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Design Thinking Action Lab

Design Thinking Action Lab
All humans are born as creative beings, but as we grow up, school and work offer few opportunities to cultivate and apply our creativity. At Stanford’s Hasso Plattner Institute of Design - known as the d.school - students of all disciplines learn the design thinking process as a methodology for creative and human-centered problem solving that empowers them to collaborate across disciplines and tackle the world’s biggest challenges. In this experiential course - free and open to all - you will learn the design thinking process by tackling a real world innovation challenge. As preparation for each stage of the challenge, you will explore the main design thinking concepts through short videos, each paired with brief activities to practice relevant methods and approaches. There will be one weekly assignment reporting on your progress, as well as weekly Google hangouts with the instructor. Empathize: understanding the needs of those you are designing for. Workload. Prerequisites. « Less Related:  Methods + SW

The Art of Data Visualization: How to Tell Complex Stories Through Smart Design The volume of data in our age is so vast that whole new research fields have blossomed to develop better and more efficient ways of presenting and organizing information. One such field is data visualization, which can be translated in plain English as visual representations of information. The PBS “Off Book” series turned its attention to data visualization in a short video featuring Edward Tufte, a statistician and professor emeritus at Yale, along with three young designers on the frontiers of data visualization. Titled “The Art of Data Visualization,” the video does a good job of demonstrating how good design—from scientific visualization to pop infographics—is more important than ever. In much the same way that Marshall McLuhan spoke about principles of communication, Tufte talks in the video about what makes for elegant and effective design. What does Tufte mean by this? For those of us who aren’t designers, it’s refreshing to consider the elements of good visual story-telling.

Thomas Villeneuve: Le Design Thinking, pour innover au-delà de la technologie! VIE PROFESSIONNELLE - Thomas Villeneuve & Victor Mustar chez Helixa, cabinet de conseil en stratégie et innovation. L'entreprise doit aujourd'hui changer de siècle. Face à une crise de toute évidence structurelle et de nouvelles règles du jeu dictées par le monde connecté, elle est en pleine transition des modèles. L'innovation est son principal outil, la réduction des coûts n'étant pas une solution. Mais la conception de l'innovation a changé. L'innovation ne se limite plus simplement à la technologie, elle concerne les services, les business models, les manières de communiquer, de distribuer, de vendre... Durant les dernières décennies, les designers ont multiplié les projets, dans le même mouvement ils ont transformé leur discipline. Comment définir le design thinking ? IDEO est une entreprise internationale de design fondée dans la Silicon Valley employant près de 600 personnes avec des bureaux dans de nombreuses capitales. Comment implanter le design thinking dans une organisation ?

Developing Innovative Ideas for New Companies: The First Step in Entrepreneurship About the Course #1 Entrepreneurship Course on Coursera* #3 Overall Business Course on Coursera* *CourseTalk's "Top Rated" MOOCs (October, 2014) This course assists aspiring entrepreneurs in developing great ideas into great companies. Using proven content, methods, and models for new venture opportunity assessment and analysis, students will learn how to enhance their entrepreneurial mindset and develop their functional skill sets to see and act entrepreneurially. With this course, students experience a sampling of the ideas and techniques explored in the University of Maryland's Online Master of Technology Entrepreneurship. Course Syllabus Week One: Entrepreneurial Perspective What is entrepreneurship? Week Two: Entrepreneurial Mindset, Motivations and Behaviors Entrepreneurial mindsetEntrepreneurial motivationsEntrepreneurial behavoirsRisk taking in entrepreneurial decision-makingRisk, uncertainty, and stakeholder involvement Week Three: Industry Understanding Recommended Background Yes!

REDlab- Research in Education & Design Shelley Goldman Shelley Goldman studies learning in and out of school, and applies findings to the development of teaching and learning environments. Goldman's work focuses on creating opportunities for rich math learning, and understanding how design thinking and technologies can increase access to and transform learning. Maureen Carroll Maureen Carroll, Ph.D., is the Research Director of REDlab, a partnership between Stanford University's School of Education and the Hasso Plattner Institute of Design (d.school). Megan Luce Megan Luce, Ph.D., is a research associate contributing to REDlab’s strand of research on family science learning in informal and casual contexts. Tim Huang Tim Huang is a co-terminal master's student in Curriculum Studies and Teacher Education. Zaza Kabayadondo Zaza Kabayadondo is a fifth year PhD student in Learning Sciences and Technology Design, with a cross-specialization in Anthropology. Molly Bullock Tanner Vea Bernie Roth Susie Wise Sheri Sheppard Adam Royalty

SCAN and Causal Layered Analysis How do we make sense of story – the stories and narratives and anecdotes that people tell each other and themselves about their world? How can we link between the layers of story to help us make sense of some broader picture, or to derive a clearer view of some desired future? (This is a post I’d promised a colleague a long time back – this is me at last completing on that promise! One of the tools I often use for this purpose is Sohail Inayatullah’s Causal Layered Analysis (CLA). CLA describes narrative in terms of four distinct layers: – At the surface is the litany, the world of the tabloid-newspaper, the everyday of ‘the world as it should be’ – or, more often, the ‘litany of complaint’ that it’s not ‘as it should be’. – Beneath this is the systemic layer, the layer of social causation. – Beneath this again is the worldview layer – the stories and narratives through which we decide what is ‘relevant fact’ and what is not. Also interesting (to me, at least Over to you, if you wish?

Helixa - Innovation / Strategy / Design - EN Kio Stark » Don’t Go Back to School excerpt School is broken and everyone knows it. Public schools from kindergarten to graduation have been crumbling for decades, dropout rates are high, and test scores are low. The value—in every sense—of a college education and degree is hotly contested in the news every day. Students face unprecedented debt in an economy with a dwindling middle class and lessening opportunities for social mobility. This has a significant effect on lives and on the economy itself. The student debt crisis reaches through every facet of people’s lives. This book is a radical project, the opposite of reform. Because while you don’t have to go to school to learn, you do have to figure out how to get some of the things that school provides. I speak from experience. My third year, on the other hand, was bliss. Years later, I ran into a young, successful woman who was known for hosting a popular monthly salon on art and technology and for her work as a blogger for a cultural institution.

- PEOPLE Kenneth Bailey, Sector Organizing and Strategy Lead Kenneth started his activism in the early eighties as a teenager, working in his neighborhood for tenants’ rights and decent housing, targeting the St. Louis Housing Authority. He went on to work for COOL, a national campus-based student organizing program, and then moved to Boston where he worked for the Ten Point Coalition, Interaction Institute for Social Change, and Third Sector New England, as well as being on the Board for Resource Generation.Most recently he has been a trainer and a consultant, primarily on issues of organizational development and community building. Lori Lobenstine, Program Design Lead Lori grew up in a family of community and union organizers, and decided early on that working with youth was her passion and her route to creating change. Ayako Maruyama, Creativity Lab Design Lead Inspired by her parents at an early age, Ayako is dedicated to working in the social sector. Kiara Nagel Najma Nazy'at Judith Leemann

IRI 2038 Futures Study Launch Date: May 2012 Wrap-up Date: November 2013 As part of IRI’s 75th Anniversary Celebration (2013) IRI commissioned the IRI2038 project, a futures initiative designed to answer the following two questions: How will possible future developments and events impact the art and science of research and technology management over the next 25 years? How can IRI best serve its membership in these possible futures? The primary output of the project is twofold: four plausible, yet provocative scenarios about the future of R&D and innovation management and the results of a backcasting exercise designed to help R&D practitioners prepare for these scenarios. The Scenarios Africa Leapfrogs Developed Countries - An inability to build new capacity in the developed world due to increasing environmental regulations creates a new flexible and localized manufacturing process. Backcasting Africa Leapfrogs Developed Countries Backcasting Summary Discovery Extrapolation The Extrapolation Phase included: Planning

Design Thinking – Business Innovation The $10,000 Technology Degree Everyone knows that the tech industry is a good one to be in these days. Information Technology is in the top-20 projected fastest growing industries in the United States between 2010 and 2020, with 4% annual growth, according to the federal government. Occupations across the industry from computer programmers to software developers and systems analysts have high annual earnings, in the $70-$95,000-a-year range. But the best-kept secret in the business is that to nab one of these fast-growing, high-paying jobs, you really don't need a diploma. Believe it or not, only about one in four workers in the industry have a four-year degree in computer science, and a hefty 36% of IT workers do not hold a college degree at all. Google's Senior VP of "people operations," Laszlo Bock, recently told the New York Times: That said, being a self-taught programmer has its pitfalls. So you want to work in tech--even at Google--but skip paying the bill at Caltech or Columbia. Online Offline Also Check Out

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