Open-ended questions, Design thinking, New business enterprises, Technological innovations, and Prototypes
Firms seeking radical innovation require development teams to articulate design solutions based on open-ended problems. Such problems have no single answer to the problematical situation, but have several plausible solutions. Although prior studies have highlighted the importance of prototyping or other methodologies, they provide limited guidance toward addressing open-ended problems. We investigate how teams make sense of complex design and development problems in order to benefit innovative endeavors. The results illustrate a team-level concept development model that identifies critical stages, associated activities, and influencing mind-set to explain how engineering teams overcome challenges associated with open-ended problems. [ABSTRACT FROM AUTHOR]
JMM: The International Journal on Media Management. Winter2002, Vol. 4 Issue 4, p225-234. 10p.
Entrepreneurship, Commercial products, Rapid prototyping, Product management, Category management, and New product development
Discusses a promising entrepreneurial opportunity of toolkits for user innovation and design. Distinction of the new product development method in shifting the design task to the customer by making use of recent developments in high technology; Analysis showing that there are two main ways of exploiting the opportunity.
Technical Communication Quarterly. Autumn2005, Vol. 14 Issue 4, p411-446. 36p.
Rhetoric, Methodology, Research methodology, Socioeconomic factors, and Research
Research techniques are sometimes seen as the atoms or essential building blocks of research projects: invariant, inviolable steps that are applied the same way, no matter what the socioeconomic characteristics of the environments in which they are deployed. That is, they are often seen as arhetorical, and rhetorical choice and agency play a role only in how they are arranged and implemented. In this article, I draw on the notion of translation to provide an alternate account, one that emphasizes the rhetorical nature of research techniques without overdetermining the influence of the environments in which they developed. To illustrate, I examine how one research technique—prototyping—has been translated to fit four different socioeconomic environments, undergoing significant changes in claims and implementation while maintaining enough coherence to be seen as a unitary technique. Finally, I argue that the notion of translation provides us with an account that emphasizes the rhetorical nature of research and our agency as researchers while still acknowledging how techniques constrain our work. [ABSTRACT FROM AUTHOR]
Teachers, Interactive multimedia, Online education, Educational technology, Visual literacy, Visual learning, Teaching aids, Spatial ability, Instructional systems design, and Curricula (Courses of study)
This paper describes the design and development of an interactive case, Teacher's Dilemma. The underlying process and design principles used in developing the Web-based cases are discussed, as well as the characteristics of the case. Users of the case were able to access information that pertained to an incident of a difficult student, analyze the situation, and provide feedback to the teacher. The team integrated two design methods to achieve our goals: (1) storyboarding and (2) rapid prototyping. Overall, the pre-service teachers asked to analyze the situation performed well and were appreciative of the opportunity to use the Web in this manner. [ABSTRACT FROM AUTHOR]
Experiential learning, Visual literacy, Visual learning, Cognition, Reasoning, Educational technology, Intellect, Design, and Research
This developmental research provides a visual articulation of the processes involved in implementing an Analysis, Synthesis, Evaluation, and Change (ASEC) (Reigeluth & Nelson, 1997) instructional interface design procedure. Three cycles of ASEC development were documented and illustrated over 15 months involving 2 interface developers, 26 instructional designers, and 17 learners during design of a template interface. Prompting and supporting novice designers while prototyping content for active learning environments was the purpose of the template. A description and visual depiction of the relationship between ASEC components, usability metrics, and message design principles conclude the study. The revised representation of the ASEC procedure conveys a learner- centered focus with usability and message design considerations at the center of the design process. [ABSTRACT FROM AUTHOR]