This document provides an overview of various "fluencies" taught at Riverside: digital citizenship, information fluency, media fluency, solution fluency, and creative fluency. Each fluency is broken down into stages that students go through. For example, information fluency involves the stages of asking questions, acquiring information from various sources, analyzing and filtering the information, applying it to solve problems, and assessing the process. The document defines each stage and provides keywords and skills developed for each one. The overall summary is that the document outlines different fluencies and their step-by-step processes taught to students at Riverside.
The document provides an overview of key concepts in user experience (UX) design including user research, information architecture, content strategy, interaction design, and UX. It discusses how UX aims to create a "good" user experience by first understanding user needs through research and then designing interfaces and content to meet goals in a way that can be measured. The document instructs attendees to break into teams, select a product, and map its user funnel by identifying facts, questions, and opportunities to improve the user experience.
Collaborative Information Architecture (ias17)Abby Covert
You’ve worked hard on the information architecture models you’ve created but haven’t been able to sell them to the client, or your co-workers. Maybe the conversation around the IA has broken down into an unhealthy debate over semantics. In another scenario, you are tasked with creating a controlled vocabulary for a large organization that has a silo mentality and a lot of legacy content. Where to begin?
These scenarios will sound familiar to most IA professionals.
In this workshop, Abby will share her techniques for getting an organization that may have different ideas about how to organize and name content to agree upon a controlled vocabulary.
Abby will share specific tools in the form of diagrams, beyond the ubiquitous sitemap and wireframe, which communicate complex ideas. And she’ll share techniques for practicing information architecture with clients collaboratively.
I want to focus on the soft skills that make someone good at IA. So the lessons here are really about leveling up in skill set. Including:
- Conflict Resolution in IA
- Selling IA to others in your organization
- Improving stakeholder interviews
- Facilitating Low Fidelity Conversation about language
- Visualizing language with simple pictures to get clarity
The document discusses various techniques for generating ideas including brainstorming, focus groups, personal illumination, attribute listing, thinking outside the box, free writing, free association, SCAMPER, synetics, storyboarding, role-playing, brainwriting, reverse thinking, and mindmapping. SCAMPER is an acronym using action verbs as prompts for creative ideas like substitute, combine, adapt, modify, put to another use, eliminate, and reverse. Synetics assumes the creative process can be described and taught, invention processes in different fields use similar "psychic" processes, and individual and group creativity are analogous.
Introduction to Information ArchitectureAbby Covert
The first class of a 15 week course taught at Parsons, the New School for Design. Covers Information Architecture intents and beliefs as well as a comparison to the related studies of interaction design, content strategy and user research. Lastly, speaking to the role of User Experience in all of these roles.
You’ve worked hard on the information architecture models you’ve created but haven’t been able to sell them to the client, or your co-workers. Maybe the conversation around the IA has broken down into an unhealthy debate over semantics. In another scenario, you are tasked with creating a controlled vocabulary for a large organization that has a silo mentality and a lot of legacy content. Where to begin?
These scenarios will sound familiar to most user experience professionals. In this deck, I share my techniques for getting an organization that may have different ideas about how to organize and name content to agree upon a controlled vocabulary.
I also share specific tools in the form of diagrams, beyond the ubiquitous sitemap and wireframe, which communicate complex ideas. And techniques for practicing information architecture with clients collaboratively.
This document provides guidance on running an effective idea generation session, including recommended structures, techniques, and considerations. It recommends beginning with scene setting to understand the audience, problem, or product. Quantity techniques like quick-fire post-its and pairs exercises aim to generate many initial ideas. Quality techniques like building on ideas and De Bono's 6 Hats help refine and develop ideas. The document includes an example agenda and emphasizes preparation, facilitation, and getting feedback to conclude the session.
The document discusses the creative problem solving process and tools for creativity. It outlines the 5 steps of the creative process: 1) insight, 2) saturation, 3) incubation, 4) illumination, and 5) verification. Each step is briefly described. Additional sections provide tips for a positive attitude and overcoming vulnerability and failure, as well as examples of online research tools and websites for inspiration.
This document summarizes how Abby Covert teaches information architecture to design students at art schools. She teaches them strategies for identifying stakeholders, documenting consensus on goals, and conducting contextual design. Students learn about using diagrams and maps to think with others, such as swim lane diagrams, journey maps, and flow charts. Exercises help students explore meaning in communication and creating taxonomic structures. The goal is to provide students with skills in information architecture that can benefit their design work.
The document provides an overview of key concepts in user experience (UX) design including user research, information architecture, content strategy, interaction design, and UX. It discusses how UX aims to create a "good" user experience by first understanding user needs through research and then designing interfaces and content to meet goals in a way that can be measured. The document instructs attendees to break into teams, select a product, and map its user funnel by identifying facts, questions, and opportunities to improve the user experience.
Collaborative Information Architecture (ias17)Abby Covert
You’ve worked hard on the information architecture models you’ve created but haven’t been able to sell them to the client, or your co-workers. Maybe the conversation around the IA has broken down into an unhealthy debate over semantics. In another scenario, you are tasked with creating a controlled vocabulary for a large organization that has a silo mentality and a lot of legacy content. Where to begin?
These scenarios will sound familiar to most IA professionals.
In this workshop, Abby will share her techniques for getting an organization that may have different ideas about how to organize and name content to agree upon a controlled vocabulary.
Abby will share specific tools in the form of diagrams, beyond the ubiquitous sitemap and wireframe, which communicate complex ideas. And she’ll share techniques for practicing information architecture with clients collaboratively.
I want to focus on the soft skills that make someone good at IA. So the lessons here are really about leveling up in skill set. Including:
- Conflict Resolution in IA
- Selling IA to others in your organization
- Improving stakeholder interviews
- Facilitating Low Fidelity Conversation about language
- Visualizing language with simple pictures to get clarity
The document discusses various techniques for generating ideas including brainstorming, focus groups, personal illumination, attribute listing, thinking outside the box, free writing, free association, SCAMPER, synetics, storyboarding, role-playing, brainwriting, reverse thinking, and mindmapping. SCAMPER is an acronym using action verbs as prompts for creative ideas like substitute, combine, adapt, modify, put to another use, eliminate, and reverse. Synetics assumes the creative process can be described and taught, invention processes in different fields use similar "psychic" processes, and individual and group creativity are analogous.
Introduction to Information ArchitectureAbby Covert
The first class of a 15 week course taught at Parsons, the New School for Design. Covers Information Architecture intents and beliefs as well as a comparison to the related studies of interaction design, content strategy and user research. Lastly, speaking to the role of User Experience in all of these roles.
You’ve worked hard on the information architecture models you’ve created but haven’t been able to sell them to the client, or your co-workers. Maybe the conversation around the IA has broken down into an unhealthy debate over semantics. In another scenario, you are tasked with creating a controlled vocabulary for a large organization that has a silo mentality and a lot of legacy content. Where to begin?
These scenarios will sound familiar to most user experience professionals. In this deck, I share my techniques for getting an organization that may have different ideas about how to organize and name content to agree upon a controlled vocabulary.
I also share specific tools in the form of diagrams, beyond the ubiquitous sitemap and wireframe, which communicate complex ideas. And techniques for practicing information architecture with clients collaboratively.
This document provides guidance on running an effective idea generation session, including recommended structures, techniques, and considerations. It recommends beginning with scene setting to understand the audience, problem, or product. Quantity techniques like quick-fire post-its and pairs exercises aim to generate many initial ideas. Quality techniques like building on ideas and De Bono's 6 Hats help refine and develop ideas. The document includes an example agenda and emphasizes preparation, facilitation, and getting feedback to conclude the session.
The document discusses the creative problem solving process and tools for creativity. It outlines the 5 steps of the creative process: 1) insight, 2) saturation, 3) incubation, 4) illumination, and 5) verification. Each step is briefly described. Additional sections provide tips for a positive attitude and overcoming vulnerability and failure, as well as examples of online research tools and websites for inspiration.
This document summarizes how Abby Covert teaches information architecture to design students at art schools. She teaches them strategies for identifying stakeholders, documenting consensus on goals, and conducting contextual design. Students learn about using diagrams and maps to think with others, such as swim lane diagrams, journey maps, and flow charts. Exercises help students explore meaning in communication and creating taxonomic structures. The goal is to provide students with skills in information architecture that can benefit their design work.
The document discusses various techniques for creative thinking such as focus groups, brainstorming, attribute analysis, synectics, and checklists of questions. It provides details on how each technique works, such as the rules and methods for brainstorming or the steps involved in attribute analysis. The overall goal is to develop creativity and help resolve problems through applying these different creative thinking techniques.
Creative Thinking (Convergent and Divergent thinking)Prinson Rodrigues
This document discusses different aspects of creativity and creative thinking. It defines creativity as turning imaginative ideas into reality through two processes: thinking of ideas and then producing or acting on those ideas. It describes divergent thinking as generating many possible solutions in a spontaneous way, while convergent thinking gives a single correct answer. Methods for generating ideas like brainstorming and using random pictures as prompts are explained. The document also outlines the six phases of the ICEDIP model for creative thinking: inspiration, clarification, evaluation, distillation, incubation, and perspiration.
The document discusses problem solving and creativity. It outlines Edward Torrance's four criteria for creativity: fluency, flexibility, elaboration, and originality. It then provides examples and activities to practice each criterion. The document also discusses Torrance's framework for creative thinking and outlines the six stages of creative problem solving: mess finding, data finding, problem finding, idea finding, solution finding, and acceptance finding. Key aspects of each stage are briefly described.
This document discusses creativity and the creative process. It defines creativity as thinking of something new and defines three main types: combinational, exploratory, and transformational. The creative process involves both conscious and unconscious thinking and can be stimulated individually and in groups. Several theories of the creative process are described, including incubation, convergent/divergent thinking, the "geneplore" model, conceptual blending, and the explicit-implicit interaction theory. Creativity in organizations can play a role in innovation through generating new ideas for technologies, products, processes, marketing strategies, and more. Creative people tend to be misfits, loners, non-conformists, original, sensitive, and adventurous. Factors
The fifth class of a 15 week course in Information Architecture taught at Parsons, the New School for Design. Topics include: Putting the Why before the what and the what before the how. The relationship of goals, requirements and features. How to deal with needed research and data as a requirement.
Artificial intelligence is more and more becoming the core of digital products. Designing for Products based on AI requires Designers to know about Machine Learning.
This talk is an easy walk through the most important elements of Machine Learning. It looks at the fundamental principles of using practical examples. It showcases applications of the different types of Machine Learning. The use-cases range from text categorization to image recognition, on to speech analysis. The goal is to show what is important for designers and why.
This document discusses creativity in the workplace. It defines creativity as the ability to generate new ideas or associations between existing concepts. The creative process involves preparation, incubation, illumination, and verification. Creative thinking includes both divergent thinking, which involves generating many novel ideas, and convergent thinking, which involves evaluating ideas. Key aspects of creativity include the creative person, process, product, and environment. Fostering creativity requires an openness to new ideas and perspectives.
This document defines creativity and problem solving, outlining various models and techniques. It discusses Wallas' five stages of creativity (preparation, incubation, intimation, illumination, verification) and the standard five-step method for problem solving (stating the problem, identifying causes, choosing solutions, applying solutions, planning next steps). A variety of problem solving tools are also introduced, such as brainstorming, fishbone diagrams, and SWOT analysis, which is demonstrated with an example for analyzing a hypothetical organization.
A look at the creative process in public relations, from green light to red light thinking, Edward de Bono's Six Hats and other practical applications. See http://brightonfreelancepr.co.uk/ for more.
This document summarizes key points from a presentation on creative thinking and problem solving. It defines creativity and discusses various aspects of creative thinking like divergent thinking, convergent thinking, and lateral thinking. It also covers the physiology and psychology of creative thinking, including traits of creative people. The presentation discusses models of creativity like the 4Cs model and the Medici Effect. It outlines the creative problem solving process and tools. The document then summarizes a study conducted among postgraduate students on their creative problem solving aptitude and factors influencing creativity. Finally, it reviews several studies on the relationship between creativity, intelligence, problem solving skills, and other variables.
The document discusses creative problem solving and creativity. It covers topics like types of innovation, conceptual blocks to creativity, components of creativity, tools for defining problems and creating new ideas. Specific tools covered include the Kipling method, problem statements, brainstorming, attribute listing, and visioning. The goal is to provide an overview of concepts and approaches for creative problem solving.
Creativity involves generating new ideas and implementing them. Companies that promote creativity see benefits like new products/services and process improvements. Leadership that fosters creativity includes effective coaching, feedback, and assigning projects matching employees' skills. A company surveyed employees before and after implementing creativity initiatives. Initially, 41% enjoyed work and 51% felt able to be creative. After changes, 83% enjoyed work and 80% felt able to be creative, showing initiatives successfully promoted creativity.
Management of creativity; Stimulating individual creativity ... Lateral thinking , Checklists, Morphological analysis;; Stimulating group creativity ... Brainstorming, Slipwriting;; Edward De Bono's Six Thinking Hats...
Innovation Foundations Course 101 - Creative Problem Solving ConceptsThink For A Change
This document provides an overview of an introductory course on creative problem solving concepts. The target audience is individuals with little experience in formal creative problem solving, idea management, or innovation management. The course objectives are to provide a solid understanding of basic creative problem solving concepts and the ability to use tools and techniques for creatively resolving problems. The course syllabus outlines segments on the creative problem solving process, tools and techniques, and building a culture that supports creative problem solving.
EST 200, Convergent and Divergent ThinkingCKSunith1
The attached narrated power point presentation explores the various aspects and activities in divergent and convergent thinking and the necessity of divergent and convergent thinking in the design thinking process. The material will be useful for KTU second year B Tech students who prepare for the subject EST 200, Design and Engineering.
This document summarizes a workshop on creative and innovative thinking skills. It discusses what creativity and innovation are, types of innovation including product, process, business model, and service innovation. It covers conceptual blocks to creativity like constancy, compression, and complacency. The three components of creativity are discussed as expertise, motivation, and creative thinking skills. Tools for defining problems like the Kipling method and creating new ideas like brainstorming and attribute listing are presented. Finally, the document discusses creating a creative climate in the workplace with elements like risk-taking, access to knowledge, rewarding innovators, and openness to new ideas.
The document discusses various aspects of creative thinking such as open-mindedness, curiosity, observation, analysis, synthesis, imagination, experimentation, and developing a beginner's mind. It provides definitions and techniques for each concept. For observation, it discusses improving observation skills as well as challenges like inattentional blindness and distractions. For experimentation, it notes that an experiment is used to verify or validate a hypothesis. Developing a beginner's mind encourages taking one step at a time with an open and inquisitive approach.
This document discusses various methods and tools for directed creativity, including heuristics, brainstorming, synectics, and value analysis. It provides definitions and principles for each. Heuristics are experience-based techniques that can help with problem solving and discovery. Brainstorming involves generating many possible solutions to a problem without initial judgment. Synectics uses direct, personal, fantasy, and symbolic analogies to find innovative solutions. Value analysis is a problem-solving technique that analyzes products/services to reduce costs without affecting value or performance.
The document provides recommendations for stimulating creativity in a creative workplace. It recommends an open plan layout with workstations overlooking a park, a quiet room for reflection, and a lounge area. It emphasizes encouraging unconventional thinking, recognizing creative talents, brainstorming ideas regularly, and maintaining a fun environment with music and flexibility. Distractions would be minimized and teamwork/collaboration encouraged over competition to facilitate creative work.
2. survey taking for target audience - AS Media Emma Leslie
This document provides guidance for students on conducting target audience research and surveys for their media studies magazine project. It discusses:
- The difference between quantitative and qualitative research methods and appropriate question types. Quantitative research uses structured questions and large sample sizes, while qualitative aims for an in-depth understanding using focused smaller samples.
- Suggestions for how to find the target audience such as reviewing existing research, designing relevant questions, and using a mixture of open and closed questions.
- Creative ways to actively search for audience information beyond just questionnaires, such as using social media, online surveys, focus groups and interviews.
- The importance of analyzing survey results through visualizations, written analysis of how the research enhanced audience
Explore this presentation to comprehend the essential design theories, popular concepts, methodologies, and ideologies of UX Design. To explore more about UX, you can visit our UX/UI Design courses page - https://www.admecindia.co.in/ui-and-ux-courses
The document discusses various techniques for creative thinking such as focus groups, brainstorming, attribute analysis, synectics, and checklists of questions. It provides details on how each technique works, such as the rules and methods for brainstorming or the steps involved in attribute analysis. The overall goal is to develop creativity and help resolve problems through applying these different creative thinking techniques.
Creative Thinking (Convergent and Divergent thinking)Prinson Rodrigues
This document discusses different aspects of creativity and creative thinking. It defines creativity as turning imaginative ideas into reality through two processes: thinking of ideas and then producing or acting on those ideas. It describes divergent thinking as generating many possible solutions in a spontaneous way, while convergent thinking gives a single correct answer. Methods for generating ideas like brainstorming and using random pictures as prompts are explained. The document also outlines the six phases of the ICEDIP model for creative thinking: inspiration, clarification, evaluation, distillation, incubation, and perspiration.
The document discusses problem solving and creativity. It outlines Edward Torrance's four criteria for creativity: fluency, flexibility, elaboration, and originality. It then provides examples and activities to practice each criterion. The document also discusses Torrance's framework for creative thinking and outlines the six stages of creative problem solving: mess finding, data finding, problem finding, idea finding, solution finding, and acceptance finding. Key aspects of each stage are briefly described.
This document discusses creativity and the creative process. It defines creativity as thinking of something new and defines three main types: combinational, exploratory, and transformational. The creative process involves both conscious and unconscious thinking and can be stimulated individually and in groups. Several theories of the creative process are described, including incubation, convergent/divergent thinking, the "geneplore" model, conceptual blending, and the explicit-implicit interaction theory. Creativity in organizations can play a role in innovation through generating new ideas for technologies, products, processes, marketing strategies, and more. Creative people tend to be misfits, loners, non-conformists, original, sensitive, and adventurous. Factors
The fifth class of a 15 week course in Information Architecture taught at Parsons, the New School for Design. Topics include: Putting the Why before the what and the what before the how. The relationship of goals, requirements and features. How to deal with needed research and data as a requirement.
Artificial intelligence is more and more becoming the core of digital products. Designing for Products based on AI requires Designers to know about Machine Learning.
This talk is an easy walk through the most important elements of Machine Learning. It looks at the fundamental principles of using practical examples. It showcases applications of the different types of Machine Learning. The use-cases range from text categorization to image recognition, on to speech analysis. The goal is to show what is important for designers and why.
This document discusses creativity in the workplace. It defines creativity as the ability to generate new ideas or associations between existing concepts. The creative process involves preparation, incubation, illumination, and verification. Creative thinking includes both divergent thinking, which involves generating many novel ideas, and convergent thinking, which involves evaluating ideas. Key aspects of creativity include the creative person, process, product, and environment. Fostering creativity requires an openness to new ideas and perspectives.
This document defines creativity and problem solving, outlining various models and techniques. It discusses Wallas' five stages of creativity (preparation, incubation, intimation, illumination, verification) and the standard five-step method for problem solving (stating the problem, identifying causes, choosing solutions, applying solutions, planning next steps). A variety of problem solving tools are also introduced, such as brainstorming, fishbone diagrams, and SWOT analysis, which is demonstrated with an example for analyzing a hypothetical organization.
A look at the creative process in public relations, from green light to red light thinking, Edward de Bono's Six Hats and other practical applications. See http://brightonfreelancepr.co.uk/ for more.
This document summarizes key points from a presentation on creative thinking and problem solving. It defines creativity and discusses various aspects of creative thinking like divergent thinking, convergent thinking, and lateral thinking. It also covers the physiology and psychology of creative thinking, including traits of creative people. The presentation discusses models of creativity like the 4Cs model and the Medici Effect. It outlines the creative problem solving process and tools. The document then summarizes a study conducted among postgraduate students on their creative problem solving aptitude and factors influencing creativity. Finally, it reviews several studies on the relationship between creativity, intelligence, problem solving skills, and other variables.
The document discusses creative problem solving and creativity. It covers topics like types of innovation, conceptual blocks to creativity, components of creativity, tools for defining problems and creating new ideas. Specific tools covered include the Kipling method, problem statements, brainstorming, attribute listing, and visioning. The goal is to provide an overview of concepts and approaches for creative problem solving.
Creativity involves generating new ideas and implementing them. Companies that promote creativity see benefits like new products/services and process improvements. Leadership that fosters creativity includes effective coaching, feedback, and assigning projects matching employees' skills. A company surveyed employees before and after implementing creativity initiatives. Initially, 41% enjoyed work and 51% felt able to be creative. After changes, 83% enjoyed work and 80% felt able to be creative, showing initiatives successfully promoted creativity.
Management of creativity; Stimulating individual creativity ... Lateral thinking , Checklists, Morphological analysis;; Stimulating group creativity ... Brainstorming, Slipwriting;; Edward De Bono's Six Thinking Hats...
Innovation Foundations Course 101 - Creative Problem Solving ConceptsThink For A Change
This document provides an overview of an introductory course on creative problem solving concepts. The target audience is individuals with little experience in formal creative problem solving, idea management, or innovation management. The course objectives are to provide a solid understanding of basic creative problem solving concepts and the ability to use tools and techniques for creatively resolving problems. The course syllabus outlines segments on the creative problem solving process, tools and techniques, and building a culture that supports creative problem solving.
EST 200, Convergent and Divergent ThinkingCKSunith1
The attached narrated power point presentation explores the various aspects and activities in divergent and convergent thinking and the necessity of divergent and convergent thinking in the design thinking process. The material will be useful for KTU second year B Tech students who prepare for the subject EST 200, Design and Engineering.
This document summarizes a workshop on creative and innovative thinking skills. It discusses what creativity and innovation are, types of innovation including product, process, business model, and service innovation. It covers conceptual blocks to creativity like constancy, compression, and complacency. The three components of creativity are discussed as expertise, motivation, and creative thinking skills. Tools for defining problems like the Kipling method and creating new ideas like brainstorming and attribute listing are presented. Finally, the document discusses creating a creative climate in the workplace with elements like risk-taking, access to knowledge, rewarding innovators, and openness to new ideas.
The document discusses various aspects of creative thinking such as open-mindedness, curiosity, observation, analysis, synthesis, imagination, experimentation, and developing a beginner's mind. It provides definitions and techniques for each concept. For observation, it discusses improving observation skills as well as challenges like inattentional blindness and distractions. For experimentation, it notes that an experiment is used to verify or validate a hypothesis. Developing a beginner's mind encourages taking one step at a time with an open and inquisitive approach.
This document discusses various methods and tools for directed creativity, including heuristics, brainstorming, synectics, and value analysis. It provides definitions and principles for each. Heuristics are experience-based techniques that can help with problem solving and discovery. Brainstorming involves generating many possible solutions to a problem without initial judgment. Synectics uses direct, personal, fantasy, and symbolic analogies to find innovative solutions. Value analysis is a problem-solving technique that analyzes products/services to reduce costs without affecting value or performance.
The document provides recommendations for stimulating creativity in a creative workplace. It recommends an open plan layout with workstations overlooking a park, a quiet room for reflection, and a lounge area. It emphasizes encouraging unconventional thinking, recognizing creative talents, brainstorming ideas regularly, and maintaining a fun environment with music and flexibility. Distractions would be minimized and teamwork/collaboration encouraged over competition to facilitate creative work.
2. survey taking for target audience - AS Media Emma Leslie
This document provides guidance for students on conducting target audience research and surveys for their media studies magazine project. It discusses:
- The difference between quantitative and qualitative research methods and appropriate question types. Quantitative research uses structured questions and large sample sizes, while qualitative aims for an in-depth understanding using focused smaller samples.
- Suggestions for how to find the target audience such as reviewing existing research, designing relevant questions, and using a mixture of open and closed questions.
- Creative ways to actively search for audience information beyond just questionnaires, such as using social media, online surveys, focus groups and interviews.
- The importance of analyzing survey results through visualizations, written analysis of how the research enhanced audience
Explore this presentation to comprehend the essential design theories, popular concepts, methodologies, and ideologies of UX Design. To explore more about UX, you can visit our UX/UI Design courses page - https://www.admecindia.co.in/ui-and-ux-courses
This document provides an overview of KEN kisselman and the services he provides as a strategic consultant. It summarizes his background in interdisciplinary communication and critical thinking. It describes his experience developing integrated interactive initiatives and consulting for clients across various industries. The document proposes potentialDISCOVERY as a methodology for facilitating strategic exploration through activities, workshops, and stakeholder engagement.
The keynote is the teaching material for the UOID + AHMI course in 2013. It is an multidisciplinary course for the cooperation between NTUST design and NTU IT students. The course is held on NTUST. The purpose of the course is creating assisting or supportive APPS that are needed and appropriate for underprivileged people in Taiwan. The lectures are drhhtang and Mike Chen. The content of the slide is describing the process of human-centered design process and the design brief for 2013.
The slide presents the content of the "HEAR" part of Human-Centered Design Process, given in a multidisciplinary collaborative innovative design course hosted by drhhtang and Mike Chen. Participants are composed of about 14 design students and 21 IT students, working together to finish APP for underprivileged users. The course started from February to Jun 2013. The lecture room was E2-324 in National Taiwan University of Science and Technology. The expectation for the final results is working APP that solves an important problem for users.
Innovation is a practice, a mindset and a set of skills that can be consistently applied, perhaps not by everyone, but many skills can be practiced and strengthened to make you a better innovator.
A Primer For Design Thinking For Businesssean carney
Design thinking is a human-centered problem-solving methodology that involves 6 key stages: empathy, define the problem, ideate, prototype, test, and iterate. It is focused on understanding user needs through observation and collaboration. The goal is to generate innovative solutions to problems by going through these stages in an iterative process, with an emphasis on prototyping ideas and gathering user feedback.
Creative thinking, cv writing and interview skillsAhmed Ragab
Creative thinking involves generating novel ideas and alternatives outside typical ways of thinking. It can be hindered by searching for only one answer, being too logical early on, following rules blindly, focusing only on practicality, and fearing mistakes. The creative process includes preparation, investigation, transforming ideas, incubation, illumination, and implementation. Techniques to enhance creativity include analogical thinking, brainstorming, mind mapping, lateral thinking, and Edward de Bono's Six Thinking Hats approach.
This document provides guidance on developing an effective elevator pitch to introduce one's work. It recommends identifying core messages such as the problem/context, your role/solution, proposed actions, and potential results. You should know why the audience should listen, take action, and what actions you want them to take. Then tailor the core message based on content, style, appropriate messengers, delivery timing and location. Consider engaging with different stakeholders like academics, media, policymakers, and practitioners. When pitching, be clear, concise, frame points for the audience, and use context and stories to make ideas stick.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
The document discusses 9 topics related to digital literacy: digital access, digital commerce, digital literacy, digital rights and responsibilities, digital etiquette, digital health and wellness, digital communication, digital law, and digital security. It also discusses 5 fluencies - solution fluency, creativity fluency, collaboration fluency, media fluency, and information fluency - which are critical skills for finding solutions to problems in a digital world. Each fluency involves different steps such as defining problems, discovering solutions, designing plans, and assessing outcomes. Finally, the document lists several websites providing resources on these topics.
The document provides an overview of a design thinking workshop at MICDS. It discusses design thinking as both a process and a way of thinking. The workshop introduces participants to the design thinking process through examples of how it has been implemented at MICDS, including for projects in different academic departments. Participants then work through an abbreviated design thinking process to address a challenge of their choosing.
The presentation explains what is design thinking, what ways an entrepreneur could use design thinking to solve problems or validate their ideas. The presentation also includes a brief overview of attributes of design thinking, methods and the six stages of design thinking process.
The document discusses various methods for effective learning and teaching thinking skills. It describes that true learning occurs through application, not just understanding concepts. It also outlines several models for teaching thinking, including teaching thinking skills directly and teaching metacognition. Finally, it discusses theories of multiple intelligences and habits of mind that are important for flexible, creative thinking.
The document discusses various methods for effective learning and teaching thinking skills. It describes that true learning occurs through application, not just understanding concepts. It also discusses Bloom's Taxonomy and different theories of intelligence, including Gardner's multiple intelligences and Sternberg's triarchic theory of intelligence. Various thinking skills frameworks and instructional strategies are provided to help teach thinking, such as graphic organizers, questioning techniques, and learning styles.
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
Essential Questions and DOK Thinking Levels - EDSU 533Carla Piper
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, describes the levels of Bloom's revised taxonomy from remembering to creating. It also outlines the three stages of understanding by design - identifying desired results, determining acceptable evidence, and planning learning experiences. Finally, it discusses Webb's DOK levels and provides examples of question stems for assessing different levels of cognitive demand.
The Art of Effective Learning throws light on Metacognition,a new branch of Neuroscience which smoothely unfolds the different theories of Learning & the scientific sequence & Process through which the process of Learning takes place.
Hope it adds to the quota of Knowledge.
Ola presentation to guide discussion includes personasStephen Abram
The document outlines discussions from a June 6, 2013 board meeting of the Ontario Library Association, including walking through the process of persona development, exploring trends impacting libraries and what they mean for associations, understanding members through personas, and agreeing on an ongoing communication approach to help determine OLA's strategic path forward. Key topics discussed include technology trends, learning trends, association trends, persuading stakeholders through storytelling, and developing personas to better understand member needs.
Design thinking is a process that uses design methods to match user needs with technological capabilities and business objectives. It involves the stages of empathy, define, ideate, prototype, and test. The goal is to gain an understanding of users and develop innovative solutions to their problems through an iterative process of learning from failures. Design thinking is not just about aesthetics but is a non-linear, collaborative process for problem solving that involves understanding user perspectives, generating creative ideas, building prototypes, and testing solutions.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
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Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
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UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
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Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
2. Create a Positive Digital Footprint
Build Positive Working Relationships
Ask Before You Post or Record
Limit What You Say About Yourself
Use Your Technology to Create and Share Work
Report Inappropriate use of Technology
Cite Your Sources
Stay Organized
Digital Citizenship at Riverside
4. Ask
• Ask good questions, because if you can’t ask good questions, you cant get good answers.
• The: Who, What, Where, When, Why & How.
KEYWORDS & CONCEPTS
SKILLS
• Understanding the problem to be solved.
• Identifying key words and then forming questions around them.
• Brainstorming and thinking laterally.
• Listening deeply, viewing wisely and speaking critically.
5. Acquire
• Perspective, Balanced, Research, References & Varied.
• Are there other forms to access the information – High Tech, Low Tech or No Tech?
• The “How and Where” can I access this information.
KEYWORDS & CONCEPTS
SKILLS
• Search for information from various sources and media.
• Search for essential information that contributes to the overall solution.
• Search for information using both digital and non-digital media.
• Use information from multiple sources.
• Develop and utilize proper search research techniques and strategies.
• Triangulate information by cross-verification of two or more sources.
6. Analyze
• The Analyze stage is where you filter the information you gathered in Acquire.
• Here you ask yourself whether the information authentic and if there is a bias.
• You look to engage in deeper levels of meaning and understanding of the material.
KEYWORDS & CONCEPTS
SKILLS
• Incorporate and use information from multiple sources.
• Differentiate between fact and fiction.
• Critically analyze information to documents its reliability, accuracy and relevance.
• Build mechanisms to show your understanding.
• Analyze the information and create a meaningful explanations.
7. Apply
• Here we take that information that we filtered and apply is within the context of real world
problems (or a simulation of one).
• This is were smaller pieces are joined together to find meaning.
• Application is often about creation of new materials and solving of problems based on
materials presented.
KEYWORDS & CONCEPTS
SKILLS
• Create a graph.
• Develop a report or write an essay.
• Complete an argument or participate in a debate.
• Make a presentation.
• Complete an experiment.
• Create a video or build a blog.
• Apply a solution.
8. Assess
• During the Assess stage, must be able to look at both the product and the process.
• This is a parallel stage to Debrief in Solution Fluency.
KEYWORDS & CONCEPTS
SKILLS
• Reflect critically on the process.
• Act upon the assessments that you made.
• Critically analyze information to documents its reliability, accuracy and relevance.
9. Media Fluency
LeverageListen
There are two components of Media Fluency.
Firstly, the ability to look analytically at any
communication to interpret the real message, and
evaluate the efficacy of the chosen medium.
Secondly, to create original communications by
aligning the message and audience though the most
appropriate and effective medium.
10. Listen
• Listening involves being able to decode the real message in the wide range of media available
to the average individual.
• Verbalize, Verify, Flow, Form & Alignment.
KEYWORDS & CONCEPTS
SKILLS
• Understand how messages can be shaped, biased or even completely misrepresented.
• Verbalize the message clearly and concisely.
• Verify the message – Separate fact from opinion.
• Design elements to reflect the message and work together harmoniously (Form).
• Build a logical progression to your message from beginning to end (Flow).
• Consider the audience and the purpose of the communication (Alignment).
11. Leverage
• Matching the medium to the message and the audience is the critical component of Leverage.
• Content, Outcome, Audience, Ability and Criteria.
KEYWORDS & CONCEPTS
SKILLS
• Consider the substance or content of your message.
• Craft your message to have the desired outcome.
• Consider your audience and determine the most appropriate medium.
• Create a list of possible mediums that you are able to use/create (Ability).
• Know your timelines, budget and limitations you and your message will face (Criteria).
12. Define
Discover
DreamDesign
Deliver
Debrief
Solution Fluency
Solution Fluency is the ability to think creatively to
solve problems in real time by clearly defining the
problem, designing an appropriate solution, delivering
the solution and then evaluating the process and the
outcome. This is about whole-brain thinking -
creativity and problem solving applied on-demand.
13. Define
• Distinguish a clear problem-solving approach.
• Avoid the classic “ready, fire, aim” problem solving solution.
KEYWORDS & CONCEPTS
SKILLS
• Be able to restate, reverse or rephrase the problem.
• Challenge assumptions.
• Chunk details into smaller, more manageable pieces.
• Challenge the problem from multiple perspectives.
14. Discover
• Discover is the exploration phase – “How did we get to this point?”
• Here you analyze what decisions brought you to this point and what could have been done to
create different outcomes/results.
• You might also want to look at when others have looked at this problem.
KEYWORDS & CONCEPTS
SKILLS
• Finding where the information is located.
• Skimming, scouring and scanning the information for background.
• Taking smart notes; authenticating, analyzing and arranging the materials.
• Know when you need to revisit Design.
15. Dream
• Dream is a whole mind process, one that allows us to imagine the solution as it will exist in the
future.
• This is the visioning process in which we not only imagine what is possible but also remain
open to what is impossible.
KEYWORDS & CONCEPTS
SKILLS
• Generate a wish list.
• Imagine best case scenarios.
• Visualize time machines that visit a perfect future where your solution has worked.
16. Design
• Design becomes the process of gap analysis, breaking out all the necessary steps to get us
from here to there.
• A Plan to guide us as we work is created during this stage.
KEYWORDS & CONCEPTS
SKILLS
• Have a clear idea how to do the task.
• Starting with the end in mind and building steps backwards.
• Writing instructions in small increments that are easy to follow, positive and logical.
17. Deliver
• There are two components to Deliver: Produce and Publish.
• Produce: students create a real world product or solution.
• Publish: the solution or product must be presented or delivered.
KEYWORDS & CONCEPTS
SKILLS
• Identify the most appropriate format for presenting the information or solution.
• For example: Write a song then record it, Develop a script then perform the play, create
a new product then deliver it to market.
18. Debrief
• Debriefing allows students to develop ownership of the solution and a sense of accountability.
• This also allows students to look at the final product/process and determine what was done
well and what could be improved upon.
KEYWORDS & CONCEPTS
SKILLS
• Revisit each stage of the process and reflect upon the chosen pathways from Define to
Deliver.
• Ask questions about the process used and the information obtained.
• Reflect critically on the process and product.
• Internalizing those new learnings and applying them to new and different circumstances.
20. Identify
• The Identify stage is where you ask yourself “What is my task and what do I need to create?”
• This is the synthesis of Define and Discovery from the Solution Fluency – it brings meaning and
relevance to the problem, making it real.
KEYWORDS & CONCEPTS
SKILLS
• Understand the problem to be solved.
• Identify keywords and form questions around them.
• Processes such as: brainstorming, thinking laterally, understanding ethical
issues, listening deeply, viewing wisely, speaking critically, filtering information white
noise, sharing personal knowledge and experiences are used here.
21. Inspire
• Inspiration involves feeding your creative appetite.
• This is the true dream phase.
• Inspiration can come from anywhere: from scanning remote memories, visualizing, flipping
through magazines, going to a museum, looking at a colour photo book or websites, walking
down a street, brainstorming over coffee, wander around a bookstore or listening to music.
KEYWORDS & CONCEPTS
SKILLS
• Move beyond what is known.
• Using familiar and unfamiliar sources to motivate and inspire.
• Seeing new possibilities.
• Playing with ideas, experimenting and imagining.
22. Interpolate
• To interpolate means to find a pattern or meaning with known information.
• The brain often connects the dots by searching for patterns, alternate meaning and higher
level abstractions.
KEYWORDS & CONCEPTS
SKILLS
• Pattern recognition.
• Being able to identify connections or relationships.
• Combining concepts or elements from different realms that would not normally be
combined.
• Thinking laterally about existing knowledge.
23. Imagine
• Imagine is where the synthesis of Inspire and Interpolate unites in the birth of a new idea.
• Imagine is the “AHA” moment.
KEYWORDS & CONCEPTS
SKILLS
• Forming mental image, sensations and concepts when they are not perceived through
sight, hearing or other senses.
• Providing meaning to experience and understanding to make sense of the world through
stories, art, music, poetry, video and so forth.
24. Inspect
• With our new idea imagined we have to now stand back and inspect.
• Does our idea meet the criteria we originally set out?
• Does it match our definition and is it feasible?
• Will it work?
• Can it be accomplished within the existing time and budget?
KEYWORDS & CONCEPTS
SKILLS
• Examine and reflect the process undertaken and the product created.
• Visualize the idea as if completed, comparing and contrasting it with the original
purpose.
• Using your reflections to internalize new ideas, revise the existing ones and apply them
to future challenges.
26. Establish
• The Establish stage is the foundation that the rest of the collaborative process rests upon.
• Organization and an understanding of ones role within the group are its defining
characteristics.
KEYWORDS & CONCEPTS
SKILLS
• Assemble a group and assign/describe roles for each member.
• Determining how communication will take place and how often members need to
communicate with one another.
• Defining the scope of the project.
• Specify what information is available and what is still needed.
• State who is the leader(s) and what are their responsibilities.
• Establishing a group contract with performance expectations for each member.
27. Envision
• During the Envision stage the group collectively develops an agreement to what the outcome
of the collaboration will be.
• Criteria for the outcome are also created in this stage.
KEYWORDS & CONCEPTS
SKILLS
• Define the problem.
• Define the current situation and the desired future.
• Specify what is needed (information, materials, etc…).
• Develop a written action plan: What how, where, when and who.
28. Engineer
• In the Engineering stage, all the steps for a successful plan are laid out for the group.
• This is a parallel process to what is described in the Design component within the Solution
fluency.
KEYWORDS & CONCEPTS
SKILLS
• Delegate responsibilities to each member for the most efficient and engaging process.
• Create a plan to guide us through the work.
• Have discussions with the group and re-evaluate on an ongoing basis.
29. Execute
• Execute is a parallel process to Deliver in Solution Fluency.
• Here the plan is put into action with a focus on the development of a tangible solution or
product.
KEYWORDS & CONCEPTS
SKILLS
• Pressure test the solution – present your solution to an audience.
• Gauge the reaction of your audience.
• Collect feedback about the project both collectively and personally.
•
30. Examine
• Examine involves looking back at the process and determining if the group challenge was met.
• The group looks for areas of improvement, recognizes contributions and gives constructive
feedback/criticism.
KEYWORDS & CONCEPTS
SKILLS
• Look to see:
• If group members fulfilled their roles and responsibilities
• Were the agree upon norms followed?
• How were the decisions were made?
• How were disagreements handled?
• How effective were matters communicated?
• Did the group meet deadlines and expectations?