What is Brainstorming technology and how to organize it?

What is Brainstorming technology and how to organize it?

Process for generating creative ideas and solutions through intensive and freewheeling group discussion. Every participant is encouraged to think aloud and suggest as many ideas as possible, no matter seemingly how outlandish or bizarre. Analysis, discussion, or criticism of the aired ideas is allowed only when the brainstorming session is over and evaluation session begins. See also lateral thinking and nominal group technique.

Individual Brainstorming

While group brainstorming is often more effective at generating ideas than normal group problem solving, several studies have shown that individual brainstorming produces more – and often better – ideas than group brainstorming.

This can occur because groups aren't always strict in following the rules of brainstorming, and bad behaviors creep in. Mostly, though, this happens because people pay so much attention to other people that they don't generate ideas of their own – or they forget these ideas while they wait for their turn to speak. This is called "blocking."

When you brainstorm on your own, you don't have to worry about other people's egos or opinions, and you can be freer and more creative. For example, you might find that an idea you'd hesitate to bring up in a group develops into something special when you explore it on your own.

However, you may not develop ideas as fully when you're on your own, because you don't have the wider experience of other group members to draw on.

Tip:

To get the most out of your individual brainstorming session, choose a comfortable place to sit and think. Minimize distractions so that you can focus on the problem at hand, and consider using Mind Maps to arrange and develop ideas.

Individual brainstorming is most effective when you need to solve a simple problem, generate a list of ideas, or focus on a broad issue. Group brainstorming is often more effective for solving complex problems.

Group Brainstorming

Here, you can take advantage of the full experience and creativity of all team members. When one member gets stuck with an idea, another member's creativity and experience can take the idea to the next stage. You can develop ideas in greater depth with group brainstorming than you can with individual brainstorming.

Another advantage of group brainstorming is that it helps everyone feel that they've contributed to the solution, and it reminds people that others have creative ideas to offer. It's also fun, so it can be great for team building!

Group brainstorming can be risky for individuals. Unusual suggestions may appear to lack value at first sight – this is where you need to chair sessions tightly, so that the group doesn't crush these ideas and stifle creativity.

Where possible, participants should come from a wide range of disciplines. This cross-section of experience can make the session more creative. However, don't make the group too big: as with other types of teamwork, groups of five to seven people are usually most effective.

How to Use the Tool

You often get the best results by combining individual and group brainstorming, and by managing the process according to the "rules" below. By doing this, you can get people to focus on the issue without interruption, you maximize the number of ideas that you can generate, and you get that great feeling of team bonding that comes with a well-run brainstorming session!

To run a group brainstorming session effectively, follow these steps.

Step 1: Prepare the Group

First, set up a comfortable meeting environment for the session. Make sure that the room is well-lit and that you have the tools, resources, and refreshments that you need.

How much information or preparation does your team need in order to brainstorm solutions to your problem? Remember that prep is important, but too much can limit – or even destroy – the freewheeling nature of a brainstorming session.

Consider who will attend the meeting. A room full of like-minded people won't generate as many creative ideas as a diverse group, so try to include people from a wide range of disciplines, and include people who have a variety of different thinking styles.

When everyone is gathered, appoint one person to record the ideas that come from the session. This person shouldn't necessarily be the team manager – it's hard to record and contribute at the same time. Post notes where everyone can see them, such as on flip charts or whiteboards; or use a computer with a data projector.

If people aren't used to working together, consider using an appropriate warm-up exercise, or an icebreaker .

Step 2: Present the Problem

Clearly define the problem that you want to solve, and lay out any criteria that you must meet. Make it clear that that the meeting's objective is to generate as many ideas as possible.

Give people plenty of quiet time at the start of the session to write down as many of their own ideas as they can. Then, ask them to share their ideas, while giving everyone a fair opportunity to contribute.

CONTRIBUTORS

Lev Vygotsky (1896-1934)

KEY CONCEPTS

Vygotsky’s Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-1934)^[1][2]. Vygotsky’s work was largely unkown to the West until it was published in 1962.

SOCIAL INTERACTION

Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)”.[2]

The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even

Operant conditioning (also called instrumental conditioning) is a learning process through which the strength of a behavior is modified by reinforcement or punishment. It is also a procedure that is used to bring about such learning.

Although operant and classical conditioning both involve behaviors controlled by environmental stimuli, they differ in nature. In operant conditioning, stimuli present when a behavior is rewarded or punished come to control that behavior. For example, a child may learn to open a box to get the candy inside, or learn to avoid touching a hot stove; in operant terms, the box and the stove are "discriminative stimuli". Operant behavior is said to be "voluntary": for example, the child may face a choice between opening the box and petting a puppy.

In contrast, classical conditioning involves involuntary behavior based on the pairing of stimuli with biologically significant events. For example, sight of candy may cause a child to salivate, or the sound of a door slam may signal an angry parent, causing a child to tremble. Salivation and trembling are not operants; they are not reinforced by their consequences, and they are not voluntarily "chosen".

The study of animal learning in the 20th century was dominated by the analysis of these two sorts of learning,^[1] and they are still at the core of behavior analysis.

B.F. Skinner (1904–1990) is referred to as the father of operant conditioning, and his work is frequently cited in connection with this topic. His 1938 book "The Behavior of Organisms: An Experimental Analysis",[5] initiated his lifelong study of operant conditioning and its application to human and animal behavior. Following the ideas of Ernst Mach, Skinner rejected Thorndike's reference to unobservable mental states such as satisfaction, building his analysis on observable behavior and its equally observable consequences.[6]

Skinner believed that classical conditioning was too simplistic to be used to describe something as complex as human behavior. Operant conditioning, in his opinion, better described human behavior as it examined causes and effects of intentional behavior.

Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education. According to Malcolm Knowles, andragogy is the art and science of adult learning , thus andragogy refers to any form of adult learning. (Kearsley, 2010).

The term andragogy can be supposedly equivalent to the term pedagogy. Andragogy in Greek means man-leading in comparison to pedagogy, which in Greek means child-leading. However, it should be noted that the term pedagogy has been used since the Ancient Greek times, while Alexander Kapp, a German educator, first used the term andragogy in 1833.

In 1980, Knowles made 4 assumptions about the characteristics of adult learners (andragogy) that are different from the assumptions about child learners (pedagogy). In 1984, Knowles added the 5th assumption.

Self-Concept
As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being.
Adult Learner Experience
As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
Readiness to Learn
As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
Orientation to Learning
As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
Motivation to Learn
As a person matures the motivation to learn is internal (Knowles 1984:12).

Over a period of six decades, Jean Piaget conducted a program of naturalistic research that has profoundly affected our understanding of child development. Piaget called his general theoretical framework “genetic epistemology” because he was primarily interested in how knowledge developed in human organisms. Piaget had a background in both Biology and Philosophy and concepts from both these disciplines influences his theories and research of child development.

Application

Piaget explored the implications of his theory to all aspects of cognition, intelligence and moral development. Many of Piaget’s experiments were focused on the development of mathematical and logical concepts. The theory has been applied extensively to teaching practice and curriculum design in elementary education (e.g., Bybee & Sund, 1982; Wadsworth, 1978). Piaget’s ideas have been very influential on others, such as Seymour Papert (see computers ).

Example

Applying Piaget’s theory results in specific recommendations for a given stage of cognitive development. For example, with children in the sensorimotor stage, teachers should try to provide a rich and stimulating environment with ample objects to play with. On the other hand, with children in the concrete operational stage, learning activities should involve problems of classification, ordering, location, conservation using concrete objects.

Principles

Children will provide different explanations of reality at different stages of cognitive development.
Cognitive development is facilitated by providing activities or situations that engage learners and require adaptation (i.e., assimilation and accomodation).
Learning materials and activities should involve the appropriate level of motor or mental operations for a child of given age; avoid asking students to perform tasks that are beyond their currrent cognitive capabilities.
Use teaching methods that actively involve students and present challenges.

In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.

While a person might be particularly strong in a specific area, such as musical intelligence, he or she most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

Criticism

Gardner’s theory has come under criticism from both psychologists and educators. These critics argue that Gardner’s definition of intelligence is too broad and that his eight different "intelligences" simply represent talents, personality traits, and abilities. Gardner’s theory also suffers from a lack of supporting empirical research.

Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.

Learning more about the multiple intelligences can help you better understand your own strengths. Continue reading to learn more about the major characteristics of each type of intelligence, and if you still aren't sure which type describes you best, this quiz can help you figure it out .

Visual-Spatial Intelligence

Characteristics

Characteristics of visual-spatial intelligence include:

Enjoys reading and writing
Good at putting puzzles together
Good at interpreting pictures, graphs, and charts
Enjoys drawing, painting, and the visual arts
Recognizes patterns easily

Potential Career Choices