Conference Agenda

Session
Short 3: Teaching Design Creativity
Time:
Thursday, 27/Aug/2020:
2:05pm - 2:40pm

Session Chair: Niccolò Becattini
Location: Online

Presentations

Forcing Creativity in Agile Innovation Processes through ASD-Innovation Coaching

Albert Albers1, Carsten Hahn2, Manuel Niever2, Jonas Heimicke1, Florian Marthaler1, Markus Spadinger1

1Karlsruhe Institute of Technology, Germany; 2University of Applied Sciences Karlsruhe, Germany

The challenge to handle uncertainties as well as a rapidly changing and challenging environment in product development is increasingly faced by implementing agile approaches into the companies’ organization. To foster the goal of agility in product development processes the approach of ASD-Innovation Coaching helps organizations to leverage their innovation potential. This research defines the concept of ASD-Innovation Coaching, which enables product development teams to introduce and deepening their competencies into an agile and structured innovation process with the aim of implementing a degree of agility that is appropriate to the complexity of the task to be accomplished. The necessary activities of an ASD-Innovation Coach are described and located contentwise in order to enable problem-solving teams in agile development projects of ASD - Agile Systems Design. Coaching the team with a deep understanding of the technical system and agile approaches fosters systematic agility and generates increased creativity into development projects.



On the design of playful training material for information security awareness

Johan Lugnet, Åsa Ericson, Martin Lundgren, Johan Wenngren

Information Systems, Luleå University of Technology, Sweden

This paper presents the rationale for the design of a card deck game sustaining information security training. The efforts have followed design thinking, been inspired by an approach for problem-based learning, and used gamification. The card deck game primarily aims to support entrepreneurs in small and medium-sized manufacturing companies, heading towards the introduction of digital services, yet is also useful for anyone to practice risk awareness. Information security, here in short representing the efforts to protect information and mitigate risks to uphold confidentiality, integrity and availability, is by SMEs often seen as a technical problem, but is depending on human behaviour. Literature on security training, emphasises the relevance of interpersonal dialogues and reflection, such reflection is not supported by traditional education, as for instance reading theory and answering questions. The application of gamification has shown to increase awareness, where the play becomes an eye-opener to progress focused dialogues and learning.



Bridging Design Thinking and EntreComp for Entrepreneurship Workshops: A Learning Experience

Duncan Campbell1, Gerasimos Balis2, Bijan Aryana3

1Lancaster University, United Kingdom; 2University of Bristol, United Kingdom; 3Chalmers University of Technology, Sweden

Design Thinking (DT) is commonly used in Entrepreneurship Education, however it’s capacity to support entrepreneurial competencies has not been explored sufficiently. In this study, we used a multi-method approach to gain an in-depth understanding of participants’ learning journeys in two early entrepreneurship events. These were structured around DT and specifically IDEO’s implementation of Human Centred Design (HCD). Through semi-structured interviews and non-participant observation we were able to link the stages of HCD to specific competencies and identify competencies that manifest across the wider process. We draw conclusions on the contribution of DT in the development of these competencies and make suggestions for using EntreComp to add nuance to DT interventions. Finally we discuss the impact of facilitation, professionalism, customization and logistical factors on the success of DT interventions.



Teaching creative design and systematic creativity: overview and case study

Iuliia Shnai, Anastasia Chakir, Leonid Chechurin

LUT University, Finland

The growth of eLearning technologies seriously outpaces the research-based recommendation on how to apply these tools for effective results. The emerging education technologies provide an opportunity for teaching improvement. This research refers to the teaching in the field of creative design. The study helps to understand which education innovative teaching methods and learning strategies are used for teaching creative design and specifically TRIZ. The aim of this paper is to overview the innovative teaching methods for creative design and education technologies used for its teaching.The review demonstrated that the most influential approaches to teaching creativity are problem solving and collaborative learning with limited technology implementation and description. The experience of teaching demonstrates that flipped classroom setup increases the engagement measured by students' high video views and involvement in the class.