Facilitating Co-Creation Experience in the Classroom with Lego Serious Play

Dann, Stephen

doi:10.1016/j.ausmj.2018.05.013

Cited by 39 publications

(33 citation statements)

References 10 publications

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“…According to Montesa-Andres, Garrigós-Simón, and Narangajavana (2014), the lecturers acted as facilitators who attempted to support the groups in their cocreative tasks. Instead of exerting pressure with regard to grading, a safe environment and social risk-taking were priorities (Dann, 2018). Nevertheless, the teams were confronted with complex entrepreneurial challenges and had to present in front of their peers to combine playful methods with high-stakes activity (James, 2015).…”

Section: Discussionmentioning

confidence: 99%

Designing Innovation Courses In Higher Education Using LEGO® SERIOUS PLAY®

Zenk¹,

Hynek²,

Schreder³

et al. 2018

IJMAR

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Problems resulting from the increasing complexity of today's real-world challenges cannot be solved with standard solutions, and the need for innovation competence is more important than ever. In this societal transition, the role of higher education institutions changes, and meta-innovations in which tacit knowledge is transmitted in the context of working life, are key. The purpose of this paper is to suggest a design of an innovation course in higher education in the context of digital entrepreneurship education based almost exclusively on LEGO ® SERIOUS PLAY ® (LSP). In two classroom-based training sessions, 38 students experienced through an extraoccupational master programme the entire cycle of innovation from ideation through prototyping to future scenarios. Furthermore, LSP was used as an evaluation method to assess the LSP method itself in the context of higher education. Based on the evaluation, the main advantages of LSP included the exchange of ideas, creative thinking, representation of information, the quality of group interaction, and enjoyment. The main disadvantages were the reluctance of participants, obstacles to implementation, criticism of the outcome, and limitations of the method. The design of the innovation courses allows researchers and practitioners to apply LSP in other higher education institutions as well as in in-house seminars in the industry.

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Section: Discussionmentioning

confidence: 99%

Designing Innovation Courses In Higher Education Using LEGO® SERIOUS PLAY®

Zenk¹,

Hynek²,

Schreder³

et al. 2018

IJMAR

View full text Add to dashboard Cite

show abstract

“…These aims are achieved through team participation in a learning activity based on LEGO Serious Play, which is a “methodology that uses Lego bricks as a medium for communication, expression, and problem-solving” (Peabody & Noyes, 2017, p. 233). In developing the LEGO activity for this first stage, the first author was informed by research into the LEGO Serious Play concept (Blair & Rillo, 2016; Dann, 2018; Kristiansen & Rasmussen, 2014; Peabody & Noyes, 2017) as well as the LEGO Serious Play open-source guide (2010). The first author also corresponded with Dr. Marko Rillo about his work in developing teaching practices associated with the concept of LEGO Serious Play and drew on his instructional videos (SeriousPlayPro, 2016), along with other referenced resources.…”

Section: The Creative Play Methods For Teaching Scenario Planningmentioning

confidence: 99%

Teaching Scenario Planning in Sustainability Courses: The Creative Play Method

Wade

Piccinini

2020

Journal of Management Education

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Sustainability management is rapidly progressing from an operational task to a strategic imperative one as environmental and social concerns shape the business environment. Scenario planning is increasingly being used by companies and governments to explore the potential impact of future challenges. Applied in a management education context scenario planning offers teachers of sustainability a tool through which they can promote creativity while developing student knowledge, skills, and abilities, preparing them for work in an increasingly dynamic market environment. Within this article, an instructional innovation is presented as a two-stage workshop designed as an experiential exercise to promote creativity and generate scenarios linked to sustainability. The first stage of the workshop utilizes LEGO to generate creativity before the second stage builds on these creative foundations guiding student teams through the construction of scenarios around sustainability challenges. An evaluation is presented for the instructional innovation reporting its success in producing skills in creative thinking within cohorts of postgraduate students at a major Australian university.

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“…Classroom competition depends on many aspects and manages by many factors [16], [17]. The teacher and the student are the two important issues in the educational process (considering the surrounding environment) [18], [19].…”

Section: Classroom Scenariomentioning

confidence: 99%

Happiness Measurement Via Classroom Based on Face Tracking

Al-Ani

2019

UHD J SCI TECH

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Teaching and learning are important factors in our life, so, increasing the happiness during class cause raising the ability of learning. This research focused on the evaluation of the learning process via classroom before and after applying the proposed method. One of the big challenge during classroom lesson, the students after a short period of time (about 10-15 minutes) at the beginning of the session, turn off their minds and remain absolutely out of understanding. Our goal is to revitalize the classroom environment so that you are always attentive to the lecture. The proposed approach aims to track and detect the emotional facial expression and transient from emotional facial expression to raise the happy expression in order to reach the classroom happiness. Image processing issue is an important part of this approach in which based on face recognition and tracking, then evaluates the students’ happiness according to the proposed mode that located in the classroom. This model is implemented from Raspberry Pi device, tracking camera and high definition screen. The implemented algorithm allows you to continue of face tracing and make rising of happiness as possible. Increasing happiness is an important factor in making students more attractive and more understanding for the classroom lecture. This approach is implemented to cover both software and hardware, so, it is acceptable to work in real time.

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Facilitating Co-Creation Experience in the Classroom with Lego Serious Play

Cited by 39 publications

References 10 publications

Designing Innovation Courses In Higher Education Using LEGO® SERIOUS PLAY®

Designing Innovation Courses In Higher Education Using LEGO® SERIOUS PLAY®

Teaching Scenario Planning in Sustainability Courses: The Creative Play Method

Happiness Measurement Via Classroom Based on Face Tracking

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