Challenge

The challenge I faced was in one of my course (Project Based Learning) for first year students  in my institute. The challenge was the ideas generated by the group of students as part of  problem solving were mostly unclear and not original. The groups did not explore new ways  to arrive at a solution and the ideas were based off of an existing idea. The expectation of the  course was to develop a clear, distinct and original solution with deeper understanding of the  problem.

In addition, it was observed that the students relied mostly on their existing knowledge and  were trying to develop solutions, which falls within their knowledge boundary, as well as  comfort zone (here google). This hindered the process of creativity, critical thinking, gaining  new knowledge and experience, which were the main objectives of the course.

Selection

Mind mapping tool was used to aid the groups in identifying multiple ideas (solutions) while  focusing on the core problem at hand. According to me, mind map is graphical technique to  visualise and analyse all aspects of a subject by involving the stakeholders in the discussion.  Here the subject (or problem) is kept at the centre and is opened for discussion. The themes or  ideas that generate from this centre are represented through nodes and branches connect the  nodes. Often the ideas are represented by keywords at nodes and the discussion is continued  till it reaches stagnant point where no more ideas can be generated for each node. The  discussion is carried out in such a way that whatever that comes to the mind of stakeholder  related to the keywords are represented in the map without any judgement.

Upon the completion of discussion, the prepared map is overviewed for identifying key ideas.  The ideas that satisfies the requirements are chosen and rest all are kept in shelve. If required  the map is updated during the process of testing the idea.

The key advantage in this technique is that every participant is involved to provide his/her input  from his/her perspective and experience. This technique gives opportunity to the participants  to contribute to the process and being a transparent method, the subjectivity in idea generation  is reduced considerably. The sense of feeling that no idea is too small or too big creates a  positive and empathetic environment that is necessary to bring quality outputs. Also, it helps  in bringing critical thinking and creativity in the process, fosters team work and problem  solving attitude. To understand mind map technique I have referred to ‘The Mind Map’ book  by Tony Buzan.

Application:

To explain how the tool was applied, I have used an example of commonly faced issue by slum  area: nuisance of rats. Thus, to start with a mind map, write down one, central idea or theme in  the middle of a blank page (or black/white board). All mind maps have this common starting  point. Then branch out the central idea by writing down anything that comes to the mind when  thinking about the idea. You can include drawings, questions, comments, solutions, problems  etc. There are no limits. Simply write down everything that relates to the central theme or  anything that enters your mind.

While demonstrating the task, ask questions as many as possible and allow students to express  their views. I have used following points for asking questions.

•  The design must be low cost.

•  The design should be safe, particularly with small children.

•  The design should not be detrimental to the environment.

•  The design should be aesthetically pleasing.

•  The design should be simple to operate, with minimum human effort.

•  The design must be disposable (you don't reuse the trap).

•  The design should not cause undue pain and suffering for the mouse.

Insight:

What I have learned from conducting this exercise is that the map, which is developed from  the insights provided by the students, reinforces the understanding of the problem with increase  in nodes and branches. The valuable insight is the shared understanding of problem and  learning. Everyone in the discussion agrees upon the final idea that can be taken as a project  for the stated problem through this technique. In a batch of 20 students for a time of 60 minutes,  mind map becomes a focal point for concentration and discussion and allows students to  contribute in the process. It engaged students as long as there was no limit to the map size.

Approach:

Since I have discovered that the most valuable insights were students shared understanding of  the problem and shared learning, I would use this technique as brainstorm session as integral  part of the course to identify innovative ideas. Next time I will allow each group (4 students  each) to use this technique and present their findings in front of facilitators.


Challenge The challenge I faced was in one of my course ( Project Based Learning ) for first year students in my institute . The challenge was the ideas generated by the group of students as part of problem solving were mostly unclear and not original . The groups did not explore new ways to arrive at a solution and the ideas were based off of an existing idea . The expectation of the course was to develop a clear , distinct and original solution with deeper understanding of the problem . In addition , it was observed that the students relied mostly on their existing knowledge and were trying to develop solutions , which falls within their knowledge boundary , as well as comfort zone ( here google ) . This hindered the process of creativity , critical thinking , gaining new knowledge and experience , which were the main objectives of the course . Selection Mind mapping tool was used to aid the groups in identifying multiple ideas ( solutions ) while focusing on the core problem at hand . According to me , mind map is graphical technique to visualise and analyse all aspects of a subject by involving the stakeholders in the discussion . Here the subject ( or problem ) is kept at the centre and is opened for discussion . The themes or ideas that generate from this centre are represented through nodes and branches connect the nodes . Often the ideas are represented by keywords at nodes and the discussion is continued till it reaches stagnant point where no more ideas can be generated for each node . The discussion is carried out in such a way that whatever that comes to the mind of stakeholder related to the keywords are represented in the map without any judgement . Upon the completion of discussion , the prepared map is overviewed for identifying key ideas . The ideas that satisfies the requirements are chosen and rest all are kept in shelve . If required the map is updated during the process of testing the idea . The key advantage in this technique is that every participant is involved to provide his / her input from his / her perspective and experience . This technique gives opportunity to the participants to contribute to the process and being a transparent method , the subjectivity in idea generation is reduced considerably . The sense of feeling that no idea is too small or too big creates a positive and empathetic environment that is necessary to bring quality outputs . Also , it helps in bringing critical thinking and creativity in the process , fosters team work and problem solving attitude . To understand mind map technique I have referred to ‘ The Mind Map ’ book by Tony Buzan . Application : To explain how the tool was applied , I have used an example of commonly faced issue by slum area : nuisance of rats . Thus , to start with a mind map , write down one , central idea or theme in the middle of a blank page ( or black / white board ) . All mind maps have this common starting point . Then branch out the central idea by writing down anything that comes to the mind when thinking about the idea . You can include drawings , questions , comments , solutions , problems etc . There are no limits . Simply write down everything that relates to the central theme or anything that enters your mind . While demonstrating the task , ask questions as many as possible and allow students to express their views . I have used following points for asking questions . • The design must be low cost . • The design should be safe , particularly with small children . • The design should not be detrimental to the environment . • The design should be aesthetically pleasing . • The design should be simple to operate , with minimum human effort . • The design must be disposable ( you do n't reuse the trap ) . • The design should not cause undue pain and suffering for the mouse . Insight : What I have learned from conducting this exercise is that the map , which is developed from the insights provided by the students , reinforces the understanding of the problem with increase in nodes and branches . The valuable insight is the shared understanding of problem and learning . Everyone in the discussion agrees upon the final idea that can be taken as a project for the stated problem through this technique . In a batch of 20 students for a time of 60 minutes , mind map becomes a focal point for concentration and discussion and allows students to contribute in the process . It engaged students as long as there was no limit to the map size . Approach : Since I have discovered that the most valuable insights were students shared understanding of the problem and shared learning , I would use this technique as brainstorm session as integral part of the course to identify innovative ideas . Next time I will allow each group ( 4 students each ) to use this technique and present their findings in front of facilitators .