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