enabling you and your team to develop these behaviours is the aim
of the Co-designing Thriving Solutions curriculum. People behaviour
Talking with; observing; listening; understanding, respecting and
contextualising people.
Making behaviour
Turning abstract ideas into real, tangible products; using your
hands.
Feedback behaviour
Showing work; making improvements; offering constructive
suggestions to others; failing; persistently iterating.
Storytelling behaviour
Developing rational and emotive arguments; using different
mediums; bringing ideas to life for people versus practice versus
policy audiences.
10. Excerpts from Co-designing Thriving Solutions Excerpts from Co-designing Thriving Solutions
Prototyping
“ Prototyping is a way of rapidly developing early hunches into
solutions that work for people. Prototyping involves testing
solutions at an early stage with users, in context and using what
you learn about what works (and what doesn’t) to improve your
solution. Any interaction can be prototyped be it at the user, People Storytelling
organisational or eco-system level.
Prototyping can enable you to build solutions that work faster and
cheaper because mistakes are made (and learnt from) earlier and
with less cost.
Analytic Generative
Prototyping involves moving through a loop of new work
behaviours. Good prototyping means having a clear understanding
of the user you are designing for, what outcome you are trying to
achieve with and for that user, and what aspect of your solution
you are prototyping.
1 People question Feedback
Making
Who is this for and what outcomes am I trying to enable with and
for them?
Testing
2 Generative question
What form could the solution take?
3 Making question
How can I best represent the aspect of the solution I am testing?
4 Feedback question
How can I best get feedback from the user of my solution?
The prototyping loop
Prototyping involved moving
5 Analytic question through a cycle of behaviours
multiple times improving
What can I do differently in the next iteration? your nacet solution on each
revolution.
6 Storytelling question
How can I communicate failure and lessons learnt?
13. Dissect solutions
The Task... For more on prototyping see
Dissect the following solution into its component parts and map a
user-level, organisational-level, and ecosystem-level interaction. This is service design thinking
Edited by Marc Stickdorn and Jakob Schneider
Group 1&4: Green House Nursing Alternative
Group 2: Girl Scouts / Girl Guides The starfish and the spider
Group 3&5: Pratham By Ori Brafman and Rod Beckstrom
Systems thinking in the public sector
The Details… By John Seddon
Groups of 6 - 45 minutes
See the next pages for your group’s brief Deconstructing analysis techniques
http://tinyurl.com/yknwm2k
The Steps...
1 Analyse
Look through the case study materials provided.
Divide your team into pairs. 1 pair will focus on user-level, 1 on
organisation-level ,and 1 on eco-system level. Using post-it notes,
identify the component parts of the interaction you’ve been given.
2 Make
In pairs, quickly sketch a storyboard detailing the scenes that
make up the given interaction, and the actors and props present.
Where there’s not enough information, creatively infer what actors
/ props might be present.
3 Get Feedback
Share storyboards amongst your small group, and stick your
storyboard to the wall for larger group feedback. Briefs >
14. Brief 1: Dissect solutions
Group 1&4
Green House
Nursing Alternative
The Solution: Your briefs
The Green House Nursing Alternative
http://thegreenhouseproject.org/ Pair 1 / User-level interactions.
http://vimeo.com/5806884 Storyboard elders’ interactions at meal time within the Green
House home (i.e. skech the scenes, actors and props an elder
The systemic problem: encounters before, during, and after meal time)
Too many older people in expensive institutionalised care with http://vimeo.com/5808073
poor quality of life outcomes. Indeed in the United States, half
of the 1.7 million people living in nursing homes suffer from Pair 2 / Organisation-level interactions.
untreated pain (USA Today, 2003). Storyboard the shahbazim role. How are they trained and how
are they organised? (i.e. sketch the scenes, actors and props
The identified opportunity: shahbazim encounter before, during, and after their training).
De-institutionalize long-term care by eliminating large nursing http://vimeo.com/5807912
facilities and creating habilitative, social settings which focus on
life and relationships. Pair 3 / Ecosystem-level interactions.
Storyboard what it takes for an organisation to sign up to the Eden
Alternative Registry (i.e. sketch the scenes, actors and props an
organisation encounters before, during, and after they sign-up).
The Eden Alternative is the set of principles & a philosophy
underpinning Green House Homes. The Eden Alternative Registry
offers a way to spread the ideas behind Green House Homes, not
just the physical buildings.
http://tinyurl.com/c8uehye
15. Brief 1: Dissect solutions
Group 2
Girl Scouts
The Solution: Your briefs
Girl Scouts / Girl Guides
www.girlscouts.org Pair 1 / User-level interactions.
Storyboard how girls earn some of the ‘new’ 21st century badges
The systemic problem: (i.e. sketch the scenes, actors and props a girl might encounter in
Too few girls have the role models, skills, or values to grow up to order to get a badge).
be effective leaders http://tinyurl.com/452gxbh
http://www.girlscouts.org/forgirls/
The identified opportunity:
To create new kind of leaders - leaders who value diversity,
inclusion, collaboration and are committed to improving their Pair 2 / Organisation-level interactions.
neighborhoods, communities, and the world Storyboard the volunteer recruitment process. How might a
community member become a girl scout volunteer? (i.e. sketch
the scenes, actors and props a person might encounter in order to
become a volunteer).
http://vimeo.com/17450655
Pair 3 / Ecosystem-level interactions.
Storyboard the Girls Scouts and Dairy Queen (DQ) partnership.
How does that partnership play out in Dairy Queen restaurants
across the United States? (i.e. sketch the scenes, actors and props
that are a result of the corporate partnership).
http://tinyurl.com/89xo3b9
16. Brief 1: Dissect solutions
Group 3&5
Pratham
The solution Your briefs
Pratham
www.pratham.org Pair 1 / User-level interactions.
Storyboard the Read India programme - a mass scale, rapid,
The systemic problem: learning to read campaign. In other words, sketch the scenes,
Nealry 80% of children in India do not complete elementary actors and props a child might encounter if they were part of the
education, and 50% of children actually going to school do not Read India programme.
know the 3 R’s after four years of schooling. Universal access to http://tinyurl.com/789svdx
education has not translated into actual improvements in learning
outcomes. Pair 2 / Organisation-level interactions.
Storyboard the volunteer mobilisation and training process. How
The identified opportunity: might somebody come to volunteer with Pratham? In other words,
To improve achievement in schools - and show how that drives sketch the scenes, actors and props somebody might encounter
improvements in enrollment and retention rates. before and during their time as a volunteer.
To rapidly improve learning outcomes though inexpensive, scalable http://tinyurl.com/7q59s2j
interventions in schools and in communities.
Pair 3 / Ecosystem-level interactions.
Storyboard how the Annual Status of Education (ASER) Centre
goes about implementing the Annual Status of Education Survey
and Report. In other words, sketch the scenes, actors and props
underpinning data collection. ASER is a centre sponsored by
Pratham that collects data in order to influence government policy
& philanthropic practice.
http://tinyurl.com/85kx3n5
18. Prototype an “organiser”
The task... For More, see...
Co-design and prototype an “organiser” to hold your partner’s The Craftsman
conference materials (eg this book, their pens, notepad and By Richard Sennet
workbook.) The outcome we’re after is your partner feeling
organised. Designing a handbag
http://productdesign.dundee.ac.uk/productprocess/?p=18
The details…
In pairs - 30 minutes
1 person = user
1 person = maker
The steps…
1 Analyse
How does your partner currently keep track of their conference
materials? What kind of bags, purses, cases, etc. are they currently
making use of? What’s working? What’s not working?
What does it mean to ‘feel organised?’
What would a great container to ‘hold & organise stuff’ look like?
What would a bad container look like?
2 Generate
Drawing on the available materials and other resources, sketch a
concept for some sort of device to hold & organise your partner’s
conference materials - and to complement any other bags or
organisational devices they may already have.
3 Make
Construct a first version of the “organiser”.
4 Get Feedback
As you are making your “organiser”, seek feedback. Keep track of
the number of iterations / alterations you make to the “organiser”.
How does the “organiser” work in the context?
How could the “organiser” be made more usable, useful &
delightful?
20. Build connections
The Task...
Co-design & prototype an experience to build connections between
conference participants & to achieve the following outcome
Group 1&4: Aim to enable enjoyment & fun
Group 2&5: Aim to enable supportive relationships
Group 3&6: Aim to enable knowledge sharing
The Details...
Groups of 5-6 / 1.5 hours
The Steps...
1 Generate
Hunches: what behaviours might underpin the outcome your
group was given? What kinds of interactions & experiences could
enable those behaviours?
Ideas: drawing on the available resources, how could you put those
interactions & experience into practice?
2 Make
a) A storyboard describing the experience
b) Two props (i.e. touchpoints) to bring to life the experience
3 Feedback
Test & tweak the props with another group. You might use role
play, or walk through an experience step by step.
4 Analyse
Observe how ‘users’ from the other group react to the storyboard
and props.
How do the scenes play out?
Inspiration >
What seems to work? What doesn’t?
What could be different?