Development

Now that you have settled on a design, it's time to put it into development.

Dimensional Thinking

"Dimensional thinking involves moving from 2-D to 3-D or vice versa; mapping, or transforming information provided in one set of dimensions to another set; scaling, or altering the proportions of an object or process within one set of dimensions; and conceptualizing dimensions beyond space and time as we know them" (Root-Bernstein & Root-Bernstein, 1999, p. 204).

The ability to think in dimensions plays an important role in many disciplines, from the arts to science to social sciences. You may have encountered the classic puzzle asking the participant to take six toothpicks and arrange them to form four contiguous triangles. Or, similarly, take 12 toothpicks and form six contiguous squares of the same size. The trick here is that most people think in two dimensions, but these two challenges can only be solved using three dimensions. (Did that hint make them easier to solve?)

Modeling

Dimensional thinking leads to modeling, an activity designed to "make accessible something that is difficult to experience easily" (Root-Bernstein & Root-Bernstein, 1999, p. 229). There are different types of models that can help students figure out how things work, understand concepts, and have fun with learning:

Representational or physical model

This type of model displays the physical characteristics of a real object or mechanism (ex: students create a diorama of an animal's habitat or a physical model of the solar system; a military authority uses toy figures to teach strategy and maneuvers). The example below is a physical model created by students in the Future City competition. Students are given a theme and engineering parameters then design a model of a city implementing the features they choose to meet requirements. Is your creative solution something that can be represented in a physical 3D format?

Another example is bio printing of human organs. Below is an image of a replacement heart being printed in 3D to be transplanted.

An example that is more representational would be the Teachers’ Technology Toolbox. The model below sends the message that teaching with technology is just like working with any already-familiar tool – just pull it out of your toolbox and apply as needed. This representational model (picture it in 3D) communicates much more than just pictures of a laptop or Ethernet cable would by themselves.

Theoretical model

This type of model embodies the basic concepts governing the operation of some process (ex: Gardner's Multiple Intelligences or Gagne's Nine Events of Instruction). The example below is a process model that my doctoral student Amanda Keesee created when she found that models for formal learning, informal learning, and online learning were inadequate to describe her project. If she were to conceptualize this in 3D, what might it look like? I’m picturing sort of a kids’ playground-type thing starting with a step for the purpose, branching off in three different directions for the use, and maybe a crawl tube for the “through” elements. The idea is to force yourself to think in different dimensions. When viewing this model in 3D, Amanda might consider the developer entering at a different point. Would that change the product created using this model? Would an online developer look at the model differently if it were depicted as a rigid set of steps instead of a playground apparatus?

Imaginary model

An imaginary model displays the features of something we can't observe directly (ex: visualization or values). The example model is just an abstract idea, perhaps based on a metaphor using an idea and a tree. It could be interpreted in many different ways, but the strength of the imaginary model is the meaning you as design bring to it. For example, this one might be for an organization realizing the solution to their problem is recognizing members/employees as the "root" and "trunk" (strength) of the organization, and the organization can't "bear fruit" if the members/employees are not strong and healthy.

While each of these types of modeling serve to increase learning and can be combined for more sophisticated modeling, we will be focusing on representational/physical or theoretical modeling and the innovation technologies associated with them. This type of modeling is particularly important in fostering innovation in the classroom. Students cannot design or construct a model without imagination, intense observation, abstraction of critical features, rescaling, and expressing in some verbal, mathematical, or artistic form - all elements of 21st Century learning.

Dissemination

Now that you have developed the solution to your problem, consider disseminating that idea. A very important skill is to be able to share your ideas in a succinct, articulate manner. Imagine you happen to be on the elevator when your Superintendent/Dean/CEO steps on. You'd like to share your innovative idea with him/her, but you just have the short amount of time on the elevator ride to do it. The goal of an elevator pitch is not to give all the details but to trigger enough interest that that person will want to spend time hearing more from you. By definition, an elevator pitch is a quick persuasive speech that is used to create interest in a project, a concept, or people. It distills your ideas into the simplest, clearest points of value, what makes you different, and instills enough curiosity to make the prospect want to hear more. Theoretically, it should be no longer than the time it takes to ride an elevator to the top floor in a building. (e.g. between 30 seconds to 2 minutes.)

I think the simplest elevator pitch pattern is:

Start with something unusual and surprising to catch their attention.
Introduce Your Problem with a question and make it relatable.
My solution will help/teach/allow ________ <<ideal client or user>> to ________ <<feature of solution>> so they can _________ <<benefit)>>”
A "wrap-up rhyme" (ex: "If the glove fits, you must acquit.") would be great here if appropriate. Or just one powerful word to represent the solution would work as well.