Innovation Lawrence Cato Lawrenceto@waldenu Walden University

1. Innovation Lawrence Cato Lawrence.cato@waldenu.edu Walden University Diffusion and Integration of Technology in Education EDUC 8841 November 19, 2009

2. Lego MindstormInnovation

3. To use technology to help students who are challenged to learn in the traditional classroom settings. To increase students’ competence in Mathematics, Science and Technology To develop critical and Analytical skills in student A natural desire to improve learning Research has revealed the benefit of Mindstorm to our students. The Need !

4. Research & 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 shows that students learning is enhanced.

5. Lego Mindstorm Durability Figure 1. Source: www.Graphjam.com The graph in figure 1 above shows that the Mindstorm equipment is strong and durable and that it is heavily mistake-tolerant. This adds to the idea of using Mindstorm with children at any age. It is excellent for learning and it wont spoil easily. This is what every school needs.

6. Problems Encountered • Writing an application to Program the parts in the kits • Getting the robots to lift loads • Developing Mindstorm kits for students of varying age groups • Getting Higher Institutions to believe in the product

7. The Audience The audience below are the people who are expected to interface with the Mindstorm innovation. High School Students College Students Elementary Students University Students School Leavers

8. Lego Mindtorm at Work The video on this page was taken at a local school where a group of students built and programmed a Lego Mindstorm robot to respond to certain stimuli. This activity has helped them with the Math. Science and Technology classes. Click to watch robot at work

9. $$$$ Commercialization $$$$ • Mindstorm kits are produced in two factories and shipped around the world. • One kit has more than 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 • Online customer support is provided on 24/7 basis

10. Knowledge Stage • Lego Mindstorm was invented and prove to be an excellent learning aid • The researchers knew it would work • Students building all kinds of structures • Problem-solving skills developed

11. Persuasion Stage • Getting support for the research • Convincing people with the findings • Getting sponsor to support the production • Getting clients to buy the product • Convincing Schools and homes of the power of Lego Mindstorm

12. Implementation Stage Implementing in stages to meet Business objectives

13. 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

14. 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 726 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 used by NASA effectiveness of using them too scientists the Product Knowledge Persuasion Decision Implementation Confirmation 19981999199920042006 Click here click here click here click here click here

15. S-curve of Mindstorm Development More research Greater production Product Development Commercialization Research The Need 19982000200220042006 Years since Mindstorm was first manufactured

16. Innovators of Lego Mindstorm

17. Early Adopters of Lego Mindstorm Parent Administrators Students Teacher

18. Leggards of Lego Mindstorm Pessimistic staff Leggards of the Mindstorm Innovation Unsupportive Administrator Discouraging peers Dubous ICT coordinator

19. Innovation Development Process

20. Decentralized Approach of Lego Mindstorm • Users are more involved and share responsibility • Bureaucracy eliminated (Morgan, 1988). • Users are Motivated (Ahituv, Neumann & Riley, 1994). • Innovation is encouraged as students explore and learn • More rapid response to market and environmental changes take place (Earl, Edwards & Feeny, 1996).

21. Key Change Agents ICT Coordinators Providing training and technical support Identifying and addressing resource needs from time to time Vigorously advocating the need for technology innovation Curriculum Officers Reforming the curriculum Introducing technology integration Teacher training and support Ensuring compliance by all schools involved in that exercise School Principals Implementing change at school Providing the support to facilitate the change process Liaising with stakeholders to enable change Chief Education Officer Implements policy to effect change Provide support for other officers of change Advocate the need for change in many places

22. Roles of Change Agent in the Organization

23. Change Agents’ Roles continued The following are two additional roles of change agents but other roles may exist depending on the situation in the organization. .

24. Meeting Critical Mass • Meeting critical mass is relative to the society in which the innovation exist and the level of acceptance it has gained. • I believe Lego Mindstorm has reached critical mass here in Grenada because it has become very popular in colleges, schools and homes of ordinary people. • It will do the same in your institution. Try it.

25. Innovation Champion Requirements • 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

26. The Innovation Champion cont.. The following requirements will help the change-champion to be more effective

27. Defining the Need • The need for more problem solvers and critical thinkers in the school system. • The need for students to have better problem solving skills • People’s awareness of the importance of ICT in education. • The need to assess the existing capabilities and competences in the organization • Identify existing limitations which can negatively impact the organization

28. Aligning innovation with needs Innovation must: • speak to the various needs that the clients and stakeholders are known to have • be made to address problems which exist in the organization/community and for which a solution has been sought • not benefit one party only but every person who interfaces with the organization • return value for money

29. 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

30. 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.

31. 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