INNOVATIVE & CREATIVE THINKING INNO1001
INNOVATIVE & CREATIVE THINKING
INNO1001
Semester 2, 2020
The
Innovation
Imperative
WORKSHOP 1
https://qualtrics.flinders.edu.au/jfe/form/SV_3mkE1aWX2troWQB
We would like you to
participate in a voluntary
survey with the aim to do
a scientific publication on
skills improvement in the
INNO experiential
learning class.
We will send you a link
for the survey via email
and you will be asked to
answer the same
questions again at the
end of the semester. You
may also use the link
above.
Thank you for your help!
Find the Picasso in the
room
• In class choose another student, look
each other in the eyes (1.5 meter distance)
and draw the other person without looking
on the paper.
• Online if six of you please turn your
cameras on and for everyone to draw a
person on the camera without looking on
your paper.
• Finish by writing a question for the other
person on the paper (in class) or in chat
(online) and give paper to the other student
Online: show your drawing to the world via
your camera.
• Then repeat.
what is creativity and who has it?
does something have to be useful to be creative?
Is innovation the same as creativity?
creativity
the process of having original ideas that
have value. (Sir Ken Robinson)
innovation
the action of translating an idea or invention
into a good or service that creates value.
Why do creativity and innovation matter?
Innovate or Die
https://www.youtube.com/watch?time_continue=1&v=SCGV1tNBoeU&feature=emb_logo
Your future will involve constant change
The skills you need to thrive are changing
Creative thinking is not an optional extra
According to the IBM 2010 Global CEO Study,
which surveyed 1,500 Chief Executive Officers from 60
countries and 33 industries worldwide, CEOs believe that,
“more than rigor, management discipline, integrity or even
vision — successfully navigating an increasing complex
world will require creativity.”
Form Groups…
You need challenge to
solve….
innovation
the action of translating an idea or invention
into a good or service that creates value.
http://unfoundationblog.org/common-questions-on-the-global-goals/
1. Enough Challenges to choose from….. The UN global goals serve as the world’s to-do list 2030. Choose an area of your interest
2. In class: go to the whiteboard and write your number/topic down. Gather interested students around you. Online: write your interest
number and topic in chat function and discuss with similar interested students. Meet and greet!
3. Class groups then go to teacher to connect online with similar interested students and form groups.
4. 6 members per group (5 or 7, need permission from lecturer). If your first choice does not get 6 members than see if your second choice
does etc. Topics can be viewed broadly at this stage. Discuss your interest, mingle and meet/greet deeper, exchange contact details.
5. Provide your names to Teacher: He/She will email your group with list of participants and animal name. You self enroll this week on FLO
in the group with the animal name provided (see self enroll on FLO).
Groups:
Teams can meet online or in person, as long
as you keep social distancing in mind.
Provide your names to Teacher: He/She will
email your group with list of participants
and animal name. You self enroll this week
on FLO in the group with the animal name
provided (see self enroll on FLO).
• Offer 7×24 students the opportunity (depending on the Covid-19 situation) to come to class at Tonsley 2.21 in weeks 1,7 and 12.
• Week 1 is mostly a meet and greet plus content, objectives and assessment. Weeks 7 and 12 will be team presentations, some
teams can present in class while others will present online via Microsoft Teams.
• Students in timetabled classes 1, and 10-16 as well as the INNO1004 students study the topic entirely remotely.
• Session 1,7 and 12 you either come to class (time tabled classes 2-9) or login into the MSTeams live stream of the class (time tabled
classes 1, 10-16 and INNO1004) and actively participate/do your group-presentation via Microsoft teams, which will be streamed
into the classroom.
• Weeks 2,3,4,5,6,8,9,10,11 are interactive and project driven workshops delivered online for all INNO students (NOT IN CLASS), only
via Collaborate and Microsoft Teams.
| S2 2020 INNO Timetable | |||||
| Time | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
| 8.00 | INNO1001 (6) Room TON 2.21 8.00-11.00 |
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| 9.00 | INNO1001 (7) Room TON 2.21 9.00-12.00 |
INNO1001 (2) Room TON 2.21; 09.00-12.00 |
INNO1001 (9) Room TON 2.21; 09.00-12.00 Dance |
INNO1001 (5) Room TON 2.21 9.00-12.00 |
|
| 10.00 | |||||
| 11.00 | INNO1001 (8) Room TON 2.21 11.00-14.00 Costume |
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| 12.00 | INNO1003 Room TON 2.21 12.00-15.00 |
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| 13.00 | INNO1001 (4) Room TON 2.21 13.00-16.00 |
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| 14.00 | INNO2004 Room TON 2.21 09.00-12.00 |
INNO3002 Room TON 2.21 14.00-17.00 |
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| 15.00 | |||||
| 16.00 | |||||
| 17.00 | |||||
| 18.00 | INNO1001 (1) Distance Learning 17.00-20.00 |
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| 19.00 | |||||
| 20.00 |
For next classes please note
1. Students in class: take one set of brown bags per group for next week challenge. Students
online if you are in a group with students from class you do not need to do anything. If you are
in a group with only online students one student is asked to collect the following items for next
week’s challenge:
• 20 sticks of uncooked spaghetti
• 1 meter of string
• 1 pair of scissors
• 1 marshmallow
2. You also need to have 1 meter or Sticky tape/masking tape and a ruler to measure for next
session.
3. A copy of the Wallet challenge for session 3 is available in digital format in the tools section on
FLO.
4. Everyone: start collecting articles related to your interest areas in News Papers and Magazines
(keep the newspapers and magazines) or online links for session 3
Show FLO
Topic Central for important files
Next week
• We will start in collaborate and will also
use Microsoft Teams.
• Microsoft Teams will be created for you
• Please make yourself familiar on how to
login and use collaborate and Microsoft
Teams. It is your responsibility to make
sure how it works, that your camera and
audio are working and that your internet
connection is fast enough.
• You may move to campus to use the fast
university internet if your home internet is
too slow/unreliable.
INNO1001 – a journey from problem to pitch
| Week | Commencing | Content |
| 1 | July 27 | The Innovation Imperative |
| 2 | August 3 | Building Creative Confidence |
| 3 | August 10 | Human Centered Design Thinking |
| 4 | August 17 | Solving the Right Problem – Individual Assignment: Impact Plan First individual Innovation challenge: Learning Plan due 1 hour before your workshop |
| 5 | August 24 | Empathise: Generating Insights |
| 6 | August 31 | Define: Framing the Innovation Challenge |
| 7 | September 7 | Ideate: Generating Solutions – In-class Progress Update; Group Assignment |
| 8 | September 14 | Ideate: Evaluating Solutions – In-class Progress Update; Group Assignment |
| Mid-Semester Break September 21st – October 2nd | ||
| 9 | October 5 | Prototype & Test: Validating Solutions – In-class Progress Update; Group Assignment |
| 10 | October 12 | Launch: Communicating with Impact In-class Progress Update; Group Assignment |
| 11 | October 19 | Launch: Preparing to Pitch In-class Progress Update; Group Assignment |
| 12 | October 26 | Launch: Final Pitch – Final Presentation, Group Assignment due in workshop |
| 13 | November 2 | No Class: Final Submissions on the same day as scheduled workshop Second individual Innovation challenge: Reflection |
Individual Assignment – Learning Plan
DUE 1 HOUR PRIOR TO
WORKSHOP 4
Format
Be creative but note that content matters more
than artistic quality!
DUE 1 HOUR PRIOR TO WORKSHOP 4
Articulate why you want to innovate, where
you want to have an impact, what skills you
need and want to build and how you are going
to do that? More info on slides in attachment
and assessment requirements, please prepare
for next week as we will go deeper into the
assignment.
Students will articulate an individual innovation learning plan that is focused on the Customer/User and
draws on the learning from the first three workshops, including the following elements:
My INNO Imperative
• Why Innovation matters to me?
• My Innovation Focus: Ikigai outcome and one (1)-minute (60 seconds only) Creative Video pitch about
your Customer/User Innovation Challenge and potential Solution
My INNO Competencies/Skills /Mindset Learning Plan
INNO is all about learning by doing. Building on your innovation Customer/User Challenge (see above),
choose TWO of the following Innovation competencies/skills/mindsets to practice and improve during the
semester (i.e. two focus competencies/skills/ mindsets):
Creativity/Originality; Initiative/Pro-activeness; Empathy; Growth Mindset; Opportunity Seeking and
Exploration; Complex problem solving; Public speaking, Speaking Up (in front of peers) /Active
Participation; Self-efficacy: confidence in ability to deal with novel situations, self-managing feelings of
discomfort, specifically in relation to creativity and failing within active learning strategies.
Plan and describe:
• How are you going to learn? Choose two focus innovation competencies/skills/ mindsets and explain
why you believe they need improvement.
• What experiments do you plan to design to help practice these skills while investigating your
Customer/User Innovation Challenge during the semester?
• Plan and explain how you will Show & Tell your results at the end of the semester (week 12) in second
individual assignment?
• Appendix and references
INNO is NOT education as usual
“Give the pupils something to do, not something to learn;
and the doing is of such a nature as to demand thinking;
learning naturally results.”
-John Dewey
https://www.youtube.com/watch?v=aF63HHVbpQ8
INNO is about experiential learning…..
You will not learn if you don’t reflect…..
You have to show
up ….9/12
workshops
“You’re most creative
when you work on
what you enjoy.”
-Shane Curry
So, where do I
start?
#1: Think about HOW you are smart
Multiple Intelligence Theory…
from
How Intelligent Are You
to
How Are You Intelligent
How are YOU
smart?
MUSICAL
• Enjoy music, singing, making
music, and playing an
instrument
• Ability to produce and
appreciate rhythm, pitch and
timber
• Sensitivity to sounds as well as
the emotions music conveys
TRY IT OUT!
• Listen to music while studying and
associate parts of a song with a
particular subject or material.
Then play that music before the
test.
• Create a rhyme or song for
material you want to memorize.
BODILY-KINESTHETIC
• Ability to use movement for
self-expression or to achieve a
goal
• Retain information by
associating it with movement,
like dance, acting and sports
TRY IT OUT!
• Perform a skit to act out
whatever you’re trying to learn.
• Stay active while learning, like
walking while reading a book, or
squeezing a stress ball when
memorizing facts.
INTERPERSONAL
• Ability to understand the
people around you and their
moods, motivations and goals
• Detection of how others feel
helps you respond
appropriately
• Good in understanding
situations and managing
conflict
TRY IT OUT!
• Give and get feedback.
• Work on projects in groups.
• Learn through mentoring or
tutoring.
INTRAPERSONAL
• Self awareness and
connectedness to who you are
and how you feel
• Know abilities and limits
• Ability to self reflect and set
goals for oneself
TRY IT OUT!
• Study alone in a quiet
environment.
• Reflect on what you’ve learned
and connect it to something
personal.
VERBAL-LINGUISTIC
• Well developed verbal skills
and a sensitivity to words and
their meanings
• Ability to express oneself
through words with writing,
reading, and speaking
TRY IT OUT!
• Ask questions.
• Use words to explain complicated
subjects.
• Use storytelling to remember a
concept or information.
LOGICAL-MATHEMATICAL
• Understand complex problems
• Ability to conceptualize the
relationship between symbols,
numbers and actions
• Capacity to discern logical or
mathematical patterns
TRY IT OUT!
• Turn what you’re trying to learn
into a puzzle or game.
• Organize information into an
outline so it’s logical and step by
step.
NATURALISTIC
• Understand living things and
able to apply scientific
reasoning to the world
• Ability to recognize and
categorize plants, animals and
other things in nature
TRY IT OUT!
• Observe and record data.
• Write about nature and people as
part of the assignment.
• Imagine the new material as an
ecosystem you’re studying.
VISUAL-SPATIAL
• Capacity to think in images and
pictures
• Understand the visual world
and its connection to physical
things
• Valuable in solving spatial
problems and in design
TRY IT OUT!
• Use art to represent the content
you’re learning.
• Draw related images next to your
notes.
• Organize topics with color.
#2: Find your WHY?
Finding your Ikigai,
Your Purpose and
reason for being
Have a try at doing yours.
How did you go?
Prep for Weeks 1 & 2
| ACTIVITY | WEEK 1 THEME: The Innovation Imperative WEEK 2 THEME: Building Creative Confidence |
| READ | • New Work Order Summary • Creativity vs. artistic ability |
| WATCH | • Humans Need Not Apply • Why people believe they can’t draw • Growth Mindset Introduction: What It Is, How It Works, and Why It Matters • Video next slide |
| ACTIVITIES & ASSIGNMENTS |
• Complete Ikigai workbook, this is part of your first assignment. Find workbook in tools section on FLO • Reflect on class and capture key insights and learning • Individual Innovation Challenge: Impact Plan • Read Assessment Guidelines • Start Innovation Impact Plan • Begin work on Innovation Imperative section |
World
Economic
Forum 2020
https://www.youtube.com/watch?time_continue=526&v=DY1j2drdl1w&feature=emb_logo
The
Innovation
Imperative
APPENDIX
INNO1001 – grading based on 4 criteria
| Inno Rubric | Level 4 (HD) Signature Strength | Level 3 (D) Emerging Strength | Level 2 (Credit) Growth Opportunity | Level 1 (Pass) Development Need |
Fail Reflection Opportunity |
| INNO Orientation Mindsets, attitudes, behaviours |
Exemplifies the mindsets, attitudes and behaviours needed to perform at an advanced level |
Demonstrates the mindsets, attitudes and behaviours needed to perform at an intermediate level |
Demonstrates the mindsets, attitudes and behaviours needed to perform at an adequate level |
Demonstrates the mindsets, attitudes and behaviours needed to perform at a basic level. |
Does not display required mindsets, behaviours and attitudes |
| INNO Toolkit Understanding of concepts, methodologies, tools, techniques |
Deep and sophisticated understanding of all concepts, methods and techniques. Critically evaluates and challenges established approaches and develops new interpretations Seeks out a broad spectrum of additional knowledge |
Sound understanding of most concepts, methods and techniques. Does not critically evaluate or challenge standard approaches and accepts conventional wisdom Some interest in expanding knowledge beyond prescribed content if personally relevant |
Understanding of a number of key concepts, methods and tools is adequate. Limited interest in expanding knowledge beyond prescribed content |
Understanding of concepts, methods and tools is basic. Little evidence of interest in expanding knowledge |
Does not demonstrate an understanding of relevant and assessable |
| INNO Practice Application of learning & outcomes |
Advanced ability to apply learning in practice. Can skilfully apply learning in complex situations Selects a broad range of relevant tools and concepts and applies these in creative ways to deliver novel, unique and robust innovation outcomes |
Intermediate ability to apply learning in practice. Can adequately apply learning in standard situations but is challenged by more complex contexts. Selects a standard range of relevant tools and concepts and applies these in conventional ways. Innovation outcomes lack novelty and originality |
Emerging ability to apply learning in practice. Struggles to apply learning outside simple situations. Selects some relevant concepts, methods and tools but application remains foundational. Outcomes do not stand up to robust investigation and innovation is weak |
Basic ability to apply learning in practice. Struggles to identify and apply relevant concepts, tools and methods in practice. Personal and project outcomes are of limited quality and lack innovation |
No evidence of ability to interpret and apply learning to individual, project or work context. Does not deliver outcomes |
| INNO Engagement Participation & active learning |
Proactive, original contribution. Assignments exceed requirements of assessment guidelines. Mindful engagement – space for others & sharing. Learning engagement is advanced and a signature strength |
Regular contribution may lack originality or situational awareness. Assignments meet most requirements of assessment guidelines. Meets deadlines Learning engagement is strong and can be built on |
Reactive though relevant contribution. Assignments meet many requirements of assessment guidelines but miss a number of key elements. Typically meets deadlines. Learning engagement is evident but requires further development |
Limited or random contribution. Assignments meet some requirements of assessment guidelines but in a superficial or limited manner. Deadlines often missed. Learning engagement is inconsistent and needs improvement |
Attendance below requirement and/or assignments do not meet requirements of assessment guidelines and/or persistently late submission |
Check topic outline and assessment guidelines
In INNO1001/INNO1004 we focus on the following Innovation Competencies, Skills and Mindsets and several sub-elements:
Innovation Competencies/Skills/Mindsets:
1. Creativity, Originality, Playfulness
2. Empathy, Initiative, Pro-activeness
3. Managing Discomfort and Risk-taking; Failure and Active Life-Long Learning
4. Growth Mindset
Sub elements:
1. Problem-solving and Ideation
2. Opportunity Seeking and Exploration
3. Public Speaking and Active Experiential Learning
4. Self-efficacy: confidence in ability to deal with novel situations, self-managing feelings of discomfort, specifically in relation to creativity and failing
within active learning strategies.
| Component | Weighting |
| 1. Individual Innovation (Customer/User) Challenge 1: Impact Learning Plan Innovation Competencies/Skills/Mindsets |
15% |
| 2. Individual Innovation Challenge 2: Reflection Learning Plan | 40% |
| 3. Group Innovation Challenge | 45% |
1. Individual Innovation Challenge No.1: Impact Learning Plan
DUE 1 HOUR PRIOR TO
WORKSHOP 4
Format
Be creative but note that content matters more
than artistic quality!
DUE 1 HOUR PRIOR TO WORKSHOP 4
Articulate why you want to innovate, where you
want to have an impact, what skills you need and
want to build and how you are going to do that?
Please familiarize yourself with assignment for
next week and prepare questions.
Check topic outline and assessment
guidelines for more details !
Students will articulate an individual innovation learning plan that is focused on the Customer/User and
draws on the learning from the first three workshops, including the following elements:
My INNO Imperative
• Why Innovation matters to me?
• My Innovation Focus: Ikigai outcome and one (1)-minute (60 seconds only) Creative Video pitch about
your Customer/User Innovation Challenge and potential Solution
My INNO Competencies/Skills /Mindset Learning Plan
INNO is all about learning by doing. Building on your innovation Customer/User Challenge (see above),
choose TWO of the following Innovation competencies/skills/mindsets to practice and improve during the
semester (i.e. two focus competencies/skills/ mindsets):
Creativity/Originality; Initiative/Pro-activeness; Empathy; Growth Mindset; Opportunity Seeking and
Exploration; Complex problem solving; Public speaking, Speaking Up (in front of peers) /Active
Participation; Self-efficacy: confidence in ability to deal with novel situations, self-managing feelings of
discomfort, specifically in relation to creativity and failing within active learning strategies.
Plan and describe:
• How are you going to learn? Choose two focus innovation competencies/skills/ mindsets and explain
why you believe they need improvement.
• What experiments do you plan to design to help practice these skills while investigating your
Customer/User Innovation Challenge during the semester?
• Plan and explain how you will Show & Tell your results at the end of the semester (week 12) in second
individual assignment?
• Appendix and references
2. Individual Innovation Challenge No.2: Reflection
DUE 1 WEEK AFTER
SESSION 12 WORKSHOP
Format
Be creative but note that content
matters more than artistic
quality!
Check topic outline and
assessment guidelines for more
details!
| 1. Students will reflect on the original Individual Innovation Learning Plan they submitted in week 4 and the Show and Tell results of the learning experiments. 2. Students are expected to use the Rolfe Reflection Model (see assessment requirements) to reflect on the original plan and learning experiments they completed during the semester, and are expected to the identify key insights, learning outcomes and progress. 3. Students are expected to reflect on and assess their individual contribution to Group Innovation Challenge. |
| There are three parts in your reflection: | |
| 1. | Reflect on Experiments WHAT? Analyse and reflect on your experiments to improve your TWO innovation focus Skills/Mindsets. Go back to your first assignment and follow up on the feedback from your teacher: what did you do with that feedback? What did you end up doing? (What?) |
| 2. | Show and tell results and analysis, what next? (So What and Now What) Analyse your Innovation problem solving journey and particular the success or failure of your learning experiments. Deliver proof of outcomes, like for example skill/mindset performance improvement in video, pictures, testimonials etc. Why did you choose your planned learning experiments, and did they work? Did you change your experiments, why? Did you dig deeper (secondary and primary research) into the kind of experiments needed to improve on the particular innovation skill/mindset? What does the science literature tell us about how other people have made skill improvements in your chosen skills? Use the design thinking framework to analyse your learning and explain how creativity and ideation helped to prepare a new experiment: What are the differences between first and second experiment and what are your conclusions on your improvements? What next? |
| 3. | Conclude with reflection on your entire learning journey using the Rolf model in table beneath: What, So What, Now What? |
3. Group Innovation Challenge
FINAL PRESENTATION AND
SUPPORTING MATERIALS DUE IN
SESSION 12 WORKSHOP
Check topic outline and
assessment guidelines for more
details!
| Diversity, collaboration and teamwork are essential to creative thinking and innovation. In addition to the individual challenge, students will work in teams on a group innovation challenge. The Group Innovation Challenge requires students to: • Identify a problem worth solving (environmental scanning) • Explore the problem using human-centred design research techniques e.g. 5 Whys, stakeholder maps, empathy interviews, secondary research and identify key user insights (Saturate & Group/Download & Big 5) • Define the user Point of View problem statement and frame the specific “How Might We” innovation challenge • Generate solutions using ideation techniques, surface & test assumptions, evaluate desirability, feasibility and viability and generate a unique Value Proposition statement • Prototype and test final solution and value proposition • Design and deliver an engaging video and team presentation pitch (2-3 minutes) at the end-of-semester in week 12. The Group Innovation Challenge allows for hands-on application of all concepts learned throughout the course. Grading is based on the final project pitch presentation during the week 12 Workshop. Each group will deliver a 7–10-minute Presentation that includes a 2-3-minute pitch Video in Week 12. • The Group Challenge pitch should provide an engaging, persuasive and credible story that provides a synopsis of the problem, solution and unique value proposition and demonstrates persuasive communication skills that generate buy-in from an audience. • Each team must submit their presentation slides with narrative(script) and accompanying background details on the work carried out (this is not a report). • Each team member must submit a Peer-to-Peer Review of individual team members and their performance. • This Peer-to-Peer Review feedback is factored into group grading and is used to adjust grades for individuals where appropriate. • This final assignment allows for hands-on application of all concepts learned throughout the topic The final Presentation, 2-3-minute Video and any supporting materials must be submitted for grading at the end of week 12 Workshop. One team member will be responsible to uploading the Presentation, Video and Support Materials into FLO on behalf of their team. |
Individual Assignments 1 &2 – Grading details
| Competency = Orientation + Toolkit + Practice + Engagement | Key Assessment Items – Learning Plan Reflection Challenge 2 |
| INNO Orientation: Focuses on the mindsets, attitudes and behaviours that support Innovative & Creative Thinking. |
• As per Impact Plan above • Team work & collaboration (group challenge) |
| INNO Toolkit (Content): Focuses on the understanding of concepts, methodologies, tools and techniques relevant to Innovative & Creative Thinking. |
• As per Impact Plan above • Rolfe reflection model • Group Innovation Challenge reflection and self-assessment |
| INNO Practice (Application & Outcomes): Focuses on the practical application of concepts, methodologies, tools and techniques to deliver Innovative & Creative Thinking outcomes. |
• As per Impact Plan above • Rolfe reflection model • Group Innovation Challenge reflection and self-assessment |
| INNO Engagement: Focuses on individual engagement e.g. topic participation, degree of effort, submission of requirements etc. |
• Constructive class participation and contribution • Meets assignment requirements and deadlines • Takes initiative and accountability – owns personal learning |
| Competency = Orientation + Toolkit + Practice + Engagement | Key Assessment Items – Learning Plan Challenge 1 |
| INNO Orientation: Focuses on the mindsets, attitudes and behaviours that support Innovative & Creative Thinking. |
• Innovation Imperative • Growth Mindset • Creative Confidence & Behaviours • Experiential learning and reflection • Innovation skills and competencies |
| INNO Toolkit (Content): Focuses on the understanding of concepts, methodologies, tools and techniques relevant to Innovative & Creative Thinking. |
• Ikigai • Creative Thinking: Divergent & Convergent Thinking • Problems Worth Solving • Human Centered Design Thinking |
| INNO Practice (Application & Outcomes): Focuses on the practical application of concepts, methodologies, tools and techniques to deliver Innovative & Creative Thinking outcomes. |
• Creative Portrait Challenge • Design Thinking Crash Course • Newspaper Challenge |
| INNO Engagement: Focuses on individual engagement e.g. topic participation, degree of effort, submission of requirements etc. |
• Constructive class participation and contribution • Meets assignment requirements and deadlines • Takes initiative and accountability – owns personal learning |
Group Assignment – Grading details
| Competency = Orientation + Toolkit + Practice + Engagement | |
| INNO Orientation: Focuses on the mindsets, attitudes and behaviours that support Innovative & Creative Thinking. |
• Growth Mindset • Collaboration, participation & team work • Flexibility & resilience • Action orientation • Innovation Imperative • Growth Mindset • Creative Confidence & Behaviours • Experiential learning and reflection • Innovation skills and competencies |
| INNO Toolkit (Content): Focuses on the understanding of concepts, methodologies, tools and techniques relevant to Innovative & Creative Thinking. |
• Ikigai • Creative Thinking: Divergent & Convergent Thinking • Problems Worth Solving • Human Centered Design Thinking • Reflection and self-assessment, Rolfe reflection model Design Thinking: • Solving the Right Problem; Problem Finding, Environmental Scanning, PESTLE • Explore & Empathise; Stakeholder Mapping, 5 Whys, Human Centered Design Research, particularly empathy interviews, Insight Gathering and Analysis/Saturate & Group • Define: user Point of View problem statement & How Might We innovation challenge • Ideate: Ideation Techniques, Innovation Sweetspot evaluation, Assumption Matrix, Value Creation & unique Value Proposition • Prototype & Test; Prototyping, User-Testing • Launch; Communicating with Impact, Storytelling & Pitching |
| INNO Practice (Application & Outcomes): Focuses on the practical application of concepts, methodologies, tools and techniques to deliver Innovative & Creative Thinking outcomes. |
• Newspaper Challenge • Weekly project tasks • In-Class Share & Feedback • Final Pitch Video & Presentation Outcomes: clear user Point of View, How Might We, innovative and tested solution, clearly articulated value proposition, impactful pitch, collaborative effort |
| INNO Engagement: Focuses on individual engagement e.g. topic participation, degree of effort, submission of requirements etc. |
• Constructive group participation and contribution • Meets assignment requirements and deadlines • Takes initiative and accountability – owns personal learning |
