Tools for Teaching Innovation

 

Teaching inventive end of design

 

Routine problem solving follows systematic procedures for diagnosing familiar problems and prescribing known solutions. Routine problems and solutions are so well known that no thought is required. In the classroom, routine problems may take the form of design briefs and solutions are generated from student experience and the knowledge revealed by instruction.

 

The challenge to teachers engages the inventive end of design characterized by:

  • The unknown (in the problem situation)
  • Lengthy searches for the root cause of the problem (problem definition)
  • Lengthy searches for known solutions and many trials,
  • Knowledge outside the student and the teacher field of study, and
  • The presence of contradictory design requirements where, attempt to improve one feature of the system leads to degradation other features of the system.

 

Guided Brainstorming Process

 

60 years ago in Russia a particularly successful problem-solving system began to be developed. It was named TRIZ, the acronym of Teorija Reshenija Izobretatel’skih Zadach (loosely translated as “Theory of Inventive Problem Solving”). TRIZ is a collection of techniques, developed by Genrich Altshuller that ensures accurate definition of a problem and then provides guidance towards highly innovative solutions.

 

Invention can be thought of as a process of searching through a “space” of possibilities. In contemporary cognitive psychology the metaphor of search through a space of possibilities has been effectively employed as a powerful way of conceptualizing problem-solving and invention. The process of idea generation can be presented as a set of activities in which inventors combine, manipulate and transform symbolic mental images to form ideas. This process employs 2 concepts:

Mental models - dynamic prototypes which the inventor uses to imagine how a system works.

Inventive principles – the abstractions which an inventor uses to generate and manipulate mental models.

 

We suggest using Guided Brainstorming Process shown below for the problems on the inventive end of the design continuum.

 

1. The process begins by defining the Challenge and Problem.

  • What are we trying to achieve?
  • What is the gap between where we are now and where we want to be?
  • What obstacles prevent easy movement to close the gap?

 

2. Next we Define Objectives by use the concept of Ideality. Ideality is defined as the ratio of the useful functions in a system to the harmful functions. A purely or infinitely Ideal System would deliver all of the useful functions with no harmful functions and the only way to get to this is for the system itself not to physically exist. This is a theoretically Ideal System. Starting from the Ideal System, we form an Ideal Vision. The Ideal Vision is a real world system that moves us in the direction of the Ideal System.

 

3. We Formulate Opportunities to move the system in the direction of the Ideal Vision. This is done by defining a function of the system which contained a problem. The function model contains useful functions and harmful functions. In many cases, a useful function produces a useful result but also produces a harmful effect. This is a contradiction. People love to compromise around contradictions, but if we can find a way to resolve a contradiction, it results in a paradigm shift in system performance. We consider opportunities to resolve contradictions, counteract harmful functions and improve useful functions by using questions that will create a focus on functions.

 

4. After opportunities have been selected, we apply a system of TRIZ inventive principles in a guided brainstorming session to Generate Ideas. Because the system covers 60 inventive principles, the brainstorming session produces a nearly exhaustive set of ideas for improvement. Guided Brainstorming Toolkit software provides direct access to a system of inventive principles, which can be used by people with limited training to quickly brainstorm ideas.

 

5. Next we Develop Concepts. The ideas generated should be evaluated and combined into solution concepts.

 

6. Solution Mockup

  1. Select the solution concept we wish to create and bring into reality
  2. Plan to overcome all of the obstacles to making the product.
  3. Do it - create a model or a prototype product to test.

 

This approach has been used successfully with companies, university staff, and students.

Success has been achieved using this methodology with respect to creating a syllabus:

1. Introductory material that explains the basic concepts of Guided Brainstorming Process:

  • inventive problem definition
  • ideality and how it connects to useful, harmful and contradictory functions
  • inventive principles concept

2. Have students begin using the computer by the lectures and homework with Guided Innovation Toolkit software, so they have their own tutor. A program is considered a must for this method and is well accepted by contemporary students.

3. Have students identify different inventive principles by creating their own examples.

4. Have students do a project of their own as a capstone for the class.

 

Q&A

 

What must be taught to meet the additional requirements invention demands?

 

Teachers must use and present a method for invention that meets the following criteria:

  1. Knowledge of the unknown (in the problem situation)
  2. A rapid and systematic search for the problem (problem definition)
  3. A rapid and systematic search for solution ideas
  4. A reduced number of trials (if using only trial-and error-methods, inventions require hundreds or even thousands of trials - a requirement beyond the time available in the classroom)
  5. A group of guiding principles
  6. A systematic approach that is repeatable and reliable
  7. Finally, this method of invention must not be exclusive to exceptional individuals. Teachers must be able to learn, apply, and teach the principles and concepts of the method to all of their students.

 

Guided Innovation Toolkit meets the criteria required in the classroom:

  1. It provides a structured battery of questions to rapidly describe the problem situation and define the problem (criteria 1 and 2).
  2. It provides compressed knowledge in the form of tested and effective inventive principles to accelerate the search for solutions and reduce the number of trials for generating ideas (criteria 3, 4 and 5).
  3. It is a systematic approach to invention that has proven to be repeatable and reliable and that can be learned and applied by students in the classroom (criteria 6 and 7).

 

What does the Guided Innovation Toolkit provide for the teacher?

 

  • A proven inventive procedure that can be taught and tested.
  • A body of knowledge extracted and abstracted from the worldwide patent literature and numerous technical methodologies in form of inventive principles that can be taught and tested
  • A set of lesson plans for presenting the Guided Innovation Toolkit to students
  • A set of test questions for assessing student learning
  • A set of standards and indicators that match the National Standards for Technological Literacy
  • A set of standards and indicators that match the National Science Education Standards

 

What does the Guided Innovation Toolkit provide for the student?

 

  • A proven procedure for invention that guides students along an effective and efficient pathway to solutions.
  • Knowledge of proven inventive principles for generating ideas.