Friday, November 30, 2007

Get SMART! Go DIGITAL!

Friday, November 30, 2007

High-tech schools pilot program puts kids in charge

BY CARRIE MELAGODAILY NEWS STAFF WRITER
Sunday, November 25th 2007, 4:00 AM
Barnuevo For News

Alyssa Deonarian uses a laptop to participate in a class assignment.

A Giant outline of the human body is projected onto a 72-inch screen inside Middle School 202, next to a jumble of organs and bones that belong inside it.

One by one, eighth-graders in the Queens classroom walk to the special screen. The kids - a mix of new English speakers and general and special-ed students - touch a body part and drag it toward the empty outline.

The traditional skeleton propped up in the classroom looks downright antiquated as it stands next to the interactive teaching tool called a "SMARTboard."

"It's awesome," said 15-year-old Joseph Guerra, who correctly placed the esophagus. Nodding toward his teacher, he added, "You can learn a lot more than if they're just talking."

The Ozone Park middle school is one of 22 across the city participating in a pilot program designed to create and test-drive the 21st century classroom.

About $13.4 million in capital funds, along with federal grants, have been invested into the so-called iTeach-iLearn schools over the past two years.

The pilot program outfits classrooms in the 22 schools with devices including SMARTboards, laptops, wireless Internet access and special lockers to keep all the technology safe when the school is closed.

Teachers receive training so they feel comfortable with the new technology, officials said, and each school has a specialist so technical difficulties don't derail lessons for days on end.

"It's teachers giving students the opportunity to take control of their learning," said Troy Fischer, director of the city's Office of Instructional Technology, which will evaluate the program at the end of the school year. "Students begin to bring more to the classes."

The pilot comes as other school districts across the nation debate the effectiveness of using similar technology in the classroom. Some schools that rushed to equip kids with laptops have since backed off, citing mounting costs and questionable results.

A study released by the federal Department of Education this year also showed that educational computer software made no significant difference in student achievement.

But teachers at MS 202 are sold on the new technology.

In her second-floor classroom, sixth-grade teacher Dana Matorella uses the newest gadgets to teach kids about ancient Egypt.

The students use laptops to research hieroglyphics, filling in their answers on work sheets. Then Matorella gives them a pop quiz - but instead of pencils, they pull out remote controls.

A question about hieroglyphics is projected onto the SMARTboard, and the kids enter their answers using the remotes, similar to how audiences are polled on TV game shows.

Instantly, Matorella can see that all but one child answered correctly - and only she knows who got it wrong. "It's anonymous and they feel free," she said. "They love when I say, 'Get out the remotes.'"

Principal William Moore was an early advocate of technology in the classroom, teaching astronomy courses online when he worked as a professor at the New School in Manhattan.

When he came to MS 202 several years ago, he put WiFi Internet access in the school and bought laptops for every floor. But he never imagined the changes he's seeing now. "We're lightyears ahead of what I ever thought I'd have here," Moore said. "It totally transforms the school."

In Joseph Birgeles' seventh-grade social studies class, students played an interactive game about the old Jamestown colony called "17th Century Survivor."

Afterward, they were asked to justify their decisions on a work sheet.
"They have lunch right now," Moore said, "and they don't want to leave."

Students at MS 202 said they preferred their high-tech classrooms to the ones in their former elementary schools - and particularly like the SMARTboards more than blackboards.

"It's easier to see and learn," said Kimara Davis, 12, who also doesn't miss using chalk. "It doesn't mess up your hands."

cmelago@nydailynews.com

Monday, November 26, 2007

21st Century Digital Learning Environments


TECHNOLOGY CLICKS WITH KIDS

Raising the Bar: What a difference a decade of "digital discourse" makes.

Computers transform classrooms

Gadgets get students excited to learn


November 26, 2007

BY LORI HIGGINS

FREE PRESS EDUCATION WRITER

The kids grab small voting devices on their desks, then punch in their answer to a question posed on the screen above them: "¿Cual es verde? "

In an instant, teacher Nancy Conn pushes a button and up pops a chart showing the correct answer -- the green square -- among six squares of varying colors.

All of this is happening on a large interactive white board -- a cross between a blackboard, computer screen and projector -- that Conn uses in her Spanish classroom at Hickory Grove Elementary School in Bloomfield Township.

The boards -- which will be in every classroom in the Bloomfield Hills Schools district by the beginning of next year -- are among the ways schools in metro Detroit are using technology to teach and capture the minds of a generation growing up in a digital age.

At Lottie Schmidt Elementary School in New Baltimore, students in Jim Alvaro's fifth-grade class create podcasts of their lessons, broadcast for anyone on the Web to hear. Rob McClelland, a teacher at the Oakland Technical Center campus in Wixom, has created computer games that help solidify students' understanding of key lessons.

And at Fisher Elementary School in the South Redford School District, students are learning Chinese and interacting with pen pals in China via a webcam, computer, projector and software.

"You always learn something new by using technology," said Natalie Joniec, 10, a Fisher fifth-grader.

Technology boosts performance

While some schools are pushing forward with plans to fully integrate technology, others struggle to do so in ways that engage kids and help them learn, said Ledong Li, an assistant professor of education at Oakland University.

And that's a problem, he said.

"If we deliver information like we used to do in the traditional way, kids are bored in the classroom," said Li, who organized a workshop in June on using video games in the classroom. "They don't feel they are engaged."

Li said technology can be intimidating to teachers who aren't familiar with how to use it, or how it can benefit their lessons. And so much is focused today on improving test scores that it's easy to see technology as an extra. Yet, Li said research shows technology can improve student performance.

Still, some teachers "look at the requirements for raising test scores as the kind of signal that they have to do things in a traditional way," Li said.

State Superintendent Mike Flanagan has announced proposed changes to teacher preparation programs, and he's making the integration of technology into teaching practices a priority. Last year, Michigan became the first, and still the only, state in the nation that will require students to take an online class or have online experience to graduate high school.

Ric Wiltse, executive director of the Lansing-based Michigan Association for Computer Users in Learning, said budget crunches have impacted how schools integrate technology.

But, Wiltse said, "teachers are getting more and more creative about how they use the technology tools students have these days."

That includes Alvaro, whose classroom has a blog called the Skinny as well as the podcasts. The students worked on a project that had them research and write about when their ancestors arrived in the United States.

Games that teach

Today's kids are steps ahead of their teachers, in many cases. They instant message, text message, play video games, blog and use social Web sites like MySpace and YouTube.

"Everything we do is about technology," said Kala Kottman of Commerce Township, a senior at Walled Lake Western High School and the Oakland Technical Center campus in Wixom. "It's a big deal."

Kala, 17, is enrolled in the culinary arts program at the technical center. She was among a group of students in a computer lab playing a game created by McClelland, who provides support to fellow teachers.

There are about 100 culinary tools students must memorize, and while they still use rote memorization tricks, McClelland's game gives them a fun way to test their knowledge. McClelland has produced a similar game for two other technical center programs.

In the game, which is timed, students must quickly match a picture of a tool with its correct name.

McClelland programmed the game using popular phrases familiar to kids. For instance, if they click on the wrong answer, they're likely to hear the "D'oh!" popularized by Homer Simpson. If they get it right, they might hear a "Woo hoo."

Instant feedback

The Bloomfield Hills district is making a significant investment in the Promethean white boards. About $2.1 million has been committed to put them in all of its classrooms.

Conn was among the first to try them, and she said they make a difference in the classroom. The screen is connected to a computer, and it takes just a few clicks for her to call up lessons. The board also is interactive, allowing students to manipulate it.

The voting system allows Conn to constantly assess students, asking them to record correct answers on the hand-held device.

The instantaneous feedback means that instead of waiting until she grades a quiz to see who is struggling and which concepts students aren't getting, Conn finds out "just like that," she said with a sharp snap of her fingers.

It also means she can do some re-teaching on the fly if she sees many students answering a question wrong.

Mitchell Shults and Destiny Lynch, both 8-year-old third-graders, said the boards make classes more fun.

"You can play games on it and learn a lot of stuff," Mitchell said.

The voting, Destiny said, gets kids excited, especially when the whole class records the correct answer.

Technology makes it possible

At 7:45 on a Tuesday morning at Fisher Elementary, Deborah Reichman and her students were sitting around a table in a small conference room learning to speak the Chinese language. Reichman, the school's intervention specialist, doesn't know how -- she's learning with her students.

They go over a worksheet, practicing saying words and numbers in Chinese. When they get to a word they're unfamiliar with, Reichman has a plan.

"We may have to change or alter how we pronounce it when Mr. Nemo gets online," she said.

Nemo Ma is a teacher at the Nanao School in Guangzhou, China, and he is usually online when the kids meet to provide assistance and give them a chance to interact with a native Chinese speaker. Often, he places his mouth close to the lens of his camera and slowly enunciates the words so the students in Redford Township can see how his mouth moves. His image is projected on a large screen in the conference room.

The two schools are partnered through a program they call A Classroom Without Walls. The idea here isn't to create fluent Chinese speakers, Fisher Principal Brian Galdes said.

"Our goal is for the students ... to be global citizens, to interact with students from another culture one-on-one," Galdes said.

About 30 kids are involved in the program, in which they also use an online program to learn the language. And they have pen pals at the school in China. They chat with their e-pals, exchanging stories about their lives. But they also work on projects together.

Without technology, "we wouldn't be able to communicate," said Bradford Thomas, 10, a fifth-grader. "We'd have to write letters. And it'd probably take too long for them to reply."

Contact LORI HIGGINS at 248-351-3694 or lhiggins@freepress.com.

Sunday, November 25, 2007

LIVE! TV on PC

Ann Arbor firm plans to put live TV online in U.S.

November 25, 2007

BY JUSTIN HYDE

FREE PRESS WASHINGTON STAFF

For all the countless hours of video available on the Internet, you can't watch many live events on your computer, and what you can watch -- such as congressional debates -- usually isn't worth the trouble.

But an Ann Arbor start-up may have an answer for what could be a billion-dollar problem.

Zattoo, founded in 2005 by University of Michigan computer science professor Sugih Jamin and Swiss software marketer Beat Knecht, has built a growing video service of live video streams in Europe with 1.2 million users. Its free software lets users watch live events such as soccer matches on their computers with far better quality than what has been available before.

Networks "have so many years of practice at producing live TV. It's a multibillion industry, and we're not going to replace it overnight," Jamin said. "There will always be people interested in live TV."

Launched with $350,000 from friends and family, Jamin said Zattoo just closed a $10-million fund-raising round led by venture capital firms in Switzerland, with another $20 million planned for next year. The company has grown to 25 full-time employees, including 20 in its Ann Arbor tech center. It also has an office in Zurich.

Zattoo's software, developed by Jamin and his students at U-M, uses a technique pioneered by Internet file-swappers known as peer-to-peer networks. Instead of relying on one central computer to broadcast data to thousands of users, peer-to-peer systems make each user's computer handle part of the workload, swapping data among themselves.

While developed mostly for pirating software and music, peer-to-peer has emerged as the best method of sending large files and streaming data over the Web. Internet phone service Skype is a peer-to-peer system, and its founders have launched a video service called Joost using the same technology.

Founded in 2005, Zattoo -- which means "crowd" in Japanese -- focuses on streaming live TV channels, a bigger technical challenge than offering recorded videos such as YouTube or Joost.

Using its software, viewers in Europe can choose from a variety of channels in their countries. Zattoo's technology allows it to respond quickly when a user changes a channel, with a lag time of a few seconds, similar to everyday television. The service is free for viewers, who have to watch a short ad when they change a channel.

Jamin said Zattoo's software offers several benefits to media companies. It's a cheaper way to get on the Internet than other systems. Zattoo blocks its video from being recorded, a key concern for media outlets worried about piracy. And by focusing on live video, Zattoo avoids some problems that competitors face, such as ensuring enough users are online to share data.

Though the company is based in Ann Arbor, Zattoo is available only in Europe today. Jamin said that is due to the ease of reaching deals with TV channels for transmitting their video there vs. the hurdles for doing so in the United States. But the service already has carried big events, such as the 2006 FIFA World Cup soccer championships, and has deals with foreign units of U.S. broadcasters. The service hopes to expand to Asia and the United States in 2008.

"The vision is that everybody will watch live TV on the PC someday," he said.

Contact JUSTIN HYDE at 202-906-8204 or jhyde@freepress.com.

Thursday, November 22, 2007

Getting DIGITAL!

Bloomfield Hills schools add more classroom tech

Posted on 11/19/2007 2:22:38 PM

The Bloomfield Hills schools Monday announced that its board had approved a $2.1 million technology investment plan.

By Jan. 1, all 350 district classrooms will be outfitted with interactive whiteboards, projectors, document cameras, sound amplification and playback equipment.

One powerful component is Activotes, which are wireless computer mouse-like student response devices that allow teachers to immediately adapt instruction.

High school students and faculty will begin using the new technology when they return from the December holiday break. Elementary and middle school students are already benefiting from the boards, since classrooms were similarly equipped over the summer and fall.

Bloomfield Hills Schools will be the first district in Michigan to so-outfit all classrooms K-12 with the equipment, manufactured by Promethean.

“Teachers tell us that the impact of this technology is as dramatic as the introduction of personal computers into the classroom,” said Steven Gaynor, BHS superintendent. “Students in our elementary and middle schools who are already using this technology are highly engaged mentally, physically and emotionally. Our teachers are as excited as the kids, and are buzzing about the likely boost to student learning.”

About $500,000 of interactive equipment will be installed at Andover, Lahser and Model high schools, as well as Bowers Academy, the Bowers Farm classrooms and the Johnson Nature Center. The equipment at Andover and Lahser will be portable, so that it could be moved and reinstalled in the future if the aging high school buildings are renovated.

Bloomfield Hills Schools has provided professional development to teachers to aid their understanding and use of the systems. As with traditional lesson planning, teachers develop instruction in advance to best incorporate the technology into student learning.

Cindi Hopkins, director of technology, said that the whiteboards will make common classroom items like wall maps and televisions obsolete.

HATCH-Creative Class Strategic Thinking 101!

















Thanks for: Efforts to Reinvent Cities


By John Bebow - November 21, 2007

Here's some hopeful irony…

So A national study — criticized as inaccurate and out of context by the FBI — once again labels Detroit as the most dangerous city in America.

At the same time, Dan Gilbert, one of Michigan's leading entrepreneurs announces he plans to move his Quicken Loans empire out of the suburbs and back into downtown Detroit. The motivations? To rebuild the urban core and develop the kinds of livable urban cores demanded by his young workforce.

Livonia Major Jack Kirksey has a legitimate beef about state support for the move and how it's one community cannibalizing another with no net gain for Michigan. But if Livonia or other suburbs offered the kind of edgy, artsy, late-night bustle demanded by the much-sought-after, affluent, mobile creative class of the 21st Century, would we be quite so worried about so many young people leaving Michigan?

As Crain's reported, many other new economy businesses are considering moves to downtown Detroit.

Would those businesses really consider a reinvention downtown if gun-wielding felons and killers were waiting on downtown sidewalks to stalk their employees' every move? Of course not.

If the big thinkers at an organization called CEOs for Cities are right, then urban revitalization is a key to capturing the growing wealth and creativity of entreprenuers and younger workers.

This isn't a just a concept for big cities like Detroit.

Consider Midland.

Seeking to better attract and retain top-notch engineering and business talent to mid-Michigan, Dow Chemical is working to reinvigorate Midland's central core. The first gleaming success is Dow Diamond and the Great Lakes Loons minor league baseball team. The Midland community went from groundbreaking to the first pitch in one year. And 325,000 people streamed into the ballpark in this, its first season. Already, Dow officials report an uptick in both recruiting and retention.

What is your community doing to become an ever-more livable, creative, and competitive place? And will you be governed by tired cliches and misimpressions or new ways of thinking, living, and doing business. Consider posing those questions public comment period at your next village, township, or city council meeting.

Wednesday, November 21, 2007

November 2007 HATCH City of Hamtramck Meeting - Postponed

Gentlemen,

I have just been informed by Chris that we are not on the agenda with the City of Hamtramck November 27, 2007 pertaining to Artist Program presentation proposal and optioned conditional site control for the former Police Station as Erik and the Mayor had mentioned that we would be. Chris had mentioned that we may be looking at a January 2008 timeframe for the meeting after the new city council is in place.

I have placed a call into Erik to possibly discover first hand the possible issues but as of this moment have not received a response. I will keep you informed on the status of the program.

For those of you who may not be aware Erik is scheduled to be leaving Hamtramck on November 29, 2007 to work in the DEGC Detroit Economic Growth Corporation.

Take Care,

Leo

Tuesday, November 20, 2007

REPORT: TECHNOLOGICAL ROLE!

Maximizing the Impact: "The Pivitol Role of Technology in a 21st Century Educational System."

In a new report, Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century Education System", the State Educational Technology Directors Association (SETDA), the International Society for Technology in Education (ISTE) and the Partnership for 21st Century Skills urged renewed emphasis on technology in education.

The report urges federal, state and local policymakers and other stakeholders to take action on three fronts:

1. Use technology comprehensively to develop proficiency in 21st century skills. Knowledge of core content is necessary, but no longer sufficient, for success in a competitive world. Even if all students mastered core academic subjects, they still would be woefully underprepared to succeed in postsecondary institutions and workplaces, which increasingly value people who can use their knowledge to communicate, collaborate, analyze, create, innovate, and solve problems. Used comprehensively, technology helps students develop 21st century skills.
2. Use technology comprehensively to support innovative teaching and learning. To keep pace with a changing world, schools need to offer more rigorous, relevant and engaging opportunities for students to learn—and to apply their knowledge and skills in meaningful ways. Used comprehensively, technology supports new, research-based approaches and promising practices in teaching and learning.
3. Use technology comprehensively to create robust education support systems. To be effective in schools and classrooms, teachers and administrators need training, tools and proficiency in 21st century skills themselves. Used comprehensively, technology transforms standards and assessments, curriculum and instruction, professional development, learning environments, and administration.

The report supports the Partnership for 21st Century Skills’ framework for 21st century learning, which calls for mastery of core subjects and 21st century skills. The report also highlights effective practices in states, districts and schools that are using technology to achieve results. And it provides guiding questions and action principles for policymakers and other stakeholders who are committed to maximizing the impact of technology in education.

Together, SETDA, ISTE and the Partnership for 21st Century Skills represent dozens of leading U.S. companies and organizations, six leadership states, education technology directors in all 50 states, 85,000 education technology professionals and 3.2 million educators throughout the country.

Click here to view the full report, Maximizing the Impact.

NSF ITEST STEM GRANT 2007

National Study to Examine Best Ways to Prepare Teachers to Use Technology

The Center for Evaluation and Education Policy in the Indiana University School of Education will partner with a Washington, D.C.-area company for a project examining how current and emerging technologies are being used in classrooms and how to prepare new teachers to best use these tools.

The "Leveraging Education Technology to Keep America Competitive" study has just begun with a $3.1 million contract through the U.S. Department of Education's Office of Educational Technology.

"To our knowledge the federal government and the U.S. Department of Education have never really funded a comprehensive study of how cutting-edge technologies are being used in pre-service education," said Jonathan Plucker, director of the Center for Evaluation and Education Policy (CEEP) in the IU School of Education, and deputy project manager of the study.

Plucker said technological advances have made this a vastly different society. "But a common criticism is that that's not really changing the way that we teach," he said. "It's not changing the way we deliver education. It's not changing the way that students learn. This study gives us the resources to go out and do a very comprehensive and careful study to figure out if those things are happening."

Over a technical plan that breaks down into seven "task" areas, the project will produce an overall assessment of technology use in the classroom by April 2009. While that final work will help direct federal policy towards technology in education, a series of white papers issued throughout the length of the project will give immediate insight into the issues the work is tackling.

Saturday, November 17, 2007

Strategy by Design


In order to do a better job of developing, communicating, and pursuing a strategy, the head of Ideo says, you need to learn to think like a designer. Here's his five-point plan for how to make the leap.


From: Issue 95 June 2005 Page 52 By: Tim Brown


It's remarkable how often business strategy, the purpose of which is to direct action toward a desired outcome, leads to just the opposite: stasis and confusion. Strategy should bring clarity to an organization; it should be a signpost for showing people where you, as their leader, are taking them -- and what they need to do to get there. But the tools executives traditionally use to communicate strategy -- spreadsheets and PowerPoint decks -- are woefully inadequate for the task.



You have to be a supremely engaging storyteller if you rely only on words, and there aren't enough of those people out there. What's more, words are highly open to interpretation -- words mean different things to different people, especially when they're sitting in different parts of the organization. The result: In an effort to be relevant to a large, complicated company, strategy often gets mired in abstractions.


People need to have a visceral understanding -- an image in their minds -- of why you've chosen a certain strategy and what you're attempting to create with it. Design is ideally suited to this endeavor. It can't help but create tangible, real outcomes.


Because it's pictorial, design describes the world in a way that's not open to many interpretations. Designers, by making a film, scenario, or prototype, can help people emotionally experience the thing that the strategy seeks to describe. If, say, Motorola unveils a plan to create products that have never existed before, everyone in the organization will have a different idea of what that means. But if Motorola creates a video so people can see those products, or makes prototypes so people can touch them, everyone has the same view.


Unfortunately, many people continue to think of design in very narrow terms. Industrial products and graphics are outcomes of the design process, but they do not begin to describe the boundaries of design's playing field. Software is engineered, but it is also designed -- someone must come up with the concept of what it is going to do. Logistics systems, the Internet, organizations, and yes, even strategy -- all of these are tangible outcomes of design thinking. In fact, many people in many organizations are engaged in design thinking without being aware of it. The result is that we don't focus very much on making it better.


If you dig into business history, you see that the same thing occurred with the quality movement. As business strategist Gary Hamel has pointed out, there was a time when people didn't know what quality manufacturing was and therefore didn't think about it. Nevertheless, they were engaged with quality -- they created products of good or bad durability and reliability. Then thinkers such as W. Edwards Deming deconstructed quality -- they figured out what it was and how to improve it. As soon as people became conscious of it, manufactured goods improved dramatically.


The same thing needs to happen with design. Organizations need to take design thinking seriously. We need to spend more time making people conscious of design thinking -- not because design is wondrous or magical, but simply because by focusing on it, we'll make it better. And that's an imperative for any business, because design thinking is indisputably a catalyst for innovation productivity. That is, it can increase the rate at which you generate good ideas and bring them to market. Where you innovate, how you innovate, and what you innovate are design problems. When you bring design thinking into that strategic discussion, you join a powerful tool with the purpose of the entire endeavor, which is to grow. Here is Ideo's five-point model for strategizing by design.


Hit the Streets


Any real-world strategy starts with having fresh, original insights about your market and your customers. Those insights come only when you observe directly what's happening in your market. As Jane Fulton Suri, who directs our human-factors group, notes in her book Thoughtless Acts? (Chronicle Books, 2005), "Directly witnessing and experiencing aspects of behavior in the real world is a proven way of inspiring and informing [new] ideas. The insights that emerge from careful observation of people's behavior . . . uncover all kinds of opportunities that were not previously evident."


Very often, you can build an entire strategy based on the experiences your customers go through in their interactions with your organization. Service brands have a horrible habit of focusing on the one interaction where they think they make money. If you're running an airline, there's an awful temptation to focus all of your attention on what it's like to fly a particular route on a particular aircraft. In fact, you can track backward and forward a whole series of interactions that consumers have with you that are very relevant. If you start to map out that entire journey, you begin to understand how you might innovate to create a much more robust customer experience.


Recruit T-Shaped People


Regardless of whether your goal is to innovate around a product, service, or business opportunity, you get good insights by having an observant and empathetic view of the world. You can't just stand in your own shoes; you've got to be able to stand in the shoes of others. Empathy allows you to have original insights about the world. It also enables you to build better teams.


"We look for people who are so inquisitive about the world that they're willing to try to do what you do."


We look for people who are so inquisitive about the world that they're willing to try to do what you do. We call them "T-shaped people." They have a principal skill that describes the vertical leg of the T -- they're mechanical engineers or industrial designers. But they are so empathetic that they can branch out into other skills, such as anthropology, and do them as well. They are able to explore insights from many different perspectives and recognize patterns of behavior that point to a universal human need. That's what you're after at this point -- patterns that yield ideas.


These teams operate in a highly experiential manner. You don't put them in bland conference rooms and ask them to generate great ideas. You send them out into the world, and they return with many artifacts -- notes, photos, maybe even recordings of what they've seen and heard.



The walls of their project rooms are soon plastered with imagery, diagrams, flow charts, and other ephemera. The entire team is engaged in collective idea-making: They explore observations very quickly and build on one another's insights. In this way, they generate richer, stronger ideas that are hardwired to the marketplace, because all of their observations come directly from the real world.


Build to Think


"Design thinking is inherently a prototyping process. Once you spot a promising idea, you build it. In a sense, we build to think."


Design thinking is inherently a prototyping process. Once you spot a promising idea, you build it. The prototype is typically a drawing, model, or film that describes a product, system, or service. We build these models very quickly; they're rough, ready, and not at all elegant, but they work. The goal isn't to create a close approximation of the finished product or process; the goal is to elicit feedback that helps us work through the problem we're trying to solve. In a sense, we build to think.


When you rapidly prototype, you're actually beginning to build the strategy itself. And you're doing so very early in the innovation cycle. This enables you to unlock one of your organization's most valuable assets: people's intuitions. When you sit down with your senior team and show them prototypes of the products and services you want to put out in two years' time, you get their intuitive feel for whether you're headed in the right direction. It's a process of enlightened trial and error: Observe the world, identify patterns of behavior, generate ideas, get feedback, repeat the process, and keep refining until you're ready to bring the thing to market.


Not long ago, we worked with a large food-processing company on the possibility of incorporating RFID technology into its supply chain. After many rounds of prototyping and getting feedback, we made a three-minute video that described a very complex interaction of suppliers, customers, logistics, weather, geography, and a host of other real-world conditions that showed how RFID might work. The video rapidly accelerated the development of a potential RFID-based strategy, because the company could instantly give us even sharper feedback and help us refine it. Rapid prototyping helps you test your progress in a very tangible way and ultimately makes your strategic thinking more powerful.


The Prototype Tells a Story


Prototyping is simultaneously an evaluative process -- it generates feedback and enables you to make midflight corrections -- and a storytelling process. It's a way of visually and viscerally describing your strategy.


Some years ago, a startup called Vocera came to us with a new technology based on the Star Trek communicator -- that "Beam me up, Scotty" device. They had worked out the technology -- an elegant device the size of a cigarette lighter that you could wear around your neck and use to connect instantly with anyone on the network. But the team had no way to describe why people would need the thing. We made a five-minute film that played out a scenario where everyone in the company had these gadgets. The storyline followed how one person used the communicator to rapidly assemble a crisis team dispersed across an office campus. The film showed that while fixed communications and mobile phones are very good for expected interactions, this device was ideal for reacting to the unexpected.


The team used the film to tell their story; it helped them raise VC funding and it acted as the guiding framework for the development and marketing of the product, which is called the Vocera Communications Badge. But there's an interesting twist to this tale. We thought the badge would work best on big office campuses. The market thought otherwise. Vocera's two largest markets are hospitals and big-box retail stores.


In the end, it didn't really matter that the market opportunity morphed into something different. Because you're testing and refining your strategy early and often in the design process, the strategy continually evolves. When the market changes, as it did with Vocera, the strategy can change along with it. This gives you a big jump start over abstract, word-based forms of strategy, in which the first time you get to test the strategy's outcome is when you actually roll it out. You can't gauge the strategy's effectiveness until you achieve the end result and do your postmortem. I don't see why that's useful. By building your strategy early on, in a sense you're doing a premortem: You're giving yourself a chance to uncover problems and fix them in real time, as the strategy unfolds.


Design Is Never Done


Even after you've rolled out your new product, service, or process, you're just getting started. In almost every case, you move on to the next version, which is going to be better because you've had more time to think about it. The basic idea for the notebook computer came out of Ideo some 20 years ago: Ideo cofounder Bill Moggridge is listed on the patent for the design that lets you fold a screen over a keyboard. Since then, the laptop has been redesigned -- and greatly improved -- hundreds of times, because design is never done. The same goes for strategy. The market is always changing; your strategy needs to change with it. Since design thinking is inherently rooted in the world, it is ideally suited to helping your strategy evolve.


It all comes back to the fact that in order to really raise innovation productivity within organizations, at the strategic level and everywhere else, you have to increase the amount of design thinking inside organizations. Doing so helps you get to clarity faster, helps your organization understand where you're taking it, helps you figure out whether you're on the right track, and enables you to adapt quickly to change. Those are pretty valuable survival skills.


Some companies already understand this and are working design thinking into their organizations. It's not such a hard thing to do. The toughest part is taking that first step -- breaking away from your habitual way of working and getting out into the world.
Tim Brown is the CEO and president of Ideo, one of the world's leading product-design firms.

HATCH Hamtramck Journey...........1


ALERT: City of Hamtramck "Internal Champion" EXITING!

Subject: Farewell Hamtramck...

Dear Community Leader:

I want to take a moment to let you know that I am leaving my position as Director of Community & Economic Development for the City of Hamtramck. My last day will be November 29, 2007. I will be starting a new position at the Detroit Economic Growth Corporation (DEGC) as the Business Development Manager.

I have enjoyed my tenure here and I appreciate having had the opportunity to work with you. Thank you for the support, guidance, and encouragement you have provided me during my time at the City of Hamtramck. I am especially grateful to my staff, Mayor Majewski, the DDA Board of Directors, the business owners and the city council among others. Even though I will miss you, I am looking forward to this new challenge and to starting a new phase of my career.

I would also like to let you know that I intend to assist the city in finding a replacement for me so that many of the projects of we are currently working on can be brought to fruition.

Please keep in touch. I can be reached at my personal email address at etungate@gmail.com. Thanks again for everything.

Yours truly,
Erik Tungate

Wednesday, November 14, 2007

TEDTalks: Nicholas Negroponte (2006_

"Urgency of the Digital Emergency"