This full paper works towards merging ‘frugality’ and ‘design thinking’ into a simplified framework for a workshop routine as a stepping stone for SMEs in developed countries to create and capture value of frugal innovations. Innovations which are born out of the notion that we can do more with less, or for less. This framework is aimed at reaching a specific group of SMEs, in this paper called the peloton of SMEs, a large group of SMEs which generally have lower growth ambitions and growth potential in comparison to the frontrunners. This group is often overlooked by (regional) governmental innovation programmes due to a primary focus on the same industry’s frontrunners. The framework was first tested with students, discussed with experts and eventually tested with SMEs from the Agribusiness sector in the Netherlands. Frugal Elements added to the design thinking process are; (a.) a Frugal Lens (b.) Frugal Business Model Patternsfor BMI (c.) Frugal leadership development (d.) Frugal Validation of the solution (e.) Frugal Intervention (limited time, limited theory, vertical learning community, practical tools). Although the first Pilot has been a succes in terms of helping participating SMEs to create innovations, more research is necessary for the design of a final framework which is expected to contribute to the frameworks that are currently available to SMEs in frugal and sustainable business modelling.
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In primary music education a key question is what teachers can do to stimulate students’ musical creativity. For the answer, delving into teacher-student interaction during the creative processes in the naturalistic setting of primary music lessons is required. Twenty-six music lessons from thirteen teachers and their classes of seven Dutch schools were recorded to explore the relation between teachers’ autonomy support and students’ divergent and convergent thought & action. Quantitative sequential analysis and thematic analysis were combined to examine this relation, using a framework offered by Complex Dynamic Systems theory and Enaction theory. In contrast to classical correla-tional analysis, sequential analysis focuses on the dynamics, and thus on the temporal relation in classroom interaction. The results show that mostly lower-level autonomy support was offered. Es-pecially in creative lessons, higher-level autonomy support is more likely to lead to higher-level student divergent thought and action. For convergent thought and action, the results were less con-clusive. An implication of the findings is that (research into) music education could benefit from interventions aimed at enhancing autonomy support in primary school music.
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Preliminary empirical research conducted by the leading author has shown that design students using biological analogies, or models across different contexts, often misinterpreted these, intentionally or unintentionally, during design. By copying shape or form without integrating the main function of the mimicked biological model, students failed to consider the process or system directing that function when attempting to solve the design need. This article considers the first step in the development of an applicable educational model using distant analogies from nature, by means of biomimicry thinking methodology. The analysis examines results from a base-line exercise taken by students in the Minor Design with Nature during the Spring semester of Industrial Design Engineering at The Hague University of Applied Sciences in 2019, verifying that students without biomimicry training use this hollow approach automatically. This research confirms the gap between where students are at the beginning of the semester and where they need to be as expert sustainable designers when they graduate. These findings provide a starting point for future interventions in biomimicry workshops to improve systematic design thinking through structural and scientifically based iterations of analogical reasoning. https://doi.org/10.1007/s10798-020-09574-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
To stimulate democratic competences through teaching, it is necessary to have an understanding of actions and behaviors that are considered effective in teaching methods. In this study, we investigated these actions and behaviors, referred to as classroom practices, by interviewing 20 expert teachers of democracy in the Netherlands. We identified six relevant practices: meaningful embedding, providing multiple perspectives, thinking about solutions from divergent perspectives, independent information collection and presentation, taking socio-political action, and critical reflection on subject matter. We show how these practices are associated with democratic competences and provide examples of how the practices are implemented in teaching methods.
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In veel definities van creativiteit wordt creatief denken beschouwd als iets dat zich enkel in het hoofd afspeelt, zonder dat de rol van het lichaam en de omgeving wordt meegenomen. Door deze eenzijdige definitie van creatief denken te hanteren blijven kansen liggen om in verschillende vakken op de basisschool het creatief denken van leerlingen te bevorderen. In deze overzichtsstudie gaan we uit van een brede opvatting van creatief denken, waarin ook het lichaam en de omgeving worden betrokken. Op basis van 41 studies over creatief denken en creativiteit op de basisschool ontwikkelden we een raamwerk voor het categoriseren van aspecten van creativiteit. Het raamwerk dat we in deze studieontwikkelden op basis van de definities van creativiteit, creatief denken en vakspecifieke definities van creativiteit bleek bruikbaar voor het categoriseren van aspecten van definities van creativiteit, van creatieve uitingen van leerlingen en van creativiteitsbevorderende uitingen van leraren. Een kanttekening is dat de besproken uitingsvormen vaak weinig informatie bleken te bevatten over de rol van het lichaam en de omgeving. Daarom wijst dit onderzoek op de noodzaak voor meer onderzoek naar belichaamde creativiteit in het basisonderwijs en de rol van het materiaal, van medeleerlingen en van de inrichting van het fysieke klaslokaal. Daarnaast werden er wel studies gevonden naar creativiteit in verschillende schoolvakken, zoals wetenschap en technologie of kunst, maar vonden we geen studies die gericht waren op vakoverstijgende creativiteitsontwikkeling. Het raamwerk dat we in deze studie ontwikkeldenkan als basis dienen voor verder onderzoek naar de creativiteitsontwikkeling van leerlingen op de basisschool. In vervolgonderzoek kan het raamwerk bijvoorbeeld ingezet worden als observatieinstrument in onderzoek naar interacties tussen leerlingen, leraren en de omgeving. Ook biedt het raamwerk een kijkwijzer voor leraren om de creatieve uitingen van leerlingen te kunnen herkennen en tebevorderen, maar kan het ook dienen als handreiking voor het ontwerpen van lessen die gericht zijn op de brede creativiteitsontwikkeling van leerlingen.
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Active participation of stakeholders in health research practice is important to generate societal impact of outcomes, as innovations will more likely be implemented and disseminated in clinical practice. To foster a co-creative process, numerous frameworks and tools are available. As they originate from different professions, it is not evident that health researchers are aware of these tools, or able to select and use them in a meaningful way. This article describes the bottom-up development process of a compass and presents the final outcome. This Co-creation Impact Compass combines a well-known business model with tools from design thinking that promote active participation by all relevant stakeholders. It aims to support healthcare researchers to select helpful and valid co-creation tools for the right purpose and at the right moment. Using the Co-creation Impact Compass might increase the researchers’ understanding of the value of co-creation, and it provides help to engage stakeholders in all phases of a research project.
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This study reports the evaluation of a lesson series, developed in collaboration with teachers and experts, to generate a research-based solution for teaching critical thinking through Socratic dialogue in secondary vocational education. The lesson series has been evaluated for feasibility and tailoring to different target groups of students by five citizenship education teachers and 85 students. Data consisted of self-report questionnaires by teachers and students, complemented with observations of lessons. Results show that lessons based on Socratic dialogue for teaching critical thinking to students in secondary vocational education are considered a promising educational intervention. Teachers considered the lessons as feasible and well-tailored to their students and were able to implement the lessons in their classrooms. Students were motivated to participate, and their motivation did not decrease significantly during the lesson series. At the same time, students tended to be more motivated when the value of learning to think critically for their future profession was clearly substantiated. Practical implications from the evaluation of the lesson series were that, in addition to participating in Socratic dialogue, students need clear learning objectives and short assignments to remain active.
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This contribution presents three lesson activities for lower secondary education that were developed to teach system thinking in concert with subject matter. The pedagogical approach is described, leading to a practical design philosophy for lesson activities using qualitative representations. These representations allow for capturing basic qualitative notions, such as the entities that constitute the system, their changeable features referred to as quantities, and cause-effect relations that propagate changes between these quantities.
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Automation surprises in aviation continue to be a significant safety concern and the community’s search for effective strategies to mitigate them are ongoing. The literature has offered two fundamentally divergent directions, based on different ideas about the nature of cognition and collaboration with automation. In this paper, we report the results of a field study that empirically compared and contrasted two models of automation surprises: a normative individual-cognition model and a sensemaking model based on distributed cognition. Our data prove a good fit for the sense-making model. This finding is relevant for aviation safety, since our understanding of the cognitive processes that govern human interaction with automation drive what we need to do to reduce the frequency of automation-induced events.
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The aim of the study is to investigate the influence of gender and gender pairing on students’ learning performances and knowledge elaboration processes in Computer-Supported Collaborative Learning (CSCL). A sample of ninety-six secondary school students, participated in a two-week experiment.Students were randomly paired and asked to solve several moderately structured problems concerning Newtonian mechanics. Students’ pretest and posttest performances were analyzed to see whether students’ gender and the gender pairing (mixed or single-gender) were significant factors in their problem solving learning in CSCL. Students’ online interactions were also analyzed to unravel the dynamic process of individual knowledge elaboration. The multilevel analyses revealed that a divergent pattern of knowledge elaboration was a significant predictor for students’ learning achievement, and in mixed-gender dyads students’ knowledge elaboration processes were more inclined to diverge from each other. Moreover, females in single-gender dyads significantly outperformed females in mixed-gender dyads. But this was not the case for male students.
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