kits lego mindstorm innovation. the need? the need to use technology to help students with their...
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KITS
Lego MindstormInnovation
The Need?
The need to use technology to help students with their learning
To increase students’ competence in Mathematics, Science and Technology
To develop critical and Analytical skills in student
A Natural desire to improve learning
Research done - Findings
Massachusetts's Technology Lab discovered that Mindstorm can be used to teach Art, Music and other subject areas not considered possible
Carnegie Mellon University’s development of hardware components and curriculum materials for use with Lego Mindstorm
Problems Encountered
Writing an application to Program the parts in the kits
Getting the robots to lift loadsDeveloping Mindstorm kits for students of
varying age groupsGetting Higher Institutions to believe in the
product
The Audience
UniversityStudents
CollegeStudents
High SchoolStudents
Elementary Students
Elementary Students
Commercialization
Mindstorm kits are produced in two factories and shipped around the world.
One kit has more that a hundred pieces of blocks, sensors and a microprocessor
The level of difficulty of those kits is based on age
Mindstorm kits are sold with curriculum guides for teaching Mathematics and Science
Knowledge Stage
Lego Mindstorm was invented and prove to be an excellent learning aid
The researchers knew it would workStudents building all kinds of structuresProblem-solving skills developed
Persuasion Stage
Getting support for the researchConvincing people with the findingsGetting sponsor to support the productionGetting clients to buy the productConvincing Schools and homes of the power
of Lego Mindstorm
Implementation Stage
Making the kits and componentsDeploying them in schools and homes for useMonitoring its use and effectiveness
Confirmation
1998 When the product was accepted as the leading technology tool then
Product is now being used widely in Universities and institutions
Continued research into its further development by leading Uiversities
Innovation Time Line
Robotic Kit Getting customer Making the Robotic kits Extensive Invented To buy those kits product as an placed in schools research by and people Of 1717 pieces, educational toy, homes, colleges top
universities Learn much Tool very good and adding more Universities and confirm the more for skills sets features , adults can used by NASA effectiveness
of use it too scientists the
Product
Knowledge Persuasion Decision Implementation Confirmation 1998 1999 1999 2004 2006
Expected innovators of Lego Mindstorm
Educational ResearchersScientistsEngineersSystems Analysts
Early Adopters of Lego Mindstorm
ParentsTeachersStudentsSchool Administrators
Leggards of Lego Mindstorm
Some TeachersSome School administratorsDubious ParentsPeers who discourage them
from using the technologyICT coordinators who doubt
the effectiveness of the tool
Perceived Attributes
Need – there was a burning desire to enable people to be more analytical and to be good problem solvers
Research- in an attempt to satisfy the need states above research was conducted and resulted in that new ICT tool- Lego Mindstorm
Product Development – Mindstorm was then, designed, built and tested among students.
Commercialization – Lego Mindstorm is being sold in stores around the world and people are benefiting immensely from it use
Attributes detailed…
Need was certainly a perceived attribute. When Lego Mindstorm was invented researchers found a need to develop a technology that will encourage and foster creativity and problem solving skills in students. It was that need that led to the research and the subsequent development of the product. The product once developed and tested has been used widely across the United States and several other countries as the innovation has entered the realm of commercialization.
Decentralized approach Proposed
Users are more involved and share responsibility
Bureaucracy eliminated (Morgan, 1988). Users are Motivated (Ahituv, Neumann &
Riley, 1994). Innovation is encouragedMore rapid response to market and
environmental changes (Earl, Edwards & Feeny, 1996).
Key Change Agents
Curriculum OfficersDistrict Education OfficersICT CoordinatorsPrincipals of SchoolsChief Education Officer
Roles of Change Agent in the Organization
Developing a need for change by aligning the curriculum with the needs of the society
Establishing a change relationship between all stake holders
Diagnosing the problem through inquiry/research/investigation
Create an intent to change in the client my establishing policy guidelines
Enforce the policy guidelines so that intent become action
Change Agent in the Organization contin..
Providing proper management of the change process through supervision and support
Encourage a symbiotic relationship between the school and the Ministry of Education so that everyone feels they have something to gain.
.
Meeting Critical Mass
Meeting critical mass is relative to the society in which the innovation exist and the level of acceptance it has gain.
I would say that Lego Mindstorm has reached critical mass here in Grenada because it has become very popular in colleges, schools and homes of ordinary people
Innovation Champion
He/She must know the innovation as a Salesman who knows his products.
The champion must be highly motivated since motivation is essential for taking others on board
The champion should be given full authority to make decisions and take action as this will give people confidence in him or her.
People are likely to ignore the innovation if a champion isn’t there to sell the ideas and show others the benefits to be derived
The Innovation Champion cont..
He/She must define the needs of the people who are stakeholders in that organization.
The innovation champion must be aware of all constraints that can retard the progress.
He/She should be sensitive to the people’s perception of innovation.
The champion Must be a firm believer and crusader of the innovation he/she is advocating.
Defining the Need
The need to have more problem solvers and critical thinkers in the school system.
There is a need to have students be more conversant with problem solving skills
More people need to be aware of the importance of technology in education and learning.
There is a need to assess the existing capabilities and competences in the organization
Identify all existing limitations which are likely to have a negative impact on the organization
Aligning innovation with the need
Innovation must speak to the various needs that the clients and stakeholders are known to have
Innovation must be made to address problems which exist in the organization/community and for which a solution has been sought
Innovation should not benefit one party only but every person who interfaces with the organization
The introduction of any innovation must return value for money
References
Mitchel Resnick et al (2008). New Pathways into Robotics: Strategies for Broadening Participation e Journal of Science Education and Technology, Vol 11,( 3).
Pezalla-Granlund et al (2005). Rethinking Robotics- Approaches and Ideas. Association of Science and Technology Centers. Retrieved September 19, fromhttp://llk.media.mit.edu/projects/pie/Rethinking-Robotics-Ideas.pdf
References continued
Ahituv, N. Neumann,S. & Norton-Riley, H. (1994). Principles of Information Systems for
Management, Wm. C. Brown Communication, Inc., 2460 Kerper Boulevard, Dubuque, IA, USA.
Earl. M., Edwards B., & Feeny, D. (1996). Configuring the IS Function in Complex
Organizations, in "Information Management: The Organizational Dimension" edited by Earl, M., 201-230, Oxford University Press, Great Clarendon Street, Oxford, New York.
Reference Continued
Morgan, G. (1988). Riding the Waves of Change: Developing Managerial Competencies for a
Turbulent world. Jossey-Bass, Inc. Publishers: San Francisco, California, USA
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