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Marissa Mayer's 9 Principles of Innovation

Marissa Mayer's 9 Principles of Innovation
"There are two different types of programmers. Some like to code for months or even years, and hope they will have built the perfect product. That's castle building. Companies work this way, too. Apple is great at it. I tell them, 'The Googly thing is to launch it early on Google Labs and then iterate, learning what the market wants--and making it great.' "We have this great internal list where people post new ideas and everyone can go on and see them. "Since around 2000, we let engineers spend 20% of their time working on whatever they want, and we trust that they'll build interesting things. "Eric [Schmidt, CEO] made this observation to me once, which I think is accurate: Any project that is good enough to make it to Labs probably has a kernel of something interesting in there somewhere, even if the market doesn't respond to it. "People are blown away by the information you can get on MOMA, our intranet. "I used to call this 'Users, Not Money.' "This is one of my favorites. Related:  InnovationTweak

The Science of Great UI Driving to the airport, I stop to fill my car with fuel. I look at the pump and see the buttons shown in Figure 1. On the left button, the word Regular has been all but destroyed by people pushing it repeatedly in hopes of getting a response. I, too, push that big yellow Regular button for a while until I spot the relatively tiny Push Here button below, which has apparently been deemed insufficient by the masses. I park the car, walk to the bus that will take me to the airport terminal, and on the way see the well-worn path that Figure 2 shows. Inside the airport, I step into an elevator and saw the three buttons to select a destination, labeled CONCOURSE, RAMP, and TRAIN. The world is filled with evidence that people prefer to move and think efficiently. Unlike in the physical world, in software it usually isn't so easy to see where your customers would like greater efficiency. But how can we get it right? Why Bother? Is UI Subjective? Physical motion is easy to measure. Proximity.

Twine / An open-source tool for telling interactive, nonlinear stories untitled Ellen Domb, Ph.D. The TRIZ Institute, 190 N. Mountain Ave., Upland, CA 91786 USA (909)949-0857 FAX (909)949-2968 e-mail ellendomb@compuserve.com Introduction: A basic principle of TRIZ is that a technical problem is defined by contradictions. The benefit of analyzing a particular innovative problem to find the contradictions is that the TRIZ patent-based research directly links the type of contradiction to the most probable principles for solution of that problem. Figure 1. Contradictions: TRIZ defines two kinds of contradictions, "Physical" and "Technical". Definitions: Technical contradictions are the classical engineering "trade-offs." The product gets stronger (good) but the weight increases (bad) The bandwidth increases (good) but requires more power (bad) Automotive examples are easy to construct: Air bag examples of technical contradictions are found in the technology and in the social problems that surround the entire passenger protection situation. Figure 2. Figure 3. Principle 21.

Twine, the Video-Game Technology for All Photo Perhaps the most surprising thing about “GamerGate,” the culture war that continues to rage within the world of video games, is the game that touched it off. Depression Quest, created by the developers Zoe Quinn, Patrick Lindsey and Isaac Schankler, isn’t what most people think of as a video game at all. Continue reading the main story By Porpentine By Dan Waber By Porpentine By Zoe Quinn, Patrick Lindsey and Isaac Schankler By Porpentine By Lydia Neon By Anna Anthropy By Javy Gwaltney By Porpentine By Porpentine and Brenda Neotenomie Although Quinn expected negative reactions to the game, things became frightening this summer after she released the game through Steam, a prominent (and mainstream) gaming platform. Quinn had created graphically oriented games before, including the satirical Ghost Hunter Hunters. “When you have trauma,” Porpentine says, “everything shrinks to this little dark room.” “I get really polarized reactions,” Porpentine said in Oakland.

Bill Gross IdeaLabs a different kind of incubator Bill Gross has started over 75 companies and invested in many more. Thirty five of his companies have been acquired and 8 have gone the IPO route. Some of those companies include; Goto.com, Overture, CitySearch, NetZero, Tickets.com, CarsDirect.com, Shopping.com, eToys, Compete, Picasa (acquired by Google), InsiderPages, WeddingChannel.com, eSolar, Duron Energy, dotTV, Desktop Factory, Evolution Robotics, and UberMedia. Bill started IdeaLabs in 1996, long before the idea of startup incubators was popular. You have to know Bill to understand why IdeaLabs was necessary. Bill has started 75 companies, and wants to start more. Check out this interview with Bill Gross on my recent trip to IdeaLabs. IdeaLabs is located in Pasadena, California in a 45,000 s.f. building. IdeaLab Infrastructure - Everything you need to start and build a company; Engineering, Designers, HR, Recruiters, Finance, Legal, PR, office admin, photo/video services, etc. Want to help start a company?

How the Brain Learns—A Super Simple Explanation for eLearning Professionals How the Brain Learns—A Super Simple Explanation for eLearning Professionals In his book, The Art of Changing the Brain, Dr. James Zull , notably suggested how David Kolb's famous four-phase model of the learning cycle can be mapped into four major brain processes. He believed that better understanding the learning processes that occurs in the brain encourages a more flexible approach to learning. It does, by extension, help us become better eLearning developers and learners. After all, it's what's going on in the learners' brains that matters the most. To grasp Zull's suggestion, you have to know first the four stages of Kolb's learning cycle. Concrete Experience: This is when learners encounter a new learning experience Reflective Observation: Learners reflect on the experience Abstract Conceptualization: Think/Study (learn from the experience)Active Experimentation: Applying and trying out what was learned Note that this is a recurrent four-stage process which, according to Dr.

TRIZ - What Is TRIZ? By Katie Barry, Ellen Domb and Michael S. Slocum Projects of all kinds frequently reach a point where all the analysis is done, and the next step is unclear. The project team must be creative, to figure out what to do. TRIZ is a problem solving method based on logic and data, not intuition, which accelerates the project team's ability to solve these problems creatively. TRIZ is spreading into corporate use across several parallel paths – it is increasingly common in Six Sigma processes, in project management and risk management systems, and in organizational innovation initiatives. TRIZ research began with the hypothesis that there are universal principles of creativity that are the basis for creative innovations that advance technology. Somebody someplace has already solved this problem (or one very similar to it.)Creativity is now finding that solution and adapting it to this particular problem. The research has proceeded in several stages during the last sixty years. About the Authors:

Brain-based Learning Definition This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur. Please note: since this article was published, Geoffrey and Renate Caine, leaders in brain-based learning research, have modified their principles on the topic. Discussion People often say that everyone can learn. The core principles of brain-based learning state that: The three instructional techniques associated with brain-based learning are: Orchestrated immersion–Creating learning environments that fully immerse students in an educational experienceRelaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environmentActive processing–Allowing the learner to consolidate and internalize information by actively processing it How Brain-Based Learning Impacts Education Curriculum–Teachers must design learning around student interests and make learning contextual. Reading

TRIZ for Solutions Ellen Domb, Ph.D. The PQR Group, 190 N. Mountain Ave., Upland, CA 91786 (909)949-0857 Fax (909)949-2968 E-mail: EllenDomb@compuserve.com This paper was first presented at the Invention Machine Users Group Conference, Feb. 3-4, 1997, in New Orleans, LA USA. TRIZ as practiced in the late 1990's is a large, complex system consisting of a wide variety of tools and techniques. Practioners appreciate that the richness of TRIZ is the result of research that has been conducted by various organizations, and that the benefits of TRIZ-solving difficult technical problems very quickly-are best realized by those who can apply many of the TRIZ tools to the same problem, then combine the results for breakthrough problem solutions. Beginners, however, find this richness overwhelming. The people who are looking for TRIZ training are our customers: Engineers & technical managers Product development teams Manufacturing teams Inventors Strategic planners They have 3 very explicit "Customer Requirements"

Neuro Myths: Separating Fact and Fiction in Brain-Based Learning New research on educational neuroscience tells us how kids learn -- and how you should teach. Credit: iStockphoto You've surely heard the slogans: "Our educational games will give your brain a workout!" Or how about, "Give your students the cognitive muscles they need to build brain fitness." And then there's the program that "builds, enhances, and restores natural neural pathways to assist natural learning." No one doubts that the brain is central to education, so the myriad products out there claiming to be based on research in neuroscience can look tempting. With the great popularity of so-called brain-based learning, however, comes great risk. Still, there are some powerful insights emerging from brain science that speak directly to how we teach in the classroom: learning experiences do help the brain grow, emotional safety does influence learning, and making lessons relevant can help information stick. So what's an educator to make of all these claims? Standards of Proof Myth Busting

Design for interruption We used to design for the web. At first, this was just electronic print, but we realized it should be interactive; then personalized. Today, more people access the world through mobile devices. Designers are trying to teach clients that you can’t mouse-over or right-click on a tablet—and you can’t swipe well on a computer. “Mobile first!” they cry. Not so fast. This is the trend we see with Siri, as well as Google Now and Field Trip. Techstars’ Brad Feld nailed this in a March, 2010 post entitled Email is still the best login, and Fred Wilson calls email social media’s secret weapon. But do it too often, or for unimportant reasons, and you’re the app that cried wolf. Saying “mobile first” is wrong. Mobile isn’t the point. We don’t call interruption an interface, really. Ask yourself: how often do you say, “I should go on Facebook”? Stop worrying about taps, screens, or swipes.

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