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The idea of innovation and entrepreneurship are topics which I had not previously given a lot of thought or consideration about. Prior to being involved in and experiencing the innovation process firsthand I was skeptical about how I could be "innovative". I entered the process with an attitude that innovation was about creating the next big idea that only the most creative individuals would be able to bring about such ideas and create them. Something I certainly felt I could not do. However I have discovered that being innovative not only consists of thinking of a good idea and making it. In order to become innovative or to help others become more innovative there is a process.

In order to be provided with the opportunity to become more innovative a situation must be presented where we have the chance to. The Design Thinking Process above shows steps that were carried out during both projects to help work through the given task.

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Empathy
The empathy stage is a vital starting point. In order to discover what the teacher needed help with in the classroom to help the children to become more innovative a problem had to be identified.

In order to identify such a problem the needs of the teacher had to be considered. By entering the classroom and observing its surroundings alongside interviewing the teacher a bank of knowledge was able to be built up regarding what was missing in the classroom or what could be added to improve it.

Taking the needs of others into consideration is an important part of the process both personally and professionally. Personally we learn to understand others better in daily life and professionally we learn how we can improve the working environment we are in.

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In order to define one single problem all the information from the empathy stage had to be gathered and narrowed down so our group could create one problem single problem statement to help the teacher.

To help us along in our process the Bootcamp Bootleg document was a helpful source to guide us through different methods for each phase. The empathy map and character profile proved to be two main methods which helped us in identifying our problem. By taking into consideration what was done, said, thought and felt in the classroom it became apparent to us that a lack of movement was present within the classroom which led us to believe that some children may be under stimulated.

Taking a character profile of the teacher Mille and then of the children provided us with a chance to think about each individual/s in a deeper sense. I felt that this helped me to think about extra details to note down that I had not thought about
when writing points in the empathy map.

As a result of all this the problem statement created was:
"How can we help Mille stimulate the children in class through movement"?

Example of one of the methods carried out by our group:

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There may have been a problem statement created but the next step was to find some ideas that could be used to help with the problem. Using "Selection", again from the Bootleg document, ideas were created and partitioned into categories: the most rational choice, most likely to delight, the darling and the long shot. These would then be put into three forms : digital, physical, experience.

I am personally not an individual who usually likes when people suggest long shot ideas that do not seem possible or realistic in any way. I identify myself as a pragmatist who strives to achieve the one perfect idea. However after being involved in this process I have learnt that sometimes in order to achieve some of the best ideas some of the most far fetched ones must always be noted down. There is no one perfect idea, there is always something that can be changed or altered and being more open-minded and welcoming all ideas helps in recognising this. I feel that this is a useful skill in helping an individual like myself become more adaptable for future situations.

Prior to this process I would have argued that the picture below looks like a mess. However I would disagree and state is was more of a bank of organised ideas ready to be read and evaluated by the group.

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Looking at Edward de Bonos Thinking Hats with our idea in mind provided the opportunity to shape, change, refine and reflect on our chosen idea.

Jeeson (2012) discusses Edward de Bono’s Six Thinking Hats. She states how using the thinking hats can help us to “Think creatively about any topic and shows learners there are different ways of looking at a problem as well as different viewpoints.”

As a group we discussed our product in detail and looked at each hat and thought about the process, facts, feelings, creativity, benefits and cautions. The interesting part of this is that we created a poster and talked through our thinking process with other groups in the class who then wrote down some feedback on post its.

I found this to be a vital part of the process where i fully immersed myself with all the information whilst figuring out what to do with it.

Darso (2012) also discusses the notion of recombinant knowledge and links it with innovation. This part of the process enabled myself, and the group, to use the information we already knew and listen to others who perhaps challenged what we knew and added information to think about that we may not have before. Linking what was known to what was not known provided room for further discussion surrounding our product and how it could be adjusted in a way that was better.

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Building a prototype or prototypes within a period of time furthered room for discussion and ways that the product could be made better or improved on. If something appeared not to be working from the early stages it could simply be scrapped and something else added or left the way it was. The Educators Guide to Design Thinking highlights how failing early leads to much better final products. This proved to be very much the case for the group.

Our prototype led to be a box of individual, paired and group work activities that involved movement and other exercises. The box had a coloured card system in which each coloured card represented either a riddle or problem (yellow), a presentation or discussion (red), or an exercise activity involving even more movement (green).

Our prototype was presented to different groups and we received very useful feedback which led us to open our brain for more ideas and create a manual for the teacher on top of the actual box so she would know how to make it more sustainable and provided a list of websites where she could find the activities etc. Also we decided to get a resource box to give to the teacher for what was needed for the activities to make sure she was prepared.

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Testing meant that we would take the actual product we created and actively use them amongst the class and identify strengths and weaknesses with our product.

This proved to be a very beneficial and a fun part of the process. Being able to physically see how the product could be used in the classroom and changed for the future was great.

The majority of children responded very well and knew exactly how the box was to be used. Although I think it would be important for future to think deeper about differentiation and ability as there may be some tasks in the box that children would not be able to do that may cause them anxiety.

General feedback was also provided from the teacher herself all of which was relatively positive and useful for the future.

Image of actual product pictured below:

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The innovation process had been completed and the next study product was presented.

Now it was time to create a product that helped children become innovative themselves. In order to help others become innovative it is important to think about what is available to teachers and students and each country is different. Therefore it was important to empathise with one another about how innovation was different in each of our own countries. Through discussions it was very apparent that my country, Northern Ireland, had a vast range of projects and materials aimed at helping young people in our country to become more innovative and gain entrepreneurial skills in the process.

This was in complete contrast to Lebanon where there was very little evidence of innovation projects or lessons occurring in class. Therefore we thought it would be helpful to try and do something to help the Lebanese pupils become more innovative.

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Further methods were used when carrying out during this project. The main objective had to be that we had to make children more innovative. A 2x2 matrix method was used alongside a Point Of View madlib and a Point of View Want Ad. I found the madlib to be the most useful out of the three methods.

The madlib enabled us to think about a design challenge, in this case the lack of innovation in Lebannon, in order to turn it onto a problem statement.
We created the madlib
“A schoolchild in a Lebanese public school, in which knowledge is one of the only values, must be also allowed to make experiences in the innovative field, because this is an important ability for later life.”

From this we went on to create how we might questions which left us with one final problem statement:
How can we help the teacher in a Lebanese public school educate their 16/17 year old students to solve small innovative tasks?

The user was identified as the teacher so that they may try and help their pupils to become more innovative. I feel it is important to identify a particular group of students as it helps to cater better for the needs of pupils instead of using general tasks.

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Through this process I have learnt that normally the first idea that is thought of is not always the best idea you actually can think of. Therefore it is important that a bank of ideas is created between the group so that:
1) There is a choice to choose from.
2) Aspects of different ideas can be brought together to make one good one.

In order to do this a brainstorming activity was carried out where we wrote all our ideas down and stuck them on the board in front of us. We did not discuss what we wrote or judged what any of us wrote down. By the end of the allocated time given we had a range of ideas to discuss and choose from.

During our brainstorm we imposed a constraint that you would think to be difficult at first but in the end opened our minds to wide range of more ideas. The constraint was the limited access of internet the children in the school had access to. As a result, this made us think of ideas that did not require the children having to use or rely on the internet.

Selection
In order to settle on one idea we decided that each team member would pick their top three ideas that we would read discuss and eventually come up with solution to pick one idea.

In the end it was decided that we would create a booklet/guideline for the teacher with a series a innovation projects to pick that could take a whole semester to complete. The reason we decided to pick projects to last a whole semester was because the teacher in the Lebanese school did not always have a long period of time to complete new innovation tasks each week. Therefore if they were able to carry on with a similar project they would know the progress they are making and not have to take time out planning something new each week.

Example of how many ideas one brainstorming activity can produce:

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We decided to create our prototype on a google drive document that could be edited by us all as we moved along. We each took time to research and think of a project that could be suitable for the teacher to use and edited them within the document.

Each of us looked at our different projects and discussed with one another what we could change within them to improve them and make them better for the students to use. For example project 1 involved the students going into a centre for children who required additional support than those in mainstream schools and identifying a problem to help them with whether it to be to improve on an educational or social level etc. This would be very useful for this particular class as the teacher was a sociology major and could incorporate her subject with the project. They would go through a process similar to one we have completed and learn to think innovatively as a result.

The same booklet was designed for teacher and student which provided clear instructions for the task at hand. If the teacher herself wanted to create any additional changes she/he could do so as we decided to create the booklet so that it could be sent online to the teacher. Creating it in this manner meant that if the teacher wanted to add tasks or take any way before printing it out for the students they could make their own version before printing it for their students.

Example of our work

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We tried to go more broad in terms of our testing for this product.

My group and I went round the university and found groups of student teachers to discuss our product with. This proved to be extremely beneficial not only because they deemed the product to be an interesting concept that could definitely be used in the classroom but also it provided the opportunity for questions about our product.

Some asked about the use of it for countries in other schools which of course we explained how it could be used and adapted to suit different home countries situations if they wished.

Another valuable form of testing was the contact which one of our group members had with the teacher in Lebanon who this product would be given to. The feedback given by her identified how it was a worthwhile product which definitely appeared to be a good way for students to give back to their community by trying to help others in it. Also she found it good how it was not just a one off lesson involving innovation that would be forgotten about but rather a continuous project that could be used throughout the semester.

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Prior to joining the module group work is something that I had not had to engage in a significant amount.

However through the innovation process itself I have learnt how powerful working in a group can be for becoming innovative and for daily life itself.

Learning to be more open minded to others ideas without judgements and being tolerant and patience is something I have learned can really help you succeed in regards to the task at hand. I feel that this is very much linked to innovation because if we allow our minds to open to the possibility of the bigger picture and the more out of the box ideas the more we allow ourselves to become immersed more in the process of innovation. If we continue in this way we then can begin to actively seek out a range of ideas and think in all new and different kind of ways.

Some ideas do not always necessarily need to make sense at first. One "silly" idea, at first, may happen to become thee idea if we work together as a group and support one another to make it happen in a realistic way.

Roles within a group:
I have also learnt the value of having different roles within the groups - four main roles in particular: the jester, conceptualiser, challenger and gardener. It is good to have variation within a group because if each person thinks the same then ideas can not be challenged, improved and refined for the future (Darso 2012).

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Some have suggested that being innovative involves being creative. However one would then have to ponder what creativity actually is?

I  believe creativity can be subjective according to the individual and is something that can be difficult to define in a simple sentence.

Kelly and Kelly (2013) discuss an interesting concept of creativity and having creative confidence. They see everyone as having the ability to be "creative".

What is important is having the confidence in oneself to show that creativity in whatever form it may take. They state that  "Creative confidence is like a muscle – it can be strengthened through effort and experience."

If we aim to strengthen individuals creative confidence then I think it can be one step in the right direction in relation to the process of innovation.

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Innovation to me is now something that I believe is intrinsically within each one of us. Although it may not always be obvious I believe that every individual has the power to be innovative if they set their mind to it and are guided in the right way.

We will not be innovative or help the next generation to be if we constantly shut down ideas that may not fit into the "norm" of our society or we do not think is good enough to get anywhere.

To me innovation can be something as simple as being involved in activities like brainstorming or listening to ideas from pupils that they have taken a  time to think about.

To conclude being innovative to me is something that each individual has the capacity to do but it is whether they are guided in the right way to release their potential or if they want to. It might be thinking of a new idea, it might be helping others to think of an idea or change the way they think. The possibilities for innovation are endless and if we promote this sooner rather than later then I think the possibility to create change in the world is something that can be achieved.

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Journal Articles/ Books:

Brown, T. (2009): Change by Design. How Design Thinking Transforms Organizations and Inspires Innovation.
An interesting read into the world of design thinking.Very useful for those seeking to incorporate innovation and encourage creativity throughout various aspects of the design process. Furthermore it can help individuals adapt new approaches to problem solving.

Darsø, L. (2012): 'Innovation Competency - an Essential Organizational Asset' In Hoyrup et al. (2012: Employee-Driven Innovation (Palgrave Macmillan)
Darsø's article provides information surrounding different innovation competencies. The Diamond of Innovation is discussed for navigating the innovation process alongside information regarding different roles and types of knowing that can occur during the process. Those involved in the innovation process will find this article very useful to gain a greater understanding of innovation.

Jeeson, J (2012) Developing Creativity in the Primary School. Maidenhead: McGraw Hill.
This piece of writing explores the theory,practice and policy of creativity in the primary classroom.References are made to the use and place of Edward De Bono's Thinking Hats within the classroom. This is a very useful article for teachers who struggle with creative challenges in the classroom to identify ways to overcome them and be engaged in a more creative curriculum.

Kelly, T. & D. Kelly (2013): Creative Confidence: Unleashing the Creative Potential Within Us All. (Ideo)
An inspiring piece of writing identifying strategies and principles to unlock creative potential and enable individuals to become more innovative in the way they approach problems and challenges. This is good piece of writing for those who doubt they are or can be "creative". It opens the mind to the potential each individual has to be creative so they can explore and engage in their own creativity to achieve success in later life.

Documents:

http://longevity3.stanford.edu/designchallenge2015/files/2013/09/Bootleg.pdf
A useful document which guides the individual through methods that can be used during the innovation process itself. The methods are very active and very much encourage cooperation in a group.

https://dschool-old.stanford.edu/sandbox/groups/k12/wiki/14340/attachments/e55cd/teacher%20takeaway.pdf?sessionID=bb2e59e5c71c6739a2a2d25c9df66eb499c5ca57
Extremely thorough guide for Ideas and strategies to implement design thinking in schools. Takes the users through the complete process of innovation with suggested activities and helpful tips throughout.

Videos

https://www.youtube.com/watch?v=NugRZGDbPFU
A good video explaining how not every idea has to be developed in a eureka moment. Sometimes an idea can be a slow hunch that needs time to be thought about and developed over a period time where the help of others can prove extremely useful.

https://www.youtube.com/watch?v=B1bOIcnVI3g
Thought provoking video about a need for a new design for our education system. The video highlights how the factory module of education can drain the creative force of both teachers and students alike. Therefore a new model that does not limit possibilities is suggested where students can show off their uniqueness in a positive way. Innovative lessons may very well be the beginning.

Northern Ireland's approaches to innovation

http://www.yeni.co.uk/about-us
Good site that provides information on a charity aimed at developing the entrepreneurial skills and aspirations of young people aged four to 25 to prepare them for the new economy in an innovative way. Has the potential to be a very useful programme which could be set up and run in many other countries.

http://www.nicurriculum.org.uk/stemworks/
Useful site with information regarding the use of STEM (Science, Technology, Engineering and Maths) subjects to empower future generations to grow an innovative economy. A range of enquiry based learning activities are suggested to stimulate innovative learning in a cross curricular way so young people are encouraged and gain a better understanding of how the subjects relate to the world they live in today.