Différences
Ci-dessous, les différences entre deux révisions de la page.
| Les deux révisions précédentes Révision précédente Prochaine révision | Révision précédente Prochaine révision Les deux révisions suivantes | ||
|
en:workshoptoolslabo [2019/12/12 15:04] hilda |
en:workshoptoolslabo [2019/12/12 15:53] hilda |
||
|---|---|---|---|
| Ligne 23: | Ligne 23: | ||
| For each group, there was one of the creators of the game and another organiser that acted as facilitators. This allowed not only to guide each group in the process, keep the levels of energy and clarify any doubt but also to observe the different forms of interactions that took place during the game. | For each group, there was one of the creators of the game and another organiser that acted as facilitators. This allowed not only to guide each group in the process, keep the levels of energy and clarify any doubt but also to observe the different forms of interactions that took place during the game. | ||
| - | The general feedback from the participants and facilitators is positive. The introductory video is very effective in projecting all the participants in the future thanks to its powerful images. It also encouraged the participants to keep up with the challenge while keeping a positive attitude and energy. | + | The general feedback from the participants and facilitators was positive. The introductory video was very effective in projecting all the participants in the future thanks to its powerful images. It also encouraged the participants to keep up with the challenge while keeping a positive attitude and energy. |
| + | |||
| + | The direct observation was also key in identifying opportunities for improving the game. In the first place, the identification of the problem to be solved within each group was a difficult task in most of the groups. It would be interesting to ease the transition between the "stakes" and the specific problems the participants could formulate. Secondly, during the experience, one group managed to go a step further at the end of the game and instead of just identifying 3 different jobs the group proposed to create a whole new company with potentially a completely innovative business model. A longer version of the game could guide the participants through the conception of a company. | ||
| - | The direct observation was also key in identifying opportunities for improving the game. In the first place, the identification of the problem to be solved within each group was a difficult task in most of the groups. It would be interesting to ease the transition between the "stakes" and the specific problems the participants could formulate. Secondly, during the experience, one group managed to go a step further at the end of the game and instead of just identifying 3 different jobs the group proposed to create a whole new company with potentially a completely innovative business model. , it becomes evident that as the last step, | ||
| {{:en:dsc0008.jpg?400|}} | {{:en:dsc0008.jpg?400|}} | ||
| - | |||
| - | |||
| - | |||
| - | |||
| - | Carte probleme | ||
| - | Creer une enterprise | ||
| ===== A journey to your project ===== | ===== A journey to your project ===== | ||
| Ligne 48: | Ligne 43: | ||
| The tool was used at a 1-hour workshop during the Exmough Creative Jam. A total of 15 participants between 15 and 18 years old worked in groups of 5. Each group of participants was accompanied by a facilitator who had participated in the creation of the tool. In general, A journey to your project smoothed the transition between the identification of an idea into the prototyping of a concept. Additionally, it worked well as a synthesis tool in which the groups could crystalise and keep track of the key elements of their ideas. | The tool was used at a 1-hour workshop during the Exmough Creative Jam. A total of 15 participants between 15 and 18 years old worked in groups of 5. Each group of participants was accompanied by a facilitator who had participated in the creation of the tool. In general, A journey to your project smoothed the transition between the identification of an idea into the prototyping of a concept. Additionally, it worked well as a synthesis tool in which the groups could crystalise and keep track of the key elements of their ideas. | ||
| + | |||
| + | |||
