Henning Breuer

LEAN VENTURING: LEARNING TO CREATE NEW BUSINESS THROUGH EXPLORATION, ELABORATION, EVALUATION, EXPERIMENTATION, AND EVOLUTION

Corporate venturing is a real adventure that teams may only master gradually through research and learning, which proceeds through iterative specification and validation of business models. Based on this understanding we have developed a five E framework for corporate venturing that is organized by learning objectives on five levels of maturity, and backed up with scaffolding tools and methods. It shows how to explore, elaborate upon, evaluate, experiment with and evolve assumptions. Scaffolding tools and methods support the two main sets of activities required within this framework: the creative exploration of new ideas and opportunities, and the iterative specification, quantification and evaluation of assumptions. Examples from nine new venture projects in the telecommunication industry illustrate the approach.

VALUES-BASED NETWORK AND BUSINESS MODEL INNOVATION

Innovation management falls short in solving urgent societal problems, if it neglects the power of networks and the values of their constituent actors. Even though network and business model innovation have been acknowledged as innovation categories in their own right, their problem-solving potential remains unexplored. In this article, we argue that purposeful innovation requires considering the shared values of those engaging in innovation processes, where values are understood as subjective notions of the desirable. Values-based innovation can motivate the development of new networks and business models that address complex societal problems, such as the unsustainability of current forms of energy supply. We present a theoretical framework and facilitation methods for values-based network and business model innovation. Both have been applied in an exemplary workshop on regional energy networks in Germany. Reflecting upon the lessons learned from theory and practice, we conclude that crucial starting points for systemic sustainability innovations can be found in values-based networks and business models.

Divergent innovation: Fostering and managing the fuzzy front end of innovation

Early phases of innovation are hardly ever being addressed in a systematic way. We tend to assume that ideas fall like raindrops from the sky. Within the concept of open innovation the number of input channels has been increased, but the assumption remains that new ideas pop up by chance or brainstorming. The process of generating new ideas in engineering, science and design is usually considered ill-defined, or even random. In contrast to this view we describe approaches of divergent innovation and search field analysis and three alternative methods that may be applied within: (1) futures-oriented approaches, (2) contextual approaches and (3) the resource-oriented derivation of product attributes from value propositions. We exemplify a divergent approach by showing a project to allocate potentially disruptive innovation for the telecommunication industry. Finally, we derive implications and guidelines for future market research within a divergent innovation approach.

Interaction design patterns for classroom environments

In our research, we synthesize two lines of development that have been dealt with independently so far: 1) the development and evaluation of educational technologies to support problem-oriented and collaborative learning activities inside and outside of the classroom, and 2) interaction design patterns as a means to document and generate design knowledge. Primary contributions are software prototypes for enhancing classroom interaction through interactive whiteboards, multiple clients with pen-tablets and PDAs, and a basic layout of a pattern language for formal and informal learning environments.

Algorithm visualization using concept keyboards

Software visualization and algorithm animation are topics of growing interest in computer science education. We propose a new interface to support the interaction between learners and the dynamic data structure of standard algorithms. Based on their source code users generate and configure so-called concept keyboards to explore the data structures and to execute the methods of the algorithms. This access is in contrast with a simple step interface which allows visualization of the steps of the algorithm in the right order. The results of the various evaluation phases are given. At this moment a larger study is being undertaken with undergraduates which focuses on the usability of the keyboard.

Concept keyboards in the animation of standard algorithms

Software visualization and algorithm animation have been tackled almost exclusively from the visual point of view; this means representation and control occur through the visual channel. This approach has its limitations. To achieve better comprehension, we deal with multimodal interfaces that include the extended facilities of interaction together with those of the standard systems for data visualization and algorithm animation. The notion of specific concept keyboards is introduced. As a consequence, modern information and learning systems for algorithm animation are enhanced in such a way that control and interaction take place through appropriate interfaces designed and semi-automatically generated for this special purpose. In this paper, we provide some examples and report on a thorough evaluation to show the relevance of this new approach.

Mobile Learning with Patterns

The identification and construction of patterns play a fundamental role in learning, but to date design patterns have been used for communication between professionals, rather than for learning purposes. We adapt the design pattern approach and develop software for mobile and other touch-sensitive devices in order to support design students to learn with patterns. We describe the multi-platform system and its gesture-based interaction for formal and informal environments, and present some application scenarios.

Love at First Encounter --- Start-Up of New Applications

Whereas most research on usability focuses on known applications we explore the first encounters. Starting up new applications expectancy, impression management, initial dialogues and acquaintance, and ritualizing operations have to be handled. We present the research approach and document short histories of learning and fascination. Focussing on business users of mobile services we conducted diary research and expert interviews, reviewed design guidelines, and conducted a pattern-driven and resource-oriented innovation workshop. We present insights and results from the synthesis of guidelines, and ideas translated into experience prototypes.

Mobile Learning across Expanding Contexts

Mobile learning is related to and embedded in the learnerspsila situational context. Contrasting representational notions of context as established in ubiquitous computing as well as phenomenological notions of context as the generation of subjective meaning, we propose a dialectical and learner-oriented view. Learning is expansion into a context where meaning-making practices and objective opportunities for development relate. Implications of this notion for learner-centered design will be discussed within two application scenarios. Both provide opportunities for learners to expand their abilities for engagement in a given environment, one involving portable devices, and the other relying on embedded systems.

A Lightweight Open Space for the Classroom -- Collaborative Learning with Whiteboards and Pen-Tablets

Software for interactive whiteboards in the classroom usually combines tools for showing prefabricated presentations with annotation features. Instead of encouraging students to participate by contributing, this design promotes a teacher-centered interaction in the classroom. Through literature review, observation, and interviews with teachers we identified pedagogical and situational limitations of this approach and derived design guidelines. We developed an application with an open space interface for interactive whiteboards. It applies a gesture-based interaction paradigm and allows teachers and students to flexibly create, structure, present and document learning materials. Within collaborative learning activities multiple students may synchronously access the whiteboard through pen-tablets.