Rapid Prototyping……Moving from our presentation on Teaching Innovation to the practical of Innovation in the Classroom, cuts into many areas. As teachers and students, it can be difficult to cram these into a crowded curriculum and assess them against standards. Innovation as a concept requires measurement of some concepts and ideals that are difficult to quantify in the short term and difficult to measure against sensible / meaningful grades.
Some of these ideas include collaboration, creative problem solving, communication, critical thinking. Wrapping these in the broader social ideals of global citizenship, entrepreneurial literacy, environmental awareness and ethics we start to provide a very broad place to operate within, one where we can focus on what students do; actions here are important.
In our workshop, Innovation in Action, at the Leading a Digital School Conference 2019 we will unpack some of these, as well as how to introduce students in a process of evolutionary innovation that follows a framework that fits into any problem solving methodology.
What problem are we solving
- why and who – we observe the the world and ask questions
How can we solve this problem
- what tools / skills and resources do we have that might help, what do we need.
- What are we actually going to do to solve the problem.
- This is often the ideation stage.
Plan and build
- Prototype the solution
Test and Evaluate
- Did our solution work? (If not we can re-prototype)
- How do we know it worked? (testing)
- Did we deliver the product / service we said we were going to?
These fit most problem solving methodologies and are flexible enough to be adapted.
Our workshop will take attendees through a rapid version of this, where you will be expected to look at the world, discover a problem, come up with a solution, prototype the solution, and evaluate the solution.
We will use peer evaluation and presentation of solutions to evaluate this and most people will be able to take their prototype away with them.
Our workshop can be scaled and can be adapted to most year levels, and we provide concrete examples of differentiation. What we won’t talk about is how we assess this, to find out why we don’t formally assess Innovation in Action, you will need to attend our presentation on Teaching Innovation.
Jon Roberts and Matt Zarb