Chapters

Section 1: Tools for Collaboration and Cross-Disciplinary Collaboration

Chapter 1: The Value of Using Visual Tools to Enable Students, Clients and End Users.

By Griffith, S., Bliemel, M. & Carruthers, K.

This chapter introduces and contextualises the key themes of this book, outlining the value in supporting acquisition of cross-disciplinary collaboration, innovation and entrepreneurship skills in students and why visual tools are particularly useful in doing this.

Chapter 2: Engaged Learning: Planning, Implementing and Evaluating.

By Whitton, D.

This chapter gives a justification for Engaged Learning, and the components of it, and demonstrates the process of using the Engaged Learning Canvas, a modification of the Business Model Canvas.

Chapter 3: EducArt: The Digital Cultural Object at the Heart of Transdisciplinary Education

By Dubé, M.

This chapter explores the foundations underpinning the development of the Montreal Museum of Fine Arts’ EducArt platform, specifically the discrete steps leading to the completion of transdisciplinary co-creation projects.

Chapter 4: Visual Tools for Problem Framing and Problem Solving.

By Matthews, J.

This chapter summarises the case for using visual tools and visual representations to gain better understanding of current situations from multiple perspectives, to generate and explore new possibilities and to systematically explore potential solutions.

Chapter 5: Visual Problem Appraisal: A Learning Strategy, which uses Filmed Narratives.

By Witteveen, L., Lie, R.

This chapter describes the film-based learning strategy of Visual Problem Appraisal (VPA).

Chapter 6: Visual Stimulation and Visual Analysis in Design: Participatory and Co-Design Approaches for People Living with Dementia.

By Kenning, G.

This chapter provides a brief overview of some methodologies and frameworks that use visual data and inform design research projects. It reports on a collaborative design research project that used a ‘distributed expert’ approach in a series of workshops with visual analysis tools to engage with people living with dementia and stakeholders in their care.

Section 2: Visual Tools for Innovation

Chapter 7: A Cross-Disciplinary Trailblazer: Creative Village Studio.

By De Lorenzo, C., Ashburn, E.

This case study reflects on some of the ways the teaching team developed skills for cross-disciplinary collaboration within the Creative Village studio, a cross-faculty studio with interdisciplinary student teams operating in parallel with professionals.

Chapter 8: Supporting Innovation and Co-Design Process Skills by Visual Tools.

By Kälviäinen, M.

This chapter analyses the learning by doing methods within cross-disciplinary innovation courses where integrated real-life business projects have included brand, customer relationship and service design challenges.

Chapter 9: Pedagogy for Visually Supported Acquisition of Cross-Disciplinary Innovation Skills and Knowledge.

By Lofthouse, V., Kuzmina, K., & Bohemia, E.

This chapter reflects on how knowledge learnt in the field of design education, has been utilised effectively with students engaged in several cross-disciplinary modules and programmes, exposed to a range of learning environments to facilitate the development of innovative thinking processes.

Chapter 10: Visualising Empathy: Understanding: A Framework to Teach User-Based Innovation in Design.

By Kueh, C., Thom, R.

This chapter offers the Integrated Visual Empathic Design Process (IVEDP) as a theoretical framework to teach empathy to design students at university level.

Chapter 11: Scaffolding Innovation with Design Artefacts that Enable Others to Do their Work.

By Wechsler, J.

This chapter explores current practices and roles of design artefacts within innovation contexts. It presents specific examples of design artefacts that are being used in the innovation practices of design professionals are presented, and introduces a pedagogical framework that helps designers consider the social context of innovation initiatives, thereby enabling them to deliver useful visual tools that scaffold innovation through supporting others to do their work.

 

Section 3: Visual Tools for Entrepreneurship

Chapter 12: An Entrepreneur in a Scramble Crossing: An Exploratory Case Study.

By Reed, G.

This chapter is motivated by a need for an adaptive and anticipatory model of opportunity seeking by entrepreneurial firms. An exploratory case study is utilised to examine the applicability of an emergent framework entitled the parabolic scramble.

Chapter 13: Visualising Intellectual Capital Transformations for Strategic Design of Entrepreneurial Business Models.

By O’Connor, A., Roos, G.

This chapter discusses the use of a kit of Intellectual Capital Visual Tools (ICVT) for entrepreneurial strategy.

Chapter 14: Reframing Boundaries of Unfamiliar Learning Experiences through the Use of Design Mock-ups in Business Management Studies.

By Sadowska, N., Laffy, D.

This chapter investigates the effectiveness of using design mock-ups by business learners as part of their innovation journeys. It draws on learners’ experiences in a final year elective module (Managing Strategic Design) delivered on an undergraduate management degree.

Section 4: Visual Tools for Integrated Practice

Chapter 15: A New Approach to Help Students Develop Practical and Collaborative Skills with Visual Methods Applied as a Key Tool.

By Dong, E.

This chapter discusses and illustrates a new approach that is able to help students develop practical and collaborative skills. Based on the practice of rapid-product development, students explore and utilise selected visuals tools from the basic hand drawings to rapid prototyping by Flash CS6, supported by a team of tutors from both universities and enterprises.

Chapter 16: Practice Case Study for Visually Supported Acquisition of Cross-Disciplinary Innovation Skills and Knowledge.

By Cahill, J.

This chapter explores visual tools and behaviours that help build collaboration and team engagement that enable opportunities for innovation in complex uncertain environments.

Chapter 17: Student’s Use of PLACE and Time to Develop Capacity in Cross-Disciplinary Collaboration in Entrepreneurship.

By Bliemel, M.

This chapter describes the use of a ‘flipped classroom’ environment by students of multiple disciplines in an entrepreneurship course, such that they can see each other’s use of various tools throughout the course.

Chapter 18: Nexus, Collaboration, Innovation: A Model to Support Cross-Disciplinary, Student-Led Innovation and Entrepreneurship Projects through Use of Visual Tools.

By Griffith, S.

In this chapter the ‘Nexus’ model is described. It uses visual tools and techniques developed, and iterated for application in, undergraduate and post graduate courses and industry contexts to facilitate collaboration, innovation and entrepreneurship, in disciplinary diverse teams.

Chapter 19: Multiple Measures: A Tool for Supporting Inter-Disciplinary Assessment Design.

By Tregloan, K., Wise, K., & Fountain, W.

The first part of this chapter outlines the six themes defined through the Multiple Measures project, an Innovation & Discovery research project funded by the Australian Office for Learning and Teaching. The second half of this chapter articulates multiple outcomes in terms of collaboration and innovation, including identifying examples of integrated assessment design that enable these key outcomes.

Chapter 20: Self-Directed Experimentation and Reverse Engineering Consumer Products as a Route to Learning about Complex Fluids.

By Spicer, P.T., Prescott, S.W.

This chapter presents reverse engineering as a model of enquiry-based learning in which students can collaborate to investigate how existing, familiar products work and emulate the innovative steps that are central to product development.

Chapter 21: Applied Visual Metaphors in Organisational Management.

By Blackwell, J.

This chapter offers an applied example of practice-based visual approaches to convey a concept. In this case study visual metaphors initiated in a meeting with the client, were developed between two workshops by Linebrand, in partnership with Identify Corporate Innovations.

Chapter 22: Key Insights for Developing Integrated Visual Approaches for Supporting Collaboration, Innovation and Entrepreneurship Skills Acquisition.

By Carruthers, K.

This chapter summarises and reflects on the key insights of the book.