The document provides an overview of research conducted for the development of an Innovation Lab for the Service Design department at SCAD. It discusses key concepts like innovation, collaboration, and how organizations are facilitating collaboration. Research methods included interviews, surveys, observations of design firms and coffee shops. Themes that emerged from the research included challenges to collaboration, poor information exchange, an imbalance of work and play, and unclear roles. The document also discusses identifying stakeholders and synthesizing research findings into four action areas to address the identified challenges and themes."
The document discusses how to create truly collaborative learning spaces in the classroom through purposeful design and appropriate use of tools. It questions whether discussion boards, blogs, and wikis are being used effectively for learning goals rather than just technology literacy or the latest trends. The author advocates experimenting with emerging technologies but emphasizes designing collaborative activities and assessments around learning outcomes rather than the tools themselves.
This document discusses leadership challenges in distance education and provides advice from experts in the field. In 3 sentences:
Leadership in distance education is difficult as it is disruptive to traditional higher education models and lacks clear administrative structures, but can succeed through collaborative strategic planning, distributing leadership responsibilities throughout an institution, and recognizing that distance education requires constant adaptation to changes in technology and student needs. The document offers perspectives on navigating politics, leading without direct authority, and creating buy-in for distance education across an institution.
Doing Co-design: What, why, with whom and howPenny Hagen
Talk presented by Penny Hagen and Natalie Rowland for UX Australia 2013 in Melbourne.
In co-design those impacted by the proposed design are actively involved as partners in the design process. Co-design is being used in government, community and health sectors to extend traditional consultation methods and increase program reach and impact. Co-design approaches are also being used by corporates to engage internal stakeholders and customers, identify new service opportunities and improve existing ones. But what is it, why do it and how?
When ‘doing’ co-design, the role of the designer becomes one of facilitator: enabling participation, designing the right triggers, questions and scaffolds in which meaningful and effective participation can occur. Getting this right can be challenging and raise a few interesting questions along the way.
In this presentation we will share our approach to co-design developed over the last eight years working with a range of organisations in Australia and New Zealand. The presentation will draw upon case studies such as the design of HIV testing services with Australian men, the design of service strategies and mental health programs with young people and mental health professionals and an organisational wide co-design training for program for librarians, aimed at preparing them to become co-designers themselves.
The presentation will cover the key principles and framework we apply in designing co-design workshops, favourite activities for involving and priming groups of people for productive participation as well as tips and considerations for doing co-design in dynamic, sensitive and political situations.
We will also explore questions raised by co-design such as:
How creative can ‘users’ be?
What level of influence do ‘users’ have?
What happens to the expertise of the ‘designer’?
How far can we/should we take it?
How do you know when you (or the organisation you are working with) are ready adopt a co-design approach?
Chaos Generation Managed Through Design Thinking: a Task Model for the Design...ServDes
The document discusses how design consultants can manage chaos in client organizations through design thinking. It proposes a task model where the design professional prioritizes design decisions, accesses the client organization to empower their design domain, and generates intentional chaos through a loop of interactions. The design consultant enters when the client is in a state of chaos. The document outlines how design professionals can use their senses to engage with the client's chaos, explore the problem domain, generate chaos in organized workshops, and organize chaos through design methods to understand priorities.
The document outlines the co-design process which involves:
1) Identifying a social need and researching the problem, target group, technological landscape and context.
2) Developing inspiration and visual prototypes through workshops to co-create solutions.
3) Pilot testing the product with groups through iterative workshops to refine and launch the solution.
These slides are from a 4 hour workshop I gave on how to collaborate in science. They are taken from a Professional Development series of lectures I give at the University of California San Diego and are in turn taken from the Ten Simple Rules series which I have published in PLoS Computational Biology. Most of the rules are general and apply to all branches of science.
This document outlines a session on integrating creativity into classrooms. It discusses the benefits of creativity for learning and lists example creative projects like short stories, art, and improv. Challenges like assessing creativity are addressed. Participants will learn about creative thinking and activities, be able to discuss integrating creativity, and participate in a creative experience. The document provides tips for incorporating creativity through starting small, offering student choice, encouraging risk-taking, and focusing on process over product.
This document outlines a presentation on advising technology projects. It discusses conducting a needs assessment and implementation planning, using social media strategies, and reviewing project examples. The presentation covers determining advising technology goals and resources, creating and piloting projects, reviewing and evaluating them, and updating ongoing development. Key steps discussed are assessing audiences and stakeholders, planning pilots, reviewing and measuring outcomes, and ensuring sustainability of new technologies through continued assessment and support. The overall goal is to introduce models for assessing student services technologies and applying those concepts to individual campuses.
The document discusses how to create truly collaborative learning spaces in the classroom through purposeful design and appropriate use of tools. It questions whether discussion boards, blogs, and wikis are being used effectively for learning goals rather than just technology literacy or the latest trends. The author advocates experimenting with emerging technologies but emphasizes designing collaborative activities and assessments around learning outcomes rather than the tools themselves.
This document discusses leadership challenges in distance education and provides advice from experts in the field. In 3 sentences:
Leadership in distance education is difficult as it is disruptive to traditional higher education models and lacks clear administrative structures, but can succeed through collaborative strategic planning, distributing leadership responsibilities throughout an institution, and recognizing that distance education requires constant adaptation to changes in technology and student needs. The document offers perspectives on navigating politics, leading without direct authority, and creating buy-in for distance education across an institution.
Doing Co-design: What, why, with whom and howPenny Hagen
Talk presented by Penny Hagen and Natalie Rowland for UX Australia 2013 in Melbourne.
In co-design those impacted by the proposed design are actively involved as partners in the design process. Co-design is being used in government, community and health sectors to extend traditional consultation methods and increase program reach and impact. Co-design approaches are also being used by corporates to engage internal stakeholders and customers, identify new service opportunities and improve existing ones. But what is it, why do it and how?
When ‘doing’ co-design, the role of the designer becomes one of facilitator: enabling participation, designing the right triggers, questions and scaffolds in which meaningful and effective participation can occur. Getting this right can be challenging and raise a few interesting questions along the way.
In this presentation we will share our approach to co-design developed over the last eight years working with a range of organisations in Australia and New Zealand. The presentation will draw upon case studies such as the design of HIV testing services with Australian men, the design of service strategies and mental health programs with young people and mental health professionals and an organisational wide co-design training for program for librarians, aimed at preparing them to become co-designers themselves.
The presentation will cover the key principles and framework we apply in designing co-design workshops, favourite activities for involving and priming groups of people for productive participation as well as tips and considerations for doing co-design in dynamic, sensitive and political situations.
We will also explore questions raised by co-design such as:
How creative can ‘users’ be?
What level of influence do ‘users’ have?
What happens to the expertise of the ‘designer’?
How far can we/should we take it?
How do you know when you (or the organisation you are working with) are ready adopt a co-design approach?
Chaos Generation Managed Through Design Thinking: a Task Model for the Design...ServDes
The document discusses how design consultants can manage chaos in client organizations through design thinking. It proposes a task model where the design professional prioritizes design decisions, accesses the client organization to empower their design domain, and generates intentional chaos through a loop of interactions. The design consultant enters when the client is in a state of chaos. The document outlines how design professionals can use their senses to engage with the client's chaos, explore the problem domain, generate chaos in organized workshops, and organize chaos through design methods to understand priorities.
The document outlines the co-design process which involves:
1) Identifying a social need and researching the problem, target group, technological landscape and context.
2) Developing inspiration and visual prototypes through workshops to co-create solutions.
3) Pilot testing the product with groups through iterative workshops to refine and launch the solution.
These slides are from a 4 hour workshop I gave on how to collaborate in science. They are taken from a Professional Development series of lectures I give at the University of California San Diego and are in turn taken from the Ten Simple Rules series which I have published in PLoS Computational Biology. Most of the rules are general and apply to all branches of science.
This document outlines a session on integrating creativity into classrooms. It discusses the benefits of creativity for learning and lists example creative projects like short stories, art, and improv. Challenges like assessing creativity are addressed. Participants will learn about creative thinking and activities, be able to discuss integrating creativity, and participate in a creative experience. The document provides tips for incorporating creativity through starting small, offering student choice, encouraging risk-taking, and focusing on process over product.
This document outlines a presentation on advising technology projects. It discusses conducting a needs assessment and implementation planning, using social media strategies, and reviewing project examples. The presentation covers determining advising technology goals and resources, creating and piloting projects, reviewing and evaluating them, and updating ongoing development. Key steps discussed are assessing audiences and stakeholders, planning pilots, reviewing and measuring outcomes, and ensuring sustainability of new technologies through continued assessment and support. The overall goal is to introduce models for assessing student services technologies and applying those concepts to individual campuses.
This document discusses the role of designers in co-design projects. It explores what roles designers can play, such as design lead, teacher, facilitator and director. As facilitators, designers help guide participants and create an environment for them to generate ideas themselves. Designers bring qualities like creative thinking and an understanding of user needs to a project. However, some designers may find it challenging to step back from being the sole expert and empower participants in a co-design process.
A presentation at AgileTour 2012 Ho Chi Minh City, 8-9/11/2012
This is a reflection on how we can innovate higher education in VN with the ideas from Agile.
UC Berkeley Leadership for Educational Equity Program (LEEP)CPEDInitiative
The document provides an overview of the Leadership for Educational Equity Program (LEEP) at UC Berkeley, which uses a design-based approach for its professional education doctorate. The signature pedagogy is design development studies, which involve identifying a problem of practice, developing an intuitive theory of action, challenging assumptions with research, designing an intervention, implementing and collecting data on impact and processes, and revising theories. Examples of design studies address issues like reducing slurs, measuring school capacity, and improving literacy instruction. Principles of design thinking emphasize context-specific solutions through iterative inquiry. Graduates have gone on to positions like superintendent and principal.
Best Practices and Guidelines for Collaboration in Workplace CommunicationsThe Integral Worm
This presentation outlines industry best practices for collaboration in workplace communications. The discussion includes the following: why we collaborate, benefits of collaboration, potential problems in collaboration, how to effectively collaborate, types of collaboration, and how to ensure successful collaboration.
This document discusses user involvement in agile projects. It provides information on why involving users is important, how users can be involved in agile development, and how user involvement can be improved. Specifically, it discusses methods for understanding user needs, specifying requirements, designing solutions, and evaluating designs. It also presents research on how IT professionals involve users in agile projects through surveys and interviews. Key findings include that defining UX responsibilities, meeting with users face-to-face, and conducting formal evaluations are important for improving user involvement.
This is a talk on 20 Jul 2016 for teachers on maker culture and the concept of "meaningful making" to make it more meaningful for students to engage in maker projects and education.
10 Learner Experience Powers from Experience Girl - #imoot16 Agents of ChangeJoyce Seitzinger
This document discusses learner experience design. It begins by introducing learner experience design and discussing how it focuses on creating meaningful experiences for learners through various systems and technologies. It then discusses various aspects of learner experience design such as user experience design, experience design, service design thinking, and human-centered design. The document emphasizes empathizing with learners and using methodologies such as journey mapping to understand the learner experience from the learner's perspective in order to identify opportunities to improve the experience. It also discusses techniques for prototyping learner experience solutions and designing across all aspects of the learner's experience.
Collaboration Insights Webinar: The 9 Types of CollaboratorsCentral Desktop
When your organization adopts a collaboration platform, you quickly learn that some of your co-workers are uh ... well ... special. They just don't work the same way you do, and now these differences are both apparent and transparent.
Who ARE these people?
Meet the 9 Types of Collaborators, from the Stealth Ninja who lurks in the background to the Socialite who posts a new status update 15 times per day.
Isaac Garcia, collaboration expert and CEO of Central Desktop, moderates a lively, interactive discussion. Joining him are:
* Jenn DePauw, Senior Director of Operations at The1stMovement digital communications agency
* Alan Bush, Client Services Representative at Central Desktop
They provide:
* Brief overview of all 9 types of collaborators
* Interactive quiz to help you identify your own collaboration type
* Words of wisdom from leaders of collaboration deployments.
Artifacts for the Systemic Design of Flourishing Enterprises - OCADU Research Peter Jones
Human commerce utilizes the most significant share of natural resources and produces the largest aggregate impact on the earth’s environment. As a consequence of modern employment and work cultures, commerce, corporations as opposed to governments, also construct much of the social contract and social organizational forms in developed societies. Sustainable development movements to conserve resources and to democratize or enhance organizational practices have called for culture change or transformation. However, these approaches have not yielded results that will significantly enhance human flourishing in the face of globalized commerce, which has no common governance system. We suggest that the goals of alignment toward sustainable development or so-called corporate sustainability are misguided and systemically depreciative, as they purport to sustain activities that foreseeably accelerate ecological degradation. We propose a modeling practice for stakeholder design of strongly sustainable enterprises for the intention of whole system flourishing across living ecosystems and organized social systems. This systemic design approach to business transformation functions at the level of the business model. We claim that business model design affords the highest leverage across all modes of organizing for collective cultural adoption ecosystemic practices.
This document outlines techniques for effective collaboration, including brainstorming and consensus building. It discusses the importance of collaboration for benefits like team building, communication, and gaining different perspectives. Effective brainstorming requires preparing the right people, having rules like deferring judgment and building on others' ideas, using tools like sticky notes, and appointing a facilitator. The KJ method is presented for building consensus, with steps of sorting ideas into groups, naming groups, voting on importance, and ranking. Examples are given of collaborating on developing a concept for a pizza restaurant's iPhone app.
The document provides an overview of Dr. Douglas Reeves, founder of Creative Leadership Solutions. It discusses his background, accomplishments, and work focusing on leadership and organizational effectiveness. Dr. Reeves is the author of over 30 books and 80 articles on these topics. He provides keynote speeches, proprietary research, and executive coaching to organizations worldwide.
This document summarizes a presentation on learner experience design. It discusses conducting user research through methods like interviews, empathy mapping and personas to understand learner needs. Journey mapping is presented as a way to map out the learner journey and identify pain points. Prototyping solutions through sketching and storyboarding allows iterating designs based on feedback. Experience design is framed as taking a learner-centered approach to orchestrating the overall experience across an organization through collaboration between different teams. The goal is to adopt practices that improve the experience at all levels of an educational system or program.
For her Chin 837 Midterm Presentation, Sarah Wei Lum Sau discussed World Language Content Standards for California Public Schools, Understanding by Design (UbD) lesson planning, and the 5 C's of language learning - Communication, Cultures, Connection, Comparisons, Communities. She referenced her professor Hsiu-Huei Lin Domizio and the San Francisco Unified School District lesson plan form.
Midterm presentation for E145: Technology Entrepreneurship at Stanford. We are designing a micro-Q/A platform for college students and industry professionals.
This document provides instructions for a midterm presentation project for a Freshmen English class at SoongSil University. Students will present on the topic of their dream vacation. Presentations should be 5 minutes with 1-2 minutes for questions and students should prepare notes, practice their presentation, and time themselves. The midterm is worth 20% of the final grade and will be evaluated on preparation, content and organization, language and grammar, and delivery. Students are encouraged to brainstorm, outline, prepare note cards, and practice their presentation in advance.
The document summarizes an internship at Lugoff Elementary School where the goal was to create workshops and instructional materials for teachers on using technology. The intern conducted a technology needs survey, analyzed the results to identify specific needs, researched interactive technologies, and created workshops for teachers on using the SmartBoard and Notebook software. The internship plan included hosting two SmartBoard workshops, completing blog entries, an annotated bibliography, and a reflection paper to share what was learned.
This document outlines Fabiola Einhorn's midterm presentation for Major Studio 1, including background information on her projects this semester focusing on sociology, environment, gender equality and poverty. It discusses three projects: design fiction exploring technology, love and communication; instruction sets examining urban sociology and identity; and possibilities for her final project such as a physical critique of society combining code and music.
1) The document is about watching a midterm presentation.
2) It provides details on the date, time, and location of the presentation.
3) Specific instructions are given regarding expectations for the presentation.
The document outlines several projects completed as part of an interface design midterm presentation, including brainstorming identity and relationships, editing five older videos down to one minute each with constraints, creating a working drawbot, and conceptualizing an affordable electric car called the Asa with standard and optional features and a goal price range.
This document discusses the role of designers in co-design projects. It explores what roles designers can play, such as design lead, teacher, facilitator and director. As facilitators, designers help guide participants and create an environment for them to generate ideas themselves. Designers bring qualities like creative thinking and an understanding of user needs to a project. However, some designers may find it challenging to step back from being the sole expert and empower participants in a co-design process.
A presentation at AgileTour 2012 Ho Chi Minh City, 8-9/11/2012
This is a reflection on how we can innovate higher education in VN with the ideas from Agile.
UC Berkeley Leadership for Educational Equity Program (LEEP)CPEDInitiative
The document provides an overview of the Leadership for Educational Equity Program (LEEP) at UC Berkeley, which uses a design-based approach for its professional education doctorate. The signature pedagogy is design development studies, which involve identifying a problem of practice, developing an intuitive theory of action, challenging assumptions with research, designing an intervention, implementing and collecting data on impact and processes, and revising theories. Examples of design studies address issues like reducing slurs, measuring school capacity, and improving literacy instruction. Principles of design thinking emphasize context-specific solutions through iterative inquiry. Graduates have gone on to positions like superintendent and principal.
Best Practices and Guidelines for Collaboration in Workplace CommunicationsThe Integral Worm
This presentation outlines industry best practices for collaboration in workplace communications. The discussion includes the following: why we collaborate, benefits of collaboration, potential problems in collaboration, how to effectively collaborate, types of collaboration, and how to ensure successful collaboration.
This document discusses user involvement in agile projects. It provides information on why involving users is important, how users can be involved in agile development, and how user involvement can be improved. Specifically, it discusses methods for understanding user needs, specifying requirements, designing solutions, and evaluating designs. It also presents research on how IT professionals involve users in agile projects through surveys and interviews. Key findings include that defining UX responsibilities, meeting with users face-to-face, and conducting formal evaluations are important for improving user involvement.
This is a talk on 20 Jul 2016 for teachers on maker culture and the concept of "meaningful making" to make it more meaningful for students to engage in maker projects and education.
10 Learner Experience Powers from Experience Girl - #imoot16 Agents of ChangeJoyce Seitzinger
This document discusses learner experience design. It begins by introducing learner experience design and discussing how it focuses on creating meaningful experiences for learners through various systems and technologies. It then discusses various aspects of learner experience design such as user experience design, experience design, service design thinking, and human-centered design. The document emphasizes empathizing with learners and using methodologies such as journey mapping to understand the learner experience from the learner's perspective in order to identify opportunities to improve the experience. It also discusses techniques for prototyping learner experience solutions and designing across all aspects of the learner's experience.
Collaboration Insights Webinar: The 9 Types of CollaboratorsCentral Desktop
When your organization adopts a collaboration platform, you quickly learn that some of your co-workers are uh ... well ... special. They just don't work the same way you do, and now these differences are both apparent and transparent.
Who ARE these people?
Meet the 9 Types of Collaborators, from the Stealth Ninja who lurks in the background to the Socialite who posts a new status update 15 times per day.
Isaac Garcia, collaboration expert and CEO of Central Desktop, moderates a lively, interactive discussion. Joining him are:
* Jenn DePauw, Senior Director of Operations at The1stMovement digital communications agency
* Alan Bush, Client Services Representative at Central Desktop
They provide:
* Brief overview of all 9 types of collaborators
* Interactive quiz to help you identify your own collaboration type
* Words of wisdom from leaders of collaboration deployments.
Artifacts for the Systemic Design of Flourishing Enterprises - OCADU Research Peter Jones
Human commerce utilizes the most significant share of natural resources and produces the largest aggregate impact on the earth’s environment. As a consequence of modern employment and work cultures, commerce, corporations as opposed to governments, also construct much of the social contract and social organizational forms in developed societies. Sustainable development movements to conserve resources and to democratize or enhance organizational practices have called for culture change or transformation. However, these approaches have not yielded results that will significantly enhance human flourishing in the face of globalized commerce, which has no common governance system. We suggest that the goals of alignment toward sustainable development or so-called corporate sustainability are misguided and systemically depreciative, as they purport to sustain activities that foreseeably accelerate ecological degradation. We propose a modeling practice for stakeholder design of strongly sustainable enterprises for the intention of whole system flourishing across living ecosystems and organized social systems. This systemic design approach to business transformation functions at the level of the business model. We claim that business model design affords the highest leverage across all modes of organizing for collective cultural adoption ecosystemic practices.
This document outlines techniques for effective collaboration, including brainstorming and consensus building. It discusses the importance of collaboration for benefits like team building, communication, and gaining different perspectives. Effective brainstorming requires preparing the right people, having rules like deferring judgment and building on others' ideas, using tools like sticky notes, and appointing a facilitator. The KJ method is presented for building consensus, with steps of sorting ideas into groups, naming groups, voting on importance, and ranking. Examples are given of collaborating on developing a concept for a pizza restaurant's iPhone app.
The document provides an overview of Dr. Douglas Reeves, founder of Creative Leadership Solutions. It discusses his background, accomplishments, and work focusing on leadership and organizational effectiveness. Dr. Reeves is the author of over 30 books and 80 articles on these topics. He provides keynote speeches, proprietary research, and executive coaching to organizations worldwide.
This document summarizes a presentation on learner experience design. It discusses conducting user research through methods like interviews, empathy mapping and personas to understand learner needs. Journey mapping is presented as a way to map out the learner journey and identify pain points. Prototyping solutions through sketching and storyboarding allows iterating designs based on feedback. Experience design is framed as taking a learner-centered approach to orchestrating the overall experience across an organization through collaboration between different teams. The goal is to adopt practices that improve the experience at all levels of an educational system or program.
For her Chin 837 Midterm Presentation, Sarah Wei Lum Sau discussed World Language Content Standards for California Public Schools, Understanding by Design (UbD) lesson planning, and the 5 C's of language learning - Communication, Cultures, Connection, Comparisons, Communities. She referenced her professor Hsiu-Huei Lin Domizio and the San Francisco Unified School District lesson plan form.
Midterm presentation for E145: Technology Entrepreneurship at Stanford. We are designing a micro-Q/A platform for college students and industry professionals.
This document provides instructions for a midterm presentation project for a Freshmen English class at SoongSil University. Students will present on the topic of their dream vacation. Presentations should be 5 minutes with 1-2 minutes for questions and students should prepare notes, practice their presentation, and time themselves. The midterm is worth 20% of the final grade and will be evaluated on preparation, content and organization, language and grammar, and delivery. Students are encouraged to brainstorm, outline, prepare note cards, and practice their presentation in advance.
The document summarizes an internship at Lugoff Elementary School where the goal was to create workshops and instructional materials for teachers on using technology. The intern conducted a technology needs survey, analyzed the results to identify specific needs, researched interactive technologies, and created workshops for teachers on using the SmartBoard and Notebook software. The internship plan included hosting two SmartBoard workshops, completing blog entries, an annotated bibliography, and a reflection paper to share what was learned.
This document outlines Fabiola Einhorn's midterm presentation for Major Studio 1, including background information on her projects this semester focusing on sociology, environment, gender equality and poverty. It discusses three projects: design fiction exploring technology, love and communication; instruction sets examining urban sociology and identity; and possibilities for her final project such as a physical critique of society combining code and music.
1) The document is about watching a midterm presentation.
2) It provides details on the date, time, and location of the presentation.
3) Specific instructions are given regarding expectations for the presentation.
The document outlines several projects completed as part of an interface design midterm presentation, including brainstorming identity and relationships, editing five older videos down to one minute each with constraints, creating a working drawbot, and conceptualizing an affordable electric car called the Asa with standard and optional features and a goal price range.
Dimitris Kosmidis presented on end-to-end business process innovation for his graduate project. He discussed defining business processes, analyzing the BPMS market, developing strategies for process innovation, value propositions using component business models, and managing business process maturity. Financial aspects like SLA/SLM and on-demand SaaS models were examined. The presentation concluded that documenting and implementing business processes is challenging but critical for effectiveness, efficiency, and adaptability to change.
The document provides details about two students - Asif Imran and Tauhid Bin Iqbal - who are completing internships and working on cloud computing projects. It summarizes their work at Hayestech, including an overview of the company and its culture, communication processes, tasks participated in by the students, cloud concepts explored, functional and non-functional requirements, use case diagrams, monitoring systems implemented, and a SWOT analysis of cloud computing. Workshops attended and future challenges are also mentioned.
The students will present their ALGOL compiler project which translates ALGOL code to MIPS assembly using a Python implementation. It currently supports tokenization and will implement basic and advanced data types, control flow, procedures, references, and flexible arrays with the goals of learning compiler design and language translation.
Placemaking is a multi-faceted approach to the planning, design, and management of public spaces. Placemaking capitalizes on a local community's assets, inspiration, and potential, with the intention of creating public spaces that promote people's health, happiness, and well-being.
This document presents a midterm presentation for a geo-map application project. The objectives of the application are to plan trips in a given town by applying the Traveling Salesman Problem to points of interest, and to design the application for Android. The presentation discusses identifying the problem as a basic TSP and Vehicle Routing Problem with additional constraints. It covers theoretical approaches to distance calculation and algorithms, and practical approaches to pins on a map, constraints, and future work on design, AI improvements, and additional constraints.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
2013 IASDR presentation The advantages and disadvantages of multidisciplinary...NTUST
This document discusses the advantages and disadvantages of multidisciplinary collaboration in design education based on research from three case studies. Some key advantages included improved communication skills, experience with collaborative processes, and different professions complementing each other. Disadvantages comprised time pressure due to needing to communicate across disciplines and differences in backgrounds creating scheduling challenges. The research examined collaboration between designers, engineers, and others through observation and interviews.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Nina Brooke, Karen Ayres, Andrew Charlton-PerezSEDA
This document discusses developing and supporting programme directors as agents of curriculum change at the University of Reading. It describes a partnership approach between academic developers and programme directors. Academic developers shift their role to that of co-learner rather than expert. Secondments allow academics to work with academic developers on curriculum review projects, providing benefits like increased empathy and understanding of change processes. Leadership development workshops and resources help programme directors build skills in areas like vision, change management, and difficult conversations. A community of practice for programme directors facilitates networking and sharing of challenges and best practices. Sustainability of the curriculum change agent ethos beyond individual programme directors is an ongoing discussion topic.
Elon University: Design Thinking Studio in Social InnovationWilliam J. Moner
If you could design a social innovation course that addressed your local community’s wicked problems, what would it look like? For us, we wanted motivated problem-finders. We wanted to use design thinking and sprints to build quickly and often. We wanted to do away with grades. We wanted students to focus only on our course, nothing more. We wanted students who brought disciplinary knowledge to work across majors. So, in Spring 2017, a faculty team from Elon University designed a huge 16-credit-hour “social innovation lab” course with the goal of enacting real social change in the local community. We succeeded, we failed, and we’re ready to share our lessons learned from when we tried to break free from the structures of academia.
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
Opening-up the HE box through cross-boundary collaborative open learning in c...Chrissi Nerantzi
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
MEAS Course on E-learning: 3 Effective online teaching strategiesAndrea Bohn
The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, and small group work. Examples of how to implement strategies like discussions, projects, and case studies are provided. The document concludes by asking the reader to consider which strategies would work best for their own courses.
MEAS Course on E-Learning: 3 Effective online teaching strategiesMEAS
The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, small group work, projects, case studies, self-directed learning, collaborative learning, mentorship, role plays, and assessments. These strategies aim to engage students actively and build community. The document advocates applying these strategies thoughtfully to individual courses to maximize interactive and meaningful online learning.
This document outlines Chung-Ching Huang's teaching philosophy and experience. Some key points:
- Huang draws from 8 years of professional design experience to inform teaching methods that expose students to real-world problems and processes. Courses emphasize design thinking and use of methods like interviews and prototyping.
- Her research focuses on visualizing user experiences over time to qualitatively capture past experiences. This work builds bridges between research and practice.
- As an instructor, she creates assignments that simulate professional design consultancy work, with constraints and clients mirroring real projects. Students provide positive feedback on learning applicable job skills.
Emerging Technology for Accountants KAREN RANDALLkjrand
The document describes a constructivist-based instructional design model for blended learning. It discusses using a blended learning approach that combines online and face-to-face learning. The role of the lecturer is as a facilitator who guides students' knowledge construction through active and collaborative learning activities. An example implementation uses Google Docs and Forms to facilitate collaboration between accounting students on case studies and assignments. Student feedback indicated that the approach improved engagement, interaction and independent learning compared to traditional instruction.
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
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UNIT V ACTIONS AND COMMANDS, FORMS AND CONTROLS.pptx
SCAD Chameleon: Midterm Presentation
1. S
g
gn
service de
D
si
A
C
in
n
o
A
v a tio n L
B
#SCADCHAMELEON
service design senior studio
Lincoln • Alessandra • Jo • Natasha • Artur • Maria
Winter 2014
2. introduction
What is an Innovation Lab?
An Innovation Lab is an adaptive and flexible space that
facilitates teams of individuals to provide innovative
ideas through the process of collaboration.
5. introduction
Why are organizations turning to collaboration to achieve innovation?
Productivity
More innovative ideas are generated
through collaboration.
Quality
The quality of innovative ideas is increased
through collaboration.
Efficiency
More innovations are brought to production at
a faster rate through collaboration.
6. introduction
How are organizations facilitating collaboration?
•
•
•
•
•
Dynamic Roles and Interactions
Inspiration Environments
Wall Space
Adaptive Structures
Work/Play Balance
•
•
•
•
•
Fluid Spaces
Spontaneous Interactions
Spaces for Both Individual and Groups
Abundant Resources
Open Communication
7. Project brief
Purpose
To inspire the decision makers to move
forward with the development and
execution of a collaborative space for
SCAD students and faculty.
8. Project brief
Vision
To develop a comprehensive design
proposal for a collaborative innovation
lab for SCAD’s Service Design department.
9. Project brief
Objectives
•
•
•
•
•
•
•
•
To deliver a cohesive design proposal
To create an adaptive, flexible, evolving space
To deliver at least one final, completed concept
To build a final process book
To create awareness about the Service Design program
To inform people about Service Design
To provide a vision for the future of the Service Design program
To identify the most effective and appropriate working
environments within a collaborative space
11. stakeholders
Importance & Impact of Service Design
IMPACT
Students
Faculty
Clients
Sponsors
INFLUENCE
City of Savannah
Administration
Visiting Tours
15. “[The biggest hindrance to]
successful collaboration is the
gap between the most important
collaborative behaviors and
participants’ abilities to engage
in those behaviors.”
Group Creativity
“The best learning occurs
during unplanned and
uncounted hours outdoors
investigating, experimenting,
exploring, and playing.”
The Third Teacher
“Creative teams require
a chameleon ability to
switch roles, and inhabit
the other person’s mental
space at the same times
as keeping the perspective
of their own.”
Management and
Creativity, Bilton
There are five stages to
the collaborative process:
preparation, time off,
the spark, selection, and
elaboration.
Group Genius
16. “Group performance can be
enhanced if there is less
cognitive interference and,
instead, more cognitive
stimulation.”
Group Creativity
Physiological needs:
safety, belonging/love, selfesteem, self-actualization;
meeting these needs will
subconsciously make users
more open towards each other
and towards collaboration.”
The Third Teacher
Successful collaboration
combines a variety of working
spaces designed toward
different needs.
Managing Innovation,
Design, and Creativity
18. research
Finding Research Gaps
INPUT
PROCESS
OUTPUT
OUTCOMES
ACTIVE USE OF SPACE
KNOWLEDGE
GROUP PERFORMANCE
?
TECHNOLOGY
GROUP BEHAVIORS
HINDRANCES
OBSERVATIONS
FUNDING
Customer(s) needs
Trends
Design constraints
Design problem
Space
Roles
Styles
Brainstorming
TIME
ENVIRONMENT
COMMUNITY
TOOLS &
METHODS
Insights
Ideas
Concepts
Prototypes
Blueprints
CULTURE
(value creation)
NEEDS
PHYSICAL SPACE
21. “This building [Gulfstream]
is a broken system for
education...It is sad: it’s drab,
it’s gray, there’s no color,
there’s no light. It’s just
concrete and monotony.” Michael Felix
“...it’s a good thing that
service students have access
to students with different
backgrounds.” - Robert Bau
Students like the casual
ambiance coffee shops
provide for informal
communication during the
collaborative process.
Students strongly agree
that accessibility to
resources enhances
innovation and
collaborative processes.
22. Students believe that
sharing a space with
multiple groups can affect
their group focus and
performance during the
collaborative process.
“...students are not learning
how to collaborate before
they run into a collaborative
project.” - Robert Bau
“One of the challenges
as a Service Designer
is entering a project
midway.” - Louis Baker
More than half of students
surveyed prefer using
paper-based tools
over digitally-based
tools when working
collaboratively.
25. A
Students are often jumping
from one collaborative project
to another, sometimes within
the same space.
Students work in small groups
to quickly disperse tasks.
I
E
Interior design is highly
influential on the
collaborative mood.
There is a lack of
communication
between graduate and
undergraduate students.
Diverse cultures
can contribute to
collaboration challenges.
U
O
Students learn to adapt
in the environment and
use what is provided.
There is not enough
experience in
communication
among students.
26. E
Overbuilt & fixed
collaborative spaces
constrain process and
productivity.
A
Open offices allow for
spontaneous activities.
Collaborative spaces have
the ability to refresh or
depress the mood.
O
I
Many design cultures are
egalitarian.
Many spaces are set up
to facilitate informal and
spontaneous interactions.
Professional collaborative
spaces are abundant
with materials.
U
Collaboration spaces and
participants must be flexible,
open, and transparent.
28. Students want their working
environment to help them feel
comfortable and be more
productive while they work.
Many students face-to-face
networking more validating
and effective than digital
modes of communication.
Student attitudes differ
dramatically when it
comes to collaboration.
Some students have
inherently negative feelings
about collaborative work.
Some students appreciate -or
at least have an understanding
of- the positive aspects
involved in collaborative work.
29. Students would like
exposure to informal
learning opportunities
and access to inspirational
resources relevant to
Service Design.
Students expressed a
need for spaces to carry
out specific tasks that
take place during the
design process.
Many students prefer
“homey, comfortable, nestlike” settings when they
work and feel more happy,
creative, and productive in
these environments.
Students feel that strong mutual
feedback is critical to the service
design culture, and that efforts
to obtain quality feedback have
often proved futile.
31. Synthesizing research
Themes
1
Challenges Inherent in Collaboration
6
Energy
2
Poor Exchange of Information
7
Creative Process
3
Imbalance of Work/Play
8
Knowledge & Methods
4
Unclear Roles & Interactions
9
Physical Resources
5
Lack of Student Involvement
within the School of Design
10
World of Design
33. 1
Challenges Inherent in Collaboration
Identify and eradicate foreseeable
challenges to the collaborative process.
34. 1
Challenges Inherent in Collaboration
• Understanding of group roles &
dynamics early on
• Understanding the importance of
diversity for
group performance/dynamics
• Frequent means of reminding threat
possibilities
• Understanding collaboration
in curriculum
ADD
INCREASE
•
•
•
•
•
•
•
•
•
•
• Clash of personalities
• Prejudice
• Negativity
Identify and
eradicate foreseeable
Challenges to the
collaborative process
Defined goals/tasks
Stakeholder connectivity
Professor mentorship
Be aware of position in department
ecosystem
Empathy
Patience and tolerance
Skill complementation
Communication
Sustainability
Flexibility of space
REMOVE
DECREASE
• Cultural barriers
• Misunderstandings
35. insights
Challenges Inherent in Collaboration
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
Timing affects communication.
People’s energy affects collaboration.
Personalities shape dynamics.
Relationships affect collaboration.
Cross-pollination with other departments is hindered by location.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
It takes effort to receive feedback.
Professors have their own agendas that limit their time and availability.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of
inspiration, variety, and flexibility.
36. 2
Poor Exchange of Information
Foster communication and the sharing
of information amongst team members.
37. 2
Poor Exchange of Information
• Technological platform for
collaborative work
• Connectivity through special app
• Role definement in curriculum
• Group-specific areas and resources
ADD
INCREASE
•
•
•
•
•
•
•
•
• Space restrictions
Foster
communication
and the sharing of
information amongst
team members
Feedback loop
Workshop participation
Knowledge sharing
Online participation
Physical interactions
Professionalism
Dependability
Communication of group roles &
responsibilities
• Accountability
•
•
•
•
•
•
REMOVE
DECREASE
Mix of online and physical interaction
Resentment and angst
Group tensions
Being too reserved
Introvert behaviors
Antisocial behaviors
38. insights
Poor Exchange of Information
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
Timing affects communication.
Personalities shape dynamics.
Relationships affect collaboration.
Role assumptions are influenced by time, skills, and interests.
Cross-pollination with other departments is hindered by location.
Flexible resources facilitate collaboration.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Students feel there is not enough time for feedback.
Everyone is looking for feedback at the same time.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
Professors have their own agendas that limit their time and availability.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
40. 3
Imbalance of Work/Play
•
•
•
•
•
•
Non designated spaces
Micro environments
Resource room
Inspirational space
Introduce gaming methods
Green areas
ADD
INCREASE
•
•
•
•
•
•
•
•
•
•
• Major specific areas
• Empty corridors
• Open classrooms
Facilitate a
balance of work
and play
Temperature
Interactive Environment
Gallery Variety
Separated classroom space
Room size diversity
Physical space
Sustenance
Make procedures (meetings, class)
Spontaneous events and socials
Informal interactions
•
•
•
•
•
•
REMOVE
DECREASE
Chairs
Gray walls
Noise in cubicle rooms
Lecture classes
Formal spaces
Restrictions
41. insights
Imbalance of Work and Play
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Timing affects communication.
Interests dictate and motivate skills.
Mentorship is a largely untapped resource.
Cross-pollination with other departments is hindered by location.
Environment heavily affects creativity.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Students feel there is not enough time for feedback.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
Professors have their own agendas that limit their time and availability.
People’s energy affects the space.
Space dictates interactions.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
42. 4
Unclear Roles & Interactions
Establishing and maintain healthy and
productive group dynamics.
43. 4
Unclear Roles & Interactions
•
•
•
•
•
Team functions & roles in curriculum
Refreshers
Deep understanding of collaboration
Objective thinking
Learn about others cultures/back
grounds
• Establish the sharing & foundation
of strong values
ADD
INCREASE
• Being reserved
• Quick assumptions
Establishing and
maintain healthy
and productive
group dynamics
• Diversity
• Understanding of process & group
dynamics
• Team-bonding
• Outside social events
• Gaming
• Team building activities
• Professor facilitation & guidance
• Mix of grads & undergrads
• Increase tacit knowledge & peer
to peer
• Boundaries
REMOVE
DECREASE
•
•
•
•
•
•
Miscommunication
Lateness/tardiness
Highly individualized tasks and roles
Being self-centered
Dictatorships
Some got to give
44. insights
Unclear Roles & Interactions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
Timing affects communication.
People’s energy affects collaboration.
Personalities shape dynamics.
Relationships affect collaboration.
Role assumptions are influenced by time, skills, and interests.
Interests dictate and motivate skills.
Cross-pollination with other departments is hindered by location.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
It takes effort to receive feedback.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
45. 5
Lack of Student Involvement within the School of Design
Define and promote the growth of a
collaborative culture throughout the
School of Design.
46. 5
Lack of Student Involvement within the School of Design
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Why collaborate with others?
• Intergroup tension
Defined collaboration
• Grad/undergrad ambiguity/tensions
Collaboration into curriculum
• Territorial habits
Enable current students/faculty
• Silos
to define
Group designated resources
Reservable space
Signage
Egalitarian atmosphere
Define and promote
Define team work values
the growth of a
ADD
REMOVE
collaborative culture
INCREASE
DECREASE
throughout the
School of Design
Participation
Feedback loop
Group work principles awareness
Improve discussion board
Work & play balance
Opportunity for face to face
networking
Interclass communication
Peer to peer mentorship
Group organization
Tolerance
•
•
•
•
•
•
•
•
•
Egocentrism
Condescending behavior
Confidentiality
Unused space
Cultural silos
Social boundaries
Assuming the same roles
Inhibition and fear
Lack of collaboration techniques
47. insights
Lack of Student Involvement within the School of Design
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Timing affects communication.
Interest & engagement are connected to how much time students have.
People’s energy affects collaboration.
Interests dictate and motivate skills.
Mentorship is a largely untapped resource.
Environment heavily affects creativity.
Cross-pollination with other departments is hindered by location.
Time burdens innovation and creativity.
Dynamic space activates and inspires creativity.
Unfamiliar methods cause issues with extra time.
Students feel there is not enough time for feedback.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
Professors have their own agendas that limit their time and availability.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
It takes effort to receive feedback.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
49. 6
Energy
• Mobile furniture
• Student computers within
workspace
• A variety of work spaces
• Inspirational spaces for productivity
ADD
INCREASE
•
•
•
•
•
•
•
•
•
•
•
Provide an
enviroment
conducive to
collaborative
productivity
Inspiration
Inviting space
Open communication
Ideas sharing
Spaces specific to quarter, process,
need student
Understanding of methods across the
double diamond process
Mass amount of wall space
Drawing/visual media
Space flexibility
Exposure to other types of spaces
Resources
•
•
•
•
Fear of failure
Discomfort
Unused spaces/materials
Static furniture
REMOVE
DECREASE
• Quarter reserved spaces
• Tension
50. insights
Energy
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
People’s energy affects collaboration.
Interests dictate and motivate skills.
Environment heavily affects creativity.
Personalities shape dynamics.
Dynamic space activates and inspires creativity.
Students feel there is not enough time for feedback.
Interest & engagement are connected to how much time students have.
Professors have their own agendas that limit their time and availability.
People’s energy affects the space.
When space is lacking, it has negative effects on collaboration.
Space dictates interactions.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
52. 7
Creative Process
• Different examples of project
development
• Accessibility
• Group-specific space
• Mentoring between team members
• Instill empowerment
• Challenge & re-generate
ADD
INCREASE
•
•
•
•
•
•
•
•
•
•
•
Restrictive space use
Method doubts
Intergroup tensions
Negativity
Encourage
productive
structures for project
development
Timeline facilitation
A variety of spaces
Group participation
Project display
Welcome practices from other disciplines
Open knowledge about tools/methods
Understanding of function, context,
timing of a variety of methods
• Energy level
• Positive group environment
• Defined tasks
REMOVE
DECREASE
• Preferential treatment
• Assumptions
53. insights
Creative Process
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Personalities shape dynamics.
Relationships affect collaboration.
Role assumptions are influenced by time, skills, and interests.
Flexible resources facilitate collaboration.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Dynamic space activates and inspires creativity.
Students are married to the symmetry of the double diamond process.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
People’s energy affects the space.
Environment heavily affects creativity.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of
inspiration, variety, and flexibility.
55. 8
Knowledge & Methods
• Start methods learning early and often
• Platforms to record collective
knowledge & information
• Library
• Resources
• Guidelines
• Trends
ADD
INCREASE
•
•
•
•
•
•
•
• Over-opinionatedness
Facilitate absorption
and application of
new knowledge and
design methods
Facilitation
Feedback loop
Encourage questions and feedback
Enable reference access
Integration of new methodologies
Case studies
Continuous circulation of relevant
and current SD trends
• Workshops
• Interactive experiences
•
•
•
•
REMOVE
DECREASE
Self-exploration
Competition
Single format knowledge absorption
Reading
56. insights
Knowledge and Methods
•
•
•
•
•
•
•
•
•
•
•
•
Timing affects communication
Dynamic space activates and inspires creativity.
Mentorship is a largely untapped resource.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
Role assumptions are influenced by time, skills, and interests.
Professors have their own agendas that limit their time and availability.
Interests dictate and motivate skills.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
58. 9
Physical Resources
•
•
•
•
•
Space planning
• Territorial activities/behaviors
Prompts
Grouping activities/methods
Documentation and recording supplies
Pre-designed layouts of frameworks/
tools/ methods
• SD specific database of relevant
information
• Group-specific resources
• Adjustable furniture/
Provide the physical
materials
ADD
REMOVE
resources essential
to a variety of design DECREASE
INCREASE
methodologies
•
•
•
•
•
•
•
•
•
Awareness of trends
Up to date across department
Variety of classroom settings
Understanding of different
methodologies
Accessibility to diverse media
Design toolkits
Library of tools and methods
Sharing
Respect, sharing, and responsibility
•
•
•
•
Designated spaces
Formal spaces
Material possession
Waste/abandonment
59. insights
Physical Resources
•
•
•
•
•
•
•
•
•
Flexible resources facilitate collaboration.
Environment heavily affects creativity.
Dynamic space activates and inspires creativity.
Students are married to the symmetry of the double diamond process.
When space is lacking, it has negative effects on collaboration.
People’s energy affects the space.
Everyone is looking for feedback at the same time.
Space dictates interactions.
The current space does not facilitate students’ processes in terms of
inspiration, variety, and flexibility.
61. 10
World of Design
• Promotional videos
• Design group restrictions
• Promotional exhibitions
• Copyrighted restrictions
• Marketing collaboration with local and
international businesses
• Create opportunities for publishing work
• Open workshops for visitors
• Create new to the world collaborative
culture
• Kickstarters
• Shark-tank like opportunities
Raise the profile
ADD
REMOVE
of SCAD’s School of
Design throughout
INCREASE
DECREASE
the design world
• Community involvement
• Stimulate participation
in competitions
• Outside third part interest
• Promote all majors as equals
• Participation from earlier in
school career
• Use students as assets
• Collaborative with other majors
• Industrial design vs. other majors
• Devil’s advocacy
• Skepticism
62. insights
World of Design
• Students are married to the symmetry of the double diamond process.
• Role assumptions are influenced by time, skills, and interests.
• Interests dictate and motivate skills.
63. Reframed problems
Double Diamond Process
DISCOVER
DEFINE
DEVELOP
Insights and Opportunities
Conduct Research
Empower Collaboration
Desktop Research
Synthesize Research
Innovation Lab
Collaborative Culture
DELIVER
64. Reframed Problems
How can we foster an effective and
efficient collabrative culture within
the School of Design?
Time
How can we diminish the
constraints of time?
The Individual
How can we foster the chameleon
growth of the individual?
Space
How can we activate and
marry the energies of both
students and space?
Relationships
How can we ignite collaborative
and individual creativity?
Dynamics
How can we encourage
successful, effective
collaboration within the
School of Design?
Tools & Methods
How can we facilitate the
comprehension and effective
application of design tools
and methods?