4 research outputs found

    Antecedents and cases of Impact Innovation – Recent studies from Europe

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    This special issue presents 4 selected papers that have an emphasis on either the antecedents or provide concrete cases of impact innovation. Across the papers, the authors approach the topic of impact innovation from distinct angles, from measures of personal innovativeness to the power of physical teamwork, to the purpose of prototyping and entrepreneurial attitudes. This serves to demonstrate that innovation is not a linear process but rather a complex phenomenon that can be studied from a multitude of technical and social perspectives

    Mapping remote and multidisciplinary learning barriers: lessons from challenge-based innovation at CERN

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    This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration

    Challenge Based Innovation gala

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    Challenge Based Innovation gala &nbsp; There&rsquo;s a new experiment starting in CERN called IdeaLab where we work together with detector R&amp;D researchers to help them to bridge their knowledge into a more human, societally oriented context. Currently we are located in B153, but will move our activities to a new facility next to the Globe in May 2014. One of our first pilot projects is a 5 month course CBI (Challenge Based Innovation) where two multidisciplinary student teams join forces with Edusafe &amp; TALENT projects at CERN. Their goal is to discover what kind of tools for learning could be created in collaboration with the two groups. After months of user interviews and low resolution prototyping they are ready to share the results with us in the form of an afternoon gala. We warmly welcome you to join us to see the students&#39; results and experience the prototypes they have conceived. The event is in three parts, you are welcome to visit all of them, or just the one(s) that your personal schedule allows. For the remote participants, the presentations (part 1) wil be available through a CERN webcast (webcast.cern.ch) 14.30 - 16.45 (GMT+1). &nbsp; Part I 14.30 Project presentations at&nbsp;222 Filtration plant Part II 17:00 Prototype demonstrations at B153 Part III 19:00 The afterparty at B153 &nbsp; For more information Challenge Based Innovation course blog CBI introduction video CBI contact Tuuli Utriainen ([email protected]) or Lauri Repokari ([email protected]) IdeaLab contact Harri Toivonen ([email protected]) &nbsp; &nbsp; <br /

    Mixing design, management and engineering students in challenge-based projects

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    The aim of this work is to describe and discuss the benefits and limitations that have been detected along two iterations of a learning experience that has been carried out by three institutions located in Barcelona: Istituto Europeo di Design (IED), ESADE Business School and UPC-Telecom BCN. Design, management and ICT engineering students are mixed together in multidisciplinary teams to face a design challenge along a semester. The framework of these projects is the Challenge Based Innovation (CBI) program, a structure promoted by CERN in which students from different disciplines and countries are challenged to design solutions to social needs following the Design Thinking approach. The international and multidisciplinary teams perform several stays (four weeks in total) at IdeaSquare (http://ideasquare.web.cern.ch/), a creative environment built at the CERN Meyrin site, in Switzerland. They also devote a weekly working day in their home institutions along a semester. In that day they work in multidisciplinary teams with coaching from faculty of the three institutions. While at IdeaSquare, the students consult with scientists and knowledge transfer experts about their challenges and about the possible use of CERN technologies in the proposed solutions. The challenges are quite open and, according to the Design Thinking methodology, the students follow several divergence-convergence phases: they devote approximately one third of the time identifying relevant needs into the challenge scope and choosing one of them. Another third identifying possible solutions for the chosen need and converging to a single one through low-resolution prototyping and testing. Finally, the last third is spent exploring the business aspects and possible technological implementations of the solution and developing a functional prototype, able to provide a proof of concept of the idea. All students (6 per team) participate in all phases of the design process. The evident benefits of this multidisciplinary approach are the enrichment of the ideation process thanks to the coexistence of different points of view and the ability of going deeper in the different aspects of the implementation respect of the separate capabilities of each partner. Although the whole experience has several interesting aspects, the aim of this paper is to emphasize the aspects related with engineering education. A constructive confrontation between Design Thinking and Analytical Design approaches arises and several tradeoffs have to be set. Usually, the UPC engineering students start their regular projects from requirements defined by the faculty or by external stakeholders, and often with a-priori restrictions about the technology. In this experience, however, they participate in the conceiving phase but have less time to develop completely a complex final product and to learn about technology along this process. On the other hand, the ability of developing disruptive and high-impact solutions is higher with this approach, although engineering students tend to take into account technology restrictions even in the early phases of the process. The review of relevant literature on design approaches and on challenge-based learning, the considerations about the benefits, limitations and tradeoffs and the lessons learnt will be developed in the extended version of this paper.Peer Reviewe