Session 16 - Innovation Games - Self-Study Guide for Assignment

Innovation Games

Before proceeding through to the instructions of this class, visit: http://www.katinamichael.com/welcome-to-the-future-19/2019/2/28/session-16-innovation-games-self-study-guide-for-assignment

Now please take the time to carefully fill out this form as a self-study guide in preparation for your Innovation Games assignment. We will discuss your submissions after Spring Break, and will begin the Games a week after we originally expected. I have sent a Canvas Announcement out, so please check that announcement to make sure what new date you are presenting. This will give us enough time to go through the logistics of the Innovation Game so that we can maximise the success of that assignment. I will be providing the marking rubric for this assignment after the Break.

Self-Study Guide

To be completed by 1.15 pm on 28 February 2019. Completion of this form will be marked as ‘attendance’ and ‘participation’ in our regular scheduled class.

Name *
Name
Name 1
Name 1
Find your game card from the list below. Study the game card picture. Reflect on what it might mean. Please elaborate in a few sentences.
Find your game card description. Write down the keywords in the form below. Why do you think this game might be an appropriate way to solicit feedback from stakeholders during the innovation of a new product or feature or service?
What do you think you might do your assignment on? A product, a feature set, a service? Although your assignment is very much guided by the game card you got, you do have to come up with "that which you are studying" in terms of innovation. Is it a wearable device, a new smartphone feature, the way people interact with social media apps? Etc. Your ideas should be unique, although relevant to a mass population also. Record your thoughts below.
What are the mechanics of hosting the game in class? What might you need in terms of materials or setup. Do you need A4 paper, sticky notes, the whiteboard, a youtube clip to present stimulus material. How will you break up the group, if at all? Are there handouts to give?
How will you elicit class interaction? And what will those interactions yield in terms of outcomes, related to your product innovation? In other words, at the end of the activity what piece(s) of evidence will you submit as a record of that activity?

Assignment Summary:

Innovation Games and Participation: Individual - 20%

Innovation Games are 12 games created by software engineer Luke Hohmann that help companies who innovate products or services extrapolate meaningful future feature sets. The games focus on clients, their use of products and services, and their needs and hopes for product improvement, product feature additions, supplementary and complementary technologies. By engaging clients meaningfully, Innovation Games, implements a lot of the ideas taught in the first 8 sessions of the course (in terms of technological roadmapping and knowing your customer values). Each student will be allocated an innovation game to facilitate in class. Three games will be played for 5 sessions. A single innovation game must take no more than 25 minutes to complete. In each of these sessions, the student facilitating acts as the company product manager, and the rest of the class are the clients. As your instructor I will remain silent and observe the classroom for participation, innovation in delivery, levels of interactivity, and vital evidence gained from the mock simulation. Students needs to help the facilitator make this game successful. Students are responsible for bringing materials like post-it-notes, white butcher paper, boxes, markers and pictures to stimulate group discussion. This activity has no online component. The activities will be filmed. If a student requires support for materials, they are to email the instructor 2 weeks prior to the class delivery to ensure support is provided.

Session 16 - Innovation Games - Cards and Descriptions

The following materials have been taken out of Innovation Games: Creating Breakthrough Products Through Collaborative Play written by Luke Hohmann in 2007.

Prune the Product Tree, Remember the Future, Spider Web, Product Box

Buy a Feature, Start Your Day, Show and Tell, Me and My Shadow

Give Them a Hot Tub, The Apprentice, 20/20 Vision, Speed Boat

Description: Prune the Product Tree, Remember the Future, Spider Web, Product Box

Description: Prune the Product Tree, Remember the Future, Spider Web, Product Box

Description: Buy a Feature, Start Your Day, Show and Tell, Me and My Shadow

Description: Give Them a Hot Tub, The Apprentice, 20/20 Vision, Speed Boat

Cheat Sheet 1: Innovation Games and what they are about

Cheat Sheet 2: Innovation Games and what they are about

Selecting the Game that Best Suits the Goal(s)

Session 13 - Seminar Presentation - Verichip

Sources:

  1. Center, Electronic Privacy Information. “EPIC - Verichip.” Electronic Privacy Information Center, www.epic.org/privacy/rfid/verichip.html.

  2. Weissert, Will. “Microchips Implanted in Mexican Officials.” NBCNews.com, NBCUniversal News Group, 15 July 2004, www.nbcnews.com/id/5439055/ns/technology_and_science-tech_and_gadgets/t/microchips-implanted-mexican-officials/#.XGoivOhKjIV.

  3. “Microchip Implant (Human).” Wikipedia, Wikimedia Foundation, 1 Feb. 2019, en.wikipedia.org/wiki/Microchip_implant_(human).

  4. Katina Michael. “The Future Prospects of Embedded Microchips in Humans as Unique Identifiers.” Katina Michael, Katina Michael, 17 Jan. 2013, www.katinamichael.com/research/2013/1/17/the-future-prospects-of-embedded-microchips-in-humans-as-unique-identifiers?rq=verichip.

  5. Katina Michael. “The Diffusion of RFID Implants for Access Control and Epayments.” Katina Michael, Katina Michael, 23 July 2010, www.katinamichael.com/research/2010/7/23/the-diffusion-of-rfid-implants-for-access-control-and-epayments?rq=verichip.

Session 12 - Preparing for Seminar Presentation (Part II)

This is another opportunity to share your findings with your classmates and your guest teacher, Ms Elma Hajric. Show Elma parts of your presentation and get instant feedback or use the time wisely in class to develop yours with the opportunity to brainstorm your presentation with peers.

Latest implantable device the class may wish to discuss Vivokey Spark by Amal Graafstra: https://www.linkedin.com/feed/update/urn:li:activity:6500047398860132352

Session 11 - Short Answer Examination

Instructions:

This is an open book examination. It counts for 20% of your final result for the course.

The examination can be completed at any time after 12pm but before 1.15pm on 12th February 2019.

An examination submitted AFTER 1.15pm will be rendered late.

Please back up all your answers before you hit the submit button in case there is a network interruption.

The examination should be completed on ASU campus.

The examination will be unsupervised. Exam conditions remain. There shall be no talking during the examination.

Best of luck.


FIS 111: Assessment 1 Examination

(20% of total course assessment, exam marked out of 40)

PART A (Total Marks: 10):

10 x 1 mark True or False Questions

PART B (Total Marks: 10):

5 x 2 mark Multiple Choice Questions

PART C (Total Marks: 20):

5 x 4 mark Short Answer Questions


PART A - TRUE/FALSE QUESTIONS (1 mark each)

Question 1 *
We live in a turbulent environment.
Question 2 *
It is pointless for an organisation to consider itself in five year increments.
Question 3 *
Scriptural prophecy is one method some people use to glean the future.
Question 4 *
The majority of electronic gadgetry in existence today (e.g. Fitbits and Apple watches) are "technology push" and not "market pull".
Question 5 *
Simulation is not a technique relevant to "futures studies".
Question 6 *
The user should never be the primary focus of a technological development process.
Question 7 *
Futurecasting, nowcasting and backcasting are all casting techniques for innovators that can be used in industry.
Question 8 *
Participatory design and codesign are considered interchangeable terms in the literature today.
Question 9 *
I need to challenge my own beliefs by listening to other perspectives.
Question 10 *
The sun is finite.

PART B - MULTIPLE CHOICE QUESTIONS (2 marks each)

Question 11 *
Which of the following is NOT required for a valid scenario.
Question 12 *
The EXPLORING phase in scenario planning DOES NOT include:
Question 13 *
Roadmaps include the following dimensions of knowledge:
Question 14 *
The following is NOT a participatory design technique:
Question 15 *
Participatory design tools include:

PART C- SHORT ANSWER QUESTIONS (4 marks each)

Describe participatory design. Why is it important?
What is the point of technology roadmapping? Whose job is it to roadmap in an organisation?
Create a scenario for a new product innovation.
"People's beliefs influence what they buy". Do you agree or disagree? Give an example.
Compose a very simple thought experiment. Provide two possible answers.

THE END

Session 10 - Preparing for Seminar Presentation

This class will be overseen by Ms Elma Hajric, School for the Future of Innovation in Society.

Please come ready to discuss your seminar presentation topics as a class.

Ask questions and share your findings with your classmates.

Please use this time wisely to take as many notes in preparation as possible.

Reading:

Robert Sobot, December 2018, Implantable Technology: History, Controversies, and Social Implications https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=8558772, pp. 35-45.


Assessment 2 Rubric – Seminar Presentation 20%

 Students are allocated a company that specializes in microchipping people with embedded technologies such as radio-frequency identification chips, near-field communication chips and more. The student is to make a presentation as if they were a business developer for the company they have been allocated, describing their key products (up to 3), how they are used (real cases if possible), their purported benefits and relevant socio-technical issues. Aspects such as costs, the method of implantation, regulations and laws, and future applications should be addressed. The student has 10 minutes to deliver their seminar presentation (only 7 powerpoint slides), and 5 minutes of question time. This presentation requires the student to: 1. Deliver the presentation orally; 2. Submit their presentation slides in softcopy; 3. Submit associated documentation that is web referenced.

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Total:     / 40

Session 9 - Practice Examination

Here is your PRACTICE examination. The practice exam is worth NIL but helps you to prepare for the 20% examination to be held on 12th February 2019.

Please note, you do not have to be present for the practice examination. You can use the online form to store and submit each of your answers. I will then try to give you feedback before the date of your exam.

I would spend NO MORE than 10 minutes on each question.

MOCK EXAMINATION

To be completed on this online form, or to send a PDF file to Katina with the answers. Please allow yourself only 1hr 10 min to complete the questions. Hit submit after every question you answer.

Q1: Why would an organization use participatory design frameworks in their design-related work?

Q2. If I backcast from 5G mobile networks to 2G mobile networks, what would you say were some of the defining moments in the smartphone’s trajectory?

Q3. Where might futurists gain their inspiration for their product or service innovations? Give examples.

Q4. Provide 5 key principles that aid in the creation of good scenarios.

Q5. Why do business developers engage in technology roadmapping?

Q6. Open comment. What will you always remember from the first 8 sessions of this course on Welcome to the Future? And why is it important to you?

END OF PRACTICE EXAM.