SESSION 6 - Distill cAPSTONE rSEEARCH PROJECT SLIDES
- 2. Sleeping Taking a shower listening to music Exercising Walking away Meandering WAYS TO DISTILL IDEAS 1 - Creative Pause
- 3. Did you have a good sleep? Did you dream of anything? CREATIVE PAUSE - deliberate interruption of your consciousness flow of thoughts as you attempt to solve a problem or come up with creative solutions (Hugh,2011)
- 4. 1. Proceed to your group’s wall. Read all the ideas written on the sticky notes. 2. Then WANDER AROUND THE ROOM BUT NEVER IN SQUARES while thinking about what you read. 3. Choose 2 “ideas” (sticky notes) from your group’s wall. Hold one with your right hand and the other with your left hand. 4. Go back to your table while thinking about the idea ON ONE HAND AND THEN ON THE OTHER HAND. INSTRUCTIONS
- 5. 5. Pick a partner from your group. With each of you holding 2 ideas with your hands, PUT TWO AND TWO TOGETHER by combining all 4 ideas into ONE SUPER IDEA. This SUPER IDEA could be an innovative product or optimized process/service (iPOPS) 6. Write this SUPER IDEA on a new sticky note. (Each group should have 2 SUPER IDEAS.) Super Idea Super Idea INSTRUCTIONS
- 6. 7. Combine the two SUPER IDEAS to form one GRAND IDEA that could be an innovative product or optimized process/service (iPOPS) Write it on another sticky note. Super Idea Super Idea Grand Idea INSTRUCTIONS
- 7. • Enacting metaphors for creativity enhances creative problem solving (fluency, flexibility, and/or originality) (Leung et al., 2012) On one hand … on the other hand Think outside the box Using Embodied Metaphors 2 - Embodied Cognition
- 8. ”The literal and abstract meanings of some conceptual metaphors may become intertwined to such an extent that the metaphors themselves achieve a physical reality of their own” (Shubert, 2015 as cited in Leung et al., 2012) Using Embodied Metaphors 2 - Embodied Cognition
- 9. • Embodied representations may enhance STEM learning by improving spatial cognition, which is strongly linked to entrance and performance in STEM disciplines (Weisberg and Newcombe, 2017) Using Manipulatives 2 - Embodied Cognition D
- 10. Explain how you would build the structure from flat layers of Play-Doh and describe the resulting section “Penetrative Thinking plays an important role in effforts to improve retention and promote acievement in geosciences, specifically and more generally across STEM domains (Atit, Gagnier, and Shipley, 2015) Using Gestures 2 - Embodied Cognition
- 11. Other Kinesthetic Strategies • Mimicking movement of physical systems (Thomas and Lleras, 2009) 2 - Embodied Cognition
- 12. Mind and body experience seemingly contradictory states Vehicle – camel grass - sugarcane Vegetable – garlic chair - tricycle Clothes – handbag vase – ice cream cone Funiture – telephone medicine-monggo seed MBD creates a sense of incoherence which motivates individuals to expand their cognitve categories and embrace atypical exemplars which in turn could lead to creative problem solving Mind-Body Dissonance (Huang and Galinsky, 2011) 2 - Embodied Cognition Other Kinesthetic Strategies
- 13. Subjects solved anagrams significantly faster when supine than when standing. Insight may be influenced by body posture. Thinking on your back: Supine vs Standing Position (Lipnicki and Byrne, 2005) Other Kinesthetic Strategies 2 - Embodied Cognition
- 14. 3. Idea Box (Divergence – Convergence Duality) • Focus on a problem • Group diverge and ideate on its parameters • List variations or options under each parameter • Group converge and choose the top, most interesting or intriguing option
- 15. The Magic “Synthesis” • How Creativity Works in the Brain (Santa Fe Working Group, 2015) – The magic synthesis in the brain happens when ideas are brought together in a way necessary for creativity – The brain has to be both divergent and convergent, perhaps at the same time. https://www.arts.gov/publications/how-creativity-works-brain 3. Idea Box (Divergence – Convergence Duality)
- 16. 4. Hurson’s Production Thinking Model
- 18. 2 - McKinsey’s 7S Model What structure do we need to execute the proposal? What is the chosen solution? What system supports the structure and facilitates the strategy? What skills do we need to execute the proposal? Who will be involved in the execution of the proposal? How is the project going to be managed? What is the principle belief that guides the project?
- 19. 3. Decision Frame and Out-of-the Box Thinking by MIT’s Sloan Management Review
- 20. 4 - Gamestorming’s Attractiveness Map http://gamestorming.com/category/games-for-decision-making/ GOLD MINE MOON SHOT QUICK WIN QUESTIONABLE low mid high super high CHALLE NGE POTENTIAL low mid high super high
- 21. 6 - Roger’s Innovation - Decision Process Perceived characteristics Of the innovation 1. Relative advantage 2. Compatibility 3. Complexibility 4. Triability 5. Observability
- 22. 7 – Step Up Strategy What I see myself/our team doing is… What I see myself/our team doing is… What I see myself/our team doing is… What I see myself/our team doing is… FINAL OUTPUT
- 23. To come up with a solution Creative Pause Embodied Cognition Idea Box (Divergent-Convergent) Hurson’s Production Model To test your solution SWOT Analysis McKinsey’s 7s Model Decision Frame Out-of-the-Box Thinking Gamestorming’s Attractiveness Map Roger’s Decision-Innovation Theory Step-Up Strategy
- 24. References • Atit, K., Gagnier, K., & Shipley, T. F. (2015). Student gestures aid penetrative thinking. Journal of Geoscience Education, 63(1), 66-72. • Dyson, R. G. (2004). Strategic development and SWOT analysis at the University of Warwick. European journal of operational research, 152(3), 631-640. • Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267-272. • How Creativity Works in the Brain. Retrieved from: https://www.arts.gov/publications/how-creativity-works-brain • Hugh,G. (2011). The creative pause. https://hughgarry.typepad.com/hugh_garry/2011/10/the-creative-pause.html • Huang, L., & Galinsky, A. D. (2011). Mind–body dissonance: Conflict between the senses expands the mind’s horizons. Social Psychological and Personality Science, 2(4), 351-359. • Kirk, E., & Lewis, C. (2017). Gesture facilitates children’s creative thinking. Psychological science, 28(2), 225-232. • Leung, A. K. Y., Kim, S., Polman, E., Ong, L. S., Qiu, L., Goncalo, J. A., & Sanchez-Burks, J. (2012). Embodied metaphors and creative “acts”. Psychological science, 23(5), 502-509. • Lipnicki, D. M., & Byrne, D. G. (2005). Thinking on your back: solving anagrams faster when supine than when standing. Cognitive Brain Research, 24(3), 719-722. • Thomas, L. E., & Lleras, A. (2009). Swinging into thought: Directed movement guides insight in problem solving. Psychonomic bulletin & review, 16(4), 719-723. • Weisberg, S. M., & Newcombe, N. S. (2017). Embodied cognition and STEM learning: overview of a topical collection in CR: PI. • https://open.buffer.com/shower-thoughts-science-of-creativity/ • https://www.inc.com/kevin-j-ryan/worst-innovations-2018.html